Standard 3 - Plan for and implement teaching and learning
Standard 3 - Plan for and implement teaching and learning
3.1 - Establish challenging learning goals
3.1 - Establish challenging learning goals
This standard has been met at the proficient level through the evidence found under Standard 1.6 which shows and explains the development of and Individual Education Plan which I developed for a student with a disability. All of the goals (learning, social and emotional) that I set were challenging but achievable for this particular student.
Achievement of this standard at the highly accomplished level has been done through my goal setting taught within my Health program. Every year I teach goal setting with a focus on SMART (smart, measurable, achievable, realistic and timely) goals. All of my students know what SMART goals are and are constantly developing their skills in writing these goals. We write new learning and personal goals at the beginning of every term and we evaluate and reflect on these goals at the completion of each term.
Achievement of this standard at the highly accomplished level has been done through my goal setting taught within my Health program. Every year I teach goal setting with a focus on SMART (smart, measurable, achievable, realistic and timely) goals. All of my students know what SMART goals are and are constantly developing their skills in writing these goals. We write new learning and personal goals at the beginning of every term and we evaluate and reflect on these goals at the completion of each term.
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The template used to write our SMART goals each term.
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The template used to evaluate and reflect on our SMART goals each term.
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Standard 3 - Plan for and implement teaching and learning
3.2 - Plan, structure and sequence learning programs
3.2 - Plan, structure and sequence learning programs
Standard 3 - Plan for and implement teaching and learning
3.3 - Use teaching strategies
3.3 - Use teaching strategies
This standard has been covered in another section along with another standard. The standard that this links closely with is:
Standard 2 - Know the content and how to teach it
2.1 - Content and teaching strategies of the teaching area
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Standard 2 - Know the content and how to teach it
2.1 - Content and teaching strategies of the teaching area
Click on the standard mentioned above to be taken to this page.
Standard 3 - Plan for and implement teaching and learning
3.4 - Select and use resources
3.4 - Select and use resources
It is a well known and well researched fact that students achieve greater results when they are engaged with the task. I have found over my three years of teaching, that if technology is involved, my students are always eager to participate. I have used this curiosity and engagement to motivate my students and to build a passion to be lifelong learners.
I am competent in a range of technology skills to enhance teaching and learning, and try to capitalise on the way technology can engage the children. At Yokine Primary School we have a large number of tablets and notebook laptops within the school. I endeavour to use this technology within my classroom, across all subjects, every single day. This type of classroom enables me as the teacher to provide my students’ with purposeful, relevant learning experiences that stimulate their thinking. I can connect with their current knowledge and challenge them further when needed as well as offer support to students’ who may need more time to learn a concept. I encourage my students to think critically and solve problems in different ways and also encourage curiosity and imagination, providing significant opportunities for student engagement and achievement.
I incorporate technology into my classroom whenever possible and often the great ideas for inclusion come from the students. I set up an Edmodo page for my students to interact with myself and other classroom members from home. In Mathematics they create online graphs, engage in interactive games, answer questions on IXL and watch explicit teaching videos on Kahn Academy. In English they publish stories, create online comic strips, create PowerPoint’s, participate in the Lexile program and participate in grammar and punctuation activities on no red ink. These are just a few examples of the technology my students are exposed to and are helping me to create a flipped classroom in a shift from passive to active learning to foster deep, higher order thinking.
My extensive experience with technology in the classroom has lead me assist my colleagues to create, selected and use a wide range of resources in their classrooms to help engage their students. I am often assisting other teachers to implement new applications and programs into their classrooms and have presented different online programs to groups of staff members on a number of occasions. With this in mind, I believe I am definitely highly accomplished in this focus area.
This type of classroom enables me as the teacher to provide my students’ with purposeful, relevant learning experiences that stimulate their thinking. I can connect with their current knowledge and challenge them further when needed as well as offer support to students’ who may need more time to learn a concept.
I am competent in a range of technology skills to enhance teaching and learning, and try to capitalise on the way technology can engage the children. At Yokine Primary School we have a large number of tablets and notebook laptops within the school. I endeavour to use this technology within my classroom, across all subjects, every single day. This type of classroom enables me as the teacher to provide my students’ with purposeful, relevant learning experiences that stimulate their thinking. I can connect with their current knowledge and challenge them further when needed as well as offer support to students’ who may need more time to learn a concept. I encourage my students to think critically and solve problems in different ways and also encourage curiosity and imagination, providing significant opportunities for student engagement and achievement.
I incorporate technology into my classroom whenever possible and often the great ideas for inclusion come from the students. I set up an Edmodo page for my students to interact with myself and other classroom members from home. In Mathematics they create online graphs, engage in interactive games, answer questions on IXL and watch explicit teaching videos on Kahn Academy. In English they publish stories, create online comic strips, create PowerPoint’s, participate in the Lexile program and participate in grammar and punctuation activities on no red ink. These are just a few examples of the technology my students are exposed to and are helping me to create a flipped classroom in a shift from passive to active learning to foster deep, higher order thinking.
My extensive experience with technology in the classroom has lead me assist my colleagues to create, selected and use a wide range of resources in their classrooms to help engage their students. I am often assisting other teachers to implement new applications and programs into their classrooms and have presented different online programs to groups of staff members on a number of occasions. With this in mind, I believe I am definitely highly accomplished in this focus area.
This type of classroom enables me as the teacher to provide my students’ with purposeful, relevant learning experiences that stimulate their thinking. I can connect with their current knowledge and challenge them further when needed as well as offer support to students’ who may need more time to learn a concept.
Above and to the right are photos of students in my classroom creating a movie using the programme Movie Maker. Students had to create a movie that incorporated photos, a video, sound and animations on the topic of healthy eating. All photos, documents and videos used in the movie had to be created by the students using Samsung Galaxy tablets and then imported onto the laptops. Students developed a large number of ICT skills throughout this task and were very engaged and motivated throughout.
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Above are photos of my students engaging with technology effectively within the classroom. As part of our Digital Technologies unit, students had to use coding software to make a robot follow certain patterns and complete certain tasks.
Curriculum links for this activity include:
Curriculum links for this activity include:
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Please download the mp4 file on the left.
This file is one of the movies created by a group of Year 5 students on the topic of healthy eating. The students had to create all elements of this movie including writing a rap, making the posters, making a video, taking photos and then editing it all together with animations and movies. |
Standard 3 - Plan for and implement teaching and learning
3.5 - Use effective classroom communication
3.5 - Use effective classroom communication
Using effective verbal and no-verbal communication strategies to support student understanding, participation, engagement and achievement is integral within the classroom. I feel I possess extremely effective communication skills and use these to no end with my class. participation in the Classroom Management Strategies (CMS) program (see Standard 7.4) allowed me to create an awareness of the Low Key Strategies (LKS) that I use within the classroom. As part of the CMS program, I engaged in conferences with a mentor who observed a number of my lessons and provided feedback on my communication skills - both verbal and non-verbal.
The notes above were from a CMS conference I had. The communication skills noted within my lesson were winning over, responding to the efforts of the learner, opportunity to rehearse, feeling tone, wait time, private dialogues, active scan, whole class feedback, distribution of responses and proximity. All of these skills were observed and identified within a 10 minute observation, showing the extent and effectiveness of my verbal and non-verbal communication skills.
Another example of my effective communication skills is through another observation from a supervisor. This supervisor observed an entire lesson of mine on the topic of narrative writing. She comments on the extent of the information I provided that children with and how thorough I was. I am praised for providing examples from the students' own work and how much practice I gave the students in the introduction. She went on to compliment my scaffolding and the suggestions I verbally offered the students. Finally she comments on the feedback and positive reinforcement that I provided for the students.
The two documents above are observation notes from my university supervisor. I feel this document is an excellent example of my abilities to communicate effectively both verbally and on-verbally with my students.
Standard 3 - Plan for and implement teaching and learning
3.6 - Evaluate and improve teaching programs
3.6 - Evaluate and improve teaching programs
Standard 3 - Plan for and implement teaching and learning
3.7 - Engage parents/carers in the educative process
3.7 - Engage parents/carers in the educative process
Maintaining a positive and open relationship with parents is integral to a positive learning environment. Each year I have taught, I have set up a parent meeting within the first two weeks of the school year to do a meet and greet with my parents. I used this opportunity to inform parents of my expectations and our classroom rules. It allowed me to explain the technology I wanted to use within the classroom throughout the year and to get their input into this. I received extremely positive feedback from these meetings and feel it greatly assisted in establishing a positive connection between myself and the parents/carers.
This meeting also allowed me to initiate open and positive communication channels with the parents. This has been supported throughout the whole year through my constant and ongoing email relationship with parents that have allowed any questions or queries to be answered quickly and efficiently. I also send out a newsletter at the beginning of each school term to ensure parents/caregivers are aware of what is happening within the classroom and what their child is learning. This has helped considerably with communication with parents and feedback on this newsletter has been extremely positive.
This meeting also allowed me to initiate open and positive communication channels with the parents. This has been supported throughout the whole year through my constant and ongoing email relationship with parents that have allowed any questions or queries to be answered quickly and efficiently. I also send out a newsletter at the beginning of each school term to ensure parents/caregivers are aware of what is happening within the classroom and what their child is learning. This has helped considerably with communication with parents and feedback on this newsletter has been extremely positive.
Above is a copy of the letter that I have sent out to parents in the first week of school letting them know about the meet and greet.
**Certain information has been removed for privacy
**Certain information has been removed for privacy
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Above is a copy of the booklet that I hand out to parents during this initial meeting. As you can see, the booklet outlines a great deal of information about the running of my classroom. It clearly states rules and consequences, behaviour reward programs, classroom timetable, homework expectations and a lot more. Any parents that do not attend the meet and greet are emailed a copy of this document.
This year I have started using a new communication tool called 'Class Dojo'. Dojo is an online program that allows me to message all parents with the click of a button. Parents download the application on their phones and connect to my classroom. They can activate notifications so that if I send a message they will receive an alert. It is similar to email in many ways but has a number of additional features making it fantastic for communication between home and school. Dojo also has a feature where I can post photos to parents along with a caption. I have found that this feature has been the most enjoyed and celebrated feature of Dojo. I endeavour to post a couple of photos a week of different activities we are doing in class. Parents have informed me that they love this feature and they get an insight into what their child is doing everyday at school.
Dojo instant messaging screen - this is an example of a demo class as I cannot post my messages to my class due to privacy.
Above are two snippets from my dojo story with my parents. I have posted the pictures, written a caption and then I can see how many parents have viewed the picture, liked the picture and they can also comment on the pictures.
Another method through which I engage parents/carers in the educative process is through 'Open Night'. Open Night is a night in which the classroom is opened up and all of the students work is displayed. Parents are able to come through the classes, chat to the teachers an view the students work. I always provide an activity for parents/carers to complete on open night and I always have snacks available as a thank you. Open Night is always a great success and parents always provide very positive feedback.
Parents/carers and students in my classroom during Open Night.