Plan for and implement effective teaching and learning
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3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
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Critical Reflection
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During my EPT218 Practicum my goals included incorporating various practices including ICT into lessons. This was in order to meet the demands of 21st century learners, and pedagogical influences including the Four Resources Model (Luke & Freebody, 1999). and Multiliteracies Pedagogy (3.2, 3.3) (Pahl, & Rowsell, 2011). Creating an environment where children can create meaning through prior knowledge, explicit teaching using resources like ICT (3.4), and meaningful feedback (3.3) can promote a deeper understanding and engagement in subject content. I found this to be reflected when children created their own stories on StoryBird. Although my practicum has finished, children from the classroom still regularly create their own short stories, and I still write positive and constructive feedback for them (3.3). Essentially allowing a crossover between school discourse and home (3.7). Furthermore, the StoryBirds (3.4) create a link for parents to witness their child's learning, aiding in facilitating communication between home and the school (3.7) (Epstein, 2005). The lesson on computers has provided far more than just meeting the basic requirements of what children should achieve in computer lessons. There is links to literacy, creative processing, self-reflection, meaningful feedback, and parental involvement in students learning. With the later linked to improved student outcomes in schools (3.7) (Epstein, 2005). While the lesson was a success, I was also able to evaluate my expectations of students to meet specific outcomes (3.2, 3.3). I found that while I had planned to teach and complete the lesson in one session, I found that it required two lessons, and a third would have been beneficial (3.2). It also provided an opportunity fro me to reflect on equity measures as not all students had access to home computers. Additionally, the use of expectations, outcomes and intentions for learning for all lessons (3.1, 3.2, 3.3) were displayed on the interactive whiteboard, after initial feedback from my supervising teacher. Further, during lessons I scaffolded to differencing student abilities (3.2). For example in the StoryBirds students were given options in short stories, long form texts and drag and drop format poems (3.3). This allowed for all students to participate in safe learning environment. Differentiation is a key element of being an educator, so I was mindful to incorporate as much as I could in lessons (3.2). The ability to differentiate was due to careful consideration of children’s strengths (3.3), it was my aim to enhance these elements and support the construction of new skills. Throughout lessons, I incorporated music (3.4) as ‘brain breaks (3.3),’ and also as a way to have students return to desks or to listen (3.3, 3.5). A moment that was significant to me in the teaching placement, was when the assistant principal asked if my ICT PowerPoints (3.4) could be shared at a staff meeting, as a guide for casual and temporary staff. I believe this contributed to the development of teacher programs indirectly (3.6). Clear obtainable high expectations for students, that are hinged on fairness, can result in a productive learning environment (Weatherby-Fell, 2015, p. 132-138), which I experienced on my practicum.
Epstein, J. L. (2005). School-initiated family and community partnerships. In T. Erb (Ed.), This we believe in action: implementing successful middle schools (pp. 77-96). Westerville, OH: National Middle School Association.
Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the four resources model. Practically Primary, 4(2). Retrieved from http://www.alea.edu.au/freebody.htm
Weatherby-Fell, N. (2015). Learning to teach in the secondary school (1st ed.). Melbourne: Cambridge University Press.
This work sample created by a student using StoryBird (3.4). This activity created links for parents to engage, view and participate in their child's learning (3.7). Additionally, it provided opportunities to provide meaningful and immediate feedback to students through the online platform. Students learning was scaffolded through StoryBird, which provides the option for drag an drop, poetry, short books, or long form texts (3.2, 3.3).
This work sample created by a student using StoryBird (3.4). This activity created links for parents to engage, view and participate in their child's learning (3.7). Additionally, it provided opportunities to provide meaningful and immediate feedback to students through the online platform. Students learning was scaffolded through StoryBird, which provides the option for drag an drop, poetry, short books, or long form texts (3.2, 3.3).
Involving parents in the classroom and student learning has been observed to have a positive impact (Castro et al., 2015). Engaging parents through online meaningful surveys is a way to overcome factors that may inhibit parental involvement. Through understanding parent expectations and communicating effectively, I can enhance student learning and meet diverse needs within a classroom. This is a sample of a survey I created to understand parent perceptions of eBooks compared to books.
Links
References
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46.