Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment, and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
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Critical Reflection
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During my practical engagement at Young Public School, I could plan and implement lessons. The foundation of successful lessons is hinged on effective planning (Weatherby-Fell, 2015, p.p. 106-126); a part of this process is writing lesson plans. I believe the positive feedback across the EPT218 practicum experience was grounded in my understanding of the content and pedagogical approaches to deliver the lessons. Additionally, my supervising teacher provided in depth feedback to improve my professional practice, which was invaluable. Through feedback and research, I can demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies (2.1). This is reflected in the both the lesson plans, teacher and student feedback. I was provided the unit of work from the teacher for KLA, and I meet the requirements (2.2), while also individualizing the learning activities to meet the desired NSW curriculum outcomes. There was also the opportunity to teach follow up lessons (2.2) on topics covered, and linking to prior learning, scaffolded and independent work opportunities were essential elements of all lessons. All lessons taught were in accordance with the NSW curriculum (NSW Education Standards Authority [NESA], 2017). However, due to the nature of practical experiences, I was limited in my ability to create formal assessment items for students and this is an area that I would like to develop through additional research into the effectiveness of assessment for, as and of learning. The literacy strategies I found to be effective was following a personal growth model, and the use of metalanguage. Additionally, I found that activities that allowed students to be responsible for their learning extension was effective. However, there should be a balance between a variety of pedagogical approaches (2.5). During the teaching of math, I found that following a formula of modelled, guided and then independent work promoted engagement (2.5). Furthermore, focusing on children’s’ abilities like McCashen, (2005) advocates in the strength based model, promoted high participation from students. During all lessons, introductions, expectations, learning intentions and outcomes were displayed on the Interactive Whiteboard. I would like to increase my use of ICT within classrooms, although children should have a balance of multimodal activities to develop various skill sets and love of learning. What I did notice is lacking in my evidence is the ability to Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (2.6). While my aim is always to be, inclusive and reflect upon Indigenous perspectives, facilitating students with opportunities to engage, I understand that I need to develop evidence for this outcome. Thus, I aim to undertake further research in how to implement Indigenous perspectives within most lessons.
McCashen, W. (2005). The Strengths Approach. Bendigo: St. Luke's Innovative Resources.
NSW Education Standards Authority [NESA]. (2017). NSW Syllabus. Syllabus.nesa.nsw.edu.au. Retrieved 1 April 2017, from http://syllabus.nesa.nsw.edu.au
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Weatherby-Fell, N. (2015). Learning to teach in the secondary school (1st ed.). Melbourne: Cambridge University Press.
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Links
Lesson plans & Unit plans are available here
The feedback attached reflects personal use of content and teaching strategies including through extensive planning (2.1, 2.2, 2.3). The lesson was created in order to create a dialogue where I could begin to understand students, their interests, as well as mathematic abilities. This served to guide lesson planning to teach mathematics using effective strategies (2.5).
This evaluation was of a stage 2 English lesson I taught on EPT218. Teaching students about inferred meaning can be difficult, so I created the interactive lesson (2.1). A mock crime scene was created for the students to explore inference (2.5). The lesson was introduced with a vimeo (2.2, 2.6). This was followed by exploration and student focussed examination(2.2).' Using student language I extended knowledge with embedded meta-language (2.2). NSW curriculum outcomes were met (2.3).
This lesson plan was designed to engage students in an understanding of themselves as part of a global community. The focus is on creative writing (poetry.) As an educator I hope to be able to create lessons that can be used across KLA's. While this plan is English focused, it also has links to mathematics outcomes. A download of this lesson plan is available in the planning and programing section or by following the link at the bottom of the page.
