Theme 2- Professional Practice
Standard 3 – Plan for and implement effective teaching and learning.
3.1 Establish challenging learning goals.
3.2 Plan, structure and sequence learning programs.
3.3 Use teaching strategies.
3.5 Use effective classroom communication.
My lessons are planned with consideration of student levels of ability and knowledge, as well as considering their most effective learning styles. Just as importantly, my teaching practice involves a mixture of explicit instruction, modelling, scaffolding, and part/individual tasks. This allows my students to be exposed to a variety of learning strategies where they are encouraged to find their individual strengths to build on prior knowledge.
Tasks are designed within students Zone of Proximal Development (ZPD) to encourage peer to peer teaching and further support a community of learners. I understand this type of environment is ideal for optimal learning and student engagement by empowering ownership of student learning.
3.1 Establish challenging learning goals.
3.2 Plan, structure and sequence learning programs.
3.3 Use teaching strategies.
3.5 Use effective classroom communication.
My lessons are planned with consideration of student levels of ability and knowledge, as well as considering their most effective learning styles. Just as importantly, my teaching practice involves a mixture of explicit instruction, modelling, scaffolding, and part/individual tasks. This allows my students to be exposed to a variety of learning strategies where they are encouraged to find their individual strengths to build on prior knowledge.
Tasks are designed within students Zone of Proximal Development (ZPD) to encourage peer to peer teaching and further support a community of learners. I understand this type of environment is ideal for optimal learning and student engagement by empowering ownership of student learning.
Standard 4 - Create and maintain supportive and safe learning environments.
4.1 Support student participation.
4.2 Manage classroom activities.
4.3 Manage challenging behaviour.
4.1 Support student participation.
4.2 Manage classroom activities.
4.3 Manage challenging behaviour.
In my classroom I have high expectations of my students, both behavioural and academic. Every student is encouraged to perform to the best of their abilities in a well planned sequence of lessons. For optimal learning, my classroom communication is delivered both as whole group and individual or small group. This allows me to deliver instructions effectively and appropriately keeping students on task longer. But more importantly, it allows me to reprimand in private and praise in public. I find students perform best when they are not reprimanded in front of their peers. Instead, I approach students individually and quietly to ensure respect is upheld, and student engagement is high.
Standard 5 - Assess, provide feedback and report on student learning.
5.1 Assess student learning.
5.2 Provide feedback to students on their learning.
5.4 Interpret student data.
As part of my pedagogical approach, I highly value the need for continuous summative and formative assessment procedures. I closely monitor and observe my students during their lessons and record this information in a tailor made Observation and Assessment booklet. I initiate a range of assessment procedures in my classroom including pre and post-tests, running records, self-assessment rubrics and school directed assessment guides. I have found that some of the most insightful assessments have been through direct dialogue with my students. I take pride in creating a classroom that is honest and a safe forum for constructive conversation with students regarding their learning progress, which in turn forms my planning.
An ideal example was earlier this year when I engaged in a one-on-one conversation with a student struggling with multiplication. Observations in his mathematics book along with an open discussion about his misunderstandings of the multiplication process, highlighted the need to revisit double digit addition. More importantly, this conversation led to the revelation that the student was lacking the fundamental concept of number bonds, hence his struggle with multiplication. The next tuning in lesson I divided the class into three ability groups, with this particular student in Group 1. The ICT based activity was engaging, appropriate and directed to improve the fundamentals (number bonds) to then be able to further enhance his understanding of the multiplication process.
5.1 Assess student learning.
5.2 Provide feedback to students on their learning.
5.4 Interpret student data.
As part of my pedagogical approach, I highly value the need for continuous summative and formative assessment procedures. I closely monitor and observe my students during their lessons and record this information in a tailor made Observation and Assessment booklet. I initiate a range of assessment procedures in my classroom including pre and post-tests, running records, self-assessment rubrics and school directed assessment guides. I have found that some of the most insightful assessments have been through direct dialogue with my students. I take pride in creating a classroom that is honest and a safe forum for constructive conversation with students regarding their learning progress, which in turn forms my planning.
An ideal example was earlier this year when I engaged in a one-on-one conversation with a student struggling with multiplication. Observations in his mathematics book along with an open discussion about his misunderstandings of the multiplication process, highlighted the need to revisit double digit addition. More importantly, this conversation led to the revelation that the student was lacking the fundamental concept of number bonds, hence his struggle with multiplication. The next tuning in lesson I divided the class into three ability groups, with this particular student in Group 1. The ICT based activity was engaging, appropriate and directed to improve the fundamentals (number bonds) to then be able to further enhance his understanding of the multiplication process.
Online interactive math game with specific focus on number bonds to 15.
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Online interactive math game with specific focus on number bonds to 10.
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