Effective communication
4.1.1 Communicate clear directions to students about learning goals
4.1.2 Demonstrate a range of questioning techniques designed to support student learning
4.1.3 Listen to students and engage them in classroom discussion
4.1.4 Use student group structures as appropriate to address teaching and learning goals
4.1.5 Use a range of teaching strategies and resources including ICT and other technologies to foster interest and support learning
4.1.2 Demonstrate a range of questioning techniques designed to support student learning
4.1.3 Listen to students and engage them in classroom discussion
4.1.4 Use student group structures as appropriate to address teaching and learning goals
4.1.5 Use a range of teaching strategies and resources including ICT and other technologies to foster interest and support learning
Mathematics - Fractions - introduction and revision
Introduction begins with topic and class discussion on what students already know. Relevance to everyday living is always included by asking "What's the point? Why are we doing this"
Reflection/Improvement: To state "At the end of this lesson you will be able to......." or at the end of the lesson say "We have just learnt......" (good advice from my prac schools assistant principal.
The (compulsory) use of concrete materials for consolidation
Reflection/Improvement: To state "At the end of this lesson you will be able to......." or at the end of the lesson say "We have just learnt......" (good advice from my prac schools assistant principal.
The (compulsory) use of concrete materials for consolidation
IntroductionStage 1 Introduction lesson plan.
Stage 1 Notebook lesson for IWB. Stage 1 Consolidation activity using counters in bag. Stage 1 Consolidation activity using sum of 2 dice rolled. |
RevisionStage 1 Revision lesson plan
Stage 1 Notebook lesson for IWB. Stage 1 Fraction wall Stage 1 Fraction wall work sample |
Focus area - final practicum 4.1.1
One focus area in my last practicum was to start the lesson with clear learning outcomes for the students to see. I have now started incorporating outcomes into the interactive white board presentation. This not only is a prompt for me but a visual clarification for the students to see. It sets the scene and links the previous learning to future outcomes. I will continue to use this method and also incorporate reflection at the end of the slides. Here is an amended notebook file I used to deliver the term topic "Water works". This was adapted from Primary Connections - a partnership between the Australian Government (Department of Education, Employment and Work place relations) and the Australian Academy of Science. Here is the link to the resource page:
http://science.org.au/primaryconnections/curriculum-resources/waterworks.html
Evidence:
Journal entry for focus area with specific progress and examples.
Stage 1 Notebook - Science - Waterworks
http://science.org.au/primaryconnections/curriculum-resources/waterworks.html
Evidence:
Journal entry for focus area with specific progress and examples.
Stage 1 Notebook - Science - Waterworks
Questioning 4.1.2During all lessons questions where posed using:
Open-ended structure: "How can you tell that we use water mostly for washing?" "Describe other areas we use water?" Closed-ended structure: "Do you remember last lesson how we spoke about freezing water.....and what would happen to the level - would it increase or decrease?" "Who looked at home at how water was being used?" Questions would be either directed to the whole class, individual students with their hand up or those without their hand up. Evidence: Journal entry for focus area during practical Mentor notes - feedback on lessons - areas circled. Group structuring 4.1.4Mixed ability grouping was used to reach group potential. During an outside activity where groups of three would experiment with the result of water on different surfaces, groups were made up with at least one model student as the leader. This was observed to work particularly well especially for one of the ADHD students whom required extra assistance.
Evidence: Mentor feedback for 'Rain, Rain where does it go?' page 1 Mentor feedback for 'Rain, Rain where does it go?' page 2 |
Listening 4.1.3Whenever there is a question or answer from students, I would ask they direct this to their classmates. This re-enforces that it it important to listen not only to me, but, to other students in the class. My mentor teacher implemented the "5 'L's" - a highly effective strategy that uses photographs of the students exhibiting what active listening is. The 5 L's are:
Lips (are closed) Legs (are crossed), Laps (hands in), Listening (ears are focused) and Looking (eyes are on the speaker). The photos are hanging at the front of the class - during floor time the students are reminded using class dojo points for incentive for those that fulfill this requirement, students are directed to view these photos regularly. I prefer a class where students can all see each other when discussing topics. Although the 'circle' approach is most used when using concrete materials, I used this for discussion time. Evidence: Photo of Mrs Moore teaching science - sitting in circle during discussion. Place Value maths lesson plan - students in circle formation to use concrete materials as well as discussion. Teaching strategies 4.1.5A number of teaching strategies were used:
Interactive whiteboard (students would interact with content). Kinaesthetic - concrete materials - water/ice Inquiry - students would experiment and find answers to questions. Visual - online resources (water cycle videos, pictures to prompt for words for word wall). Auditory - singing a song that students remember the water cycle. Evidence: See Stage 1 NB Science Waterworks Photo of Mrs Moore teaching using concrete materials - students in circle on floor with water/cups Student conducted own experiment at home with water and ice and photographed results. |