Standard 3: Plan for and implement effective teaching and learning
Focus area 3.2: Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Focus area 3.3: Use teaching strategies
Include a range of teaching strategies.
For a Year Three Class in southern Brisbane, my mentor teacher asked me to deliver a series of English lessons on procedural writing. This was my first practicum, and my first time with an iPad class. My mentor teacher and the neighbouring teacher differentiated their two classes for English, so I would be taking the students across the two classes that were below the expected achievement standard. I was familiar with the learning styles and abilities of the students from my class because I had been regularly teaching “Words Their Way” (Bear et al. (Eds.)., 2016). I also had observations from seeing my mentor teacher run lessons. However, I was unfamiliar with students from the neighbouring class. Thus, I consulted both my mentor teacher, and the neighbouring teacher to determine how best to cater for individual learning needs. I examined data from their running records, their classes’ English assessment results to date, and their general observations. Both teachers suggested I use the method of Explicit Instructions (Hughes et al., 2017). They also recommend that I begin each lesson with noticeably clear Learning Intention (Wu & Goff, 2021) using the WALT (We Are Learning To) and WILF (What I’m Looking For) method.
I knew that the head of Head of Curriculum for this school instructed teachers to use the Australian Curriculum and Queensland’s Curriculum into the Classroom (C2C) (Department of Education, n.d). I examined ACARA, C2C documents from my mentor teacher, and the Literacy Continuum 3-6 document from the Department of Education and Training (2012). In consultation with my mentor teacher, I developed a brief plan for a series of lessons (3.2). I started with a simple lesson to begin; I devised a worksheet requiring students to analyse a recipe for an egg sandwich on their iPads. They were required to highlight the verbs in yellow and the headings in pink. However, this task proved to be a bit too complicated for most of the students at this level. As such, whilst I had lessons planned in the sequence (3.2), I learnt to be flexible and differentiate more effectively.
I simplified and adjusted my teaching techniques and delivery style to be more suitable for the cognitive needs of my learners (Wang et al., 2020) (3.3). Once I implemented these changes, my lessons ran smoothly compared with earlier lessons such as the Egg Sandwich Procedure Lesson. I allowed more time for questions from students, whilst still being aware of timing and my Learning Intention (WALT and WILF) (Wu & Goff, 2021). As I relaxed as a teacher, the students seemed happier and worked more effectively (Clunies-Ross et al., 2008). From this experience, I learnt the importance of good planning (3.2), but also the importance of adjusting the plan and differentiating in accordance with new data or observations about students ‘needs (Gibbs & McKay, 2021). I took this into future practicums, and in the future hope to broaden my repertoire of strategies (3.3).
References for Standard Three
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F.R. (Eds.). (2016). Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (Global Edition)(6th edition). Pearson.
Chase, L. (2016). Collaboration and the power of team teaching. SCAN, 35(1), 13-19.
Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-671. https://doi.org/10.1080/01443410802206700
Department of Education. (n.d.). Curriculum into the Classroom (C2C). Queensland Government.
Department of Education and Training. (2012). Literacy Continuum 3-6. Queensland Government.
Gibbs, K. & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109, 101799. https://doi.org/10.1016/j.ijer.2021.101799
Hughes, C.A., Morris, J.R., Therrien, W.J., & Benson, S.K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research and Practice, 32(3), 14-148. https://doi.org/10.1111/ldrp.12142
Newton, D.P., & Newton, L.D. (2009). Knowledge development at a time of use: a problem-based approach to lesson-planning in primary teaching training in a low knowledge, low skill context. Educational Studies, 35(3), 311-321. https://doi.org/10.1080/03055690802648119
Wang, S., Du., M., Yu, R., Wang, Z., Sun., J., & Wang, L. (2020). Exploration of the multiple impact of learning styles on learners’ cognitive information processing. Interactive Learning Environments (Ahead-of-Print), 1-16. https://doi.org/10.1080/10494820.2020.1855205
Wu, B., & Goff, W. (2021). Learning intentions: A missing link to intentional teaching? Towards an integrated pedagogical framework, Early Years (online). https://doi.org/10.1080/09575146.2021.1965099
