| 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 3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
I taught several topics in a plant production unit for Year 12 Agricultural science, as part of the senior syllabus (Queensland Curriculum and Assessment Authority, 2019). The students had already started this unit in the previous term, and were about to commence a plant trial comparing plant growth in aeroponic and hydroponic systems. I considered the material I would be teaching the students and structured it to support their learning and understanding of the plant trial (3.2). Throughout the lessons, I was able to draw on a variety of resources to support students’ understanding of the content (3.4).
I planned for varied learning experiences to engage students in the content material, using a combination of explicit instruction and inquiry-based learning (3.2) (QCAA, 2019; Duchesne & McMaugh, 2019). An inquiry-based framework is useful for linking content to real world problems, and lends itself to higher order thinking opportunities, where students apply their knowledge and skills, working collaboratively to solve problems (Cairns, 2019; Moss, 2016). This was evident when students had to problem-solve how to fix the hydroponic plant trial that had leaked nutrient solution, and I used this opportunity to link with learning on pH and electrical conductivity (3.2).
The lessons were structured to accommodate students measuring and recording data for their plant trial (3.2), as well as learning new content. I used a brainstorming session to find out what students knew about integrated pest management (IPM) and to engage them in the topic (Duchesne & McMaugh, 2019), as well as class discussions about how IPM was used in crops in the local area, by linking to real life examples (3.2). Students were asked to individually research and prepare a summary of the major pests and diseases for their chosen crop using ICT to research and present to the class (3.4). The Universal Design for Learning (UDL) framework was embedded in the lessons by providing students with choice on how they presented their research (3.2)(Cast, 2018). Students were asked to offer their suggestions, with justification to elicit higher order thinking, on what types of management practices could be used to reduce the impact of pests on the crop. I presented cotton production and pest management as an exemplar of the learning content (3.2) to model expectations to students. These varied activities formed the backbone of a sequence of lessons that built in complexity, moving students from lower levels of thinking to higher order thinking (3.2) (Godinho, 2016).
While teaching the various plant reproduction processes, I was able to engage the students by selecting and retrieving varied plant materials as resources to use in the lessons (3.4). Using real plant material, with the ability to dissect the components, allowed students to experience the content in a different way to using photos or videos. Additionally, I used video footage of microscopic insects devouring other pests. The results of providing varied learning experiences, adjusted to suit the students, their learning needs, and other demands, meant that students were engaged in their learning, as demonstrated by their research summary from the learning activity (Artefact 3a). The adjustments I made to the learning experiences to accommodate the plant trial, as well as teaching content to support the data analysis of the trial (3.2), meant that students were able to successfully complete the experiment, as shown in these photos (Artefact 3b).
Teaching agricultural science students about plants and animals in an inquiry-based framework, has taught me to use real-life opportunities to link with content. Even though the leaking hydroponic system could be perceived as a mishap, it provided a valuable learning experience to students on how to problem solve while linking with content from previous units in the syllabus. Having flexibility in the lesson planning is important, as well as building on students’ prior understanding, and to vary the learning experiences so students remain engaged. These are practices I will endeavour to include during my GTPA next year.
References
Cairns, D. (2019). Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment. International Journal of Science Education 41(5), 2113-2135. https://doi.org/10.1080/09500693.2019.1660927
CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
Duchesne, S. & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.). Cengage Learning Australia.
Godinho, S. (2016). Pedagogy: the agency that connects teaching with learning. In R. Churchill, S. Godinho, N.F. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M.C. Nagel, K. Shaw, P. Ferguson, P. Nicholson, & M. Vick, Teaching: Making a difference (3rd ed., pp. 254-294). Wiley.
Moss, J. (2016). Learner diversity, pedagogy and educational equity. In R. Churchill, S. Godinho, N. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. Nagel, K. Shaw, P. Ferguson, P. Nicholson & M. Vick. Teaching: Making a difference (3rd ed., pp. 152-184). Wiley.
Queensland Curriculum & Assessment Authority (QCAA). (2019). Agricultural science 2019 v1.2. general senior syllabus. https://www.qcaa.qld.edu.au/senior/senior-subjects/sciences/agricultural-science/syllabus
