2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
Artefacts 1, 3, 4, 5 and 6 were created to teach a year 9 visual art class in a state school. My mentor teacher provided me with the unit plan (artefact 1) and asked me if I could plan a lesson around analysing art. The assessment was to study and analyse a Bansky artwork, I planned for students to analyse artworks that they are familiar with and were not Bansky’s works. I made a PowerPoint (artefact 5) with my lesson structure to refer back to. I wrote paragraphs about each artwork (artefact 6) in artefact 5 and the students broke down each paragraph into sections to help them learn which sections to include in their analysis for their assessment. I then created an exit ticket for the students to fill out to give me an understanding about my students progress. I used the information from this exit ticket to revisit areas that students were not confident with in the next lesson.
I have chosen standard 2.5 as I believe I demonstrated “knowing and understanding Literacy and numeracy teaching strategies and their application in teaching areas” (AITSL, 2017) in my teaching. While I had to teach my students how to analyse artworks, I also had to revisit paragraph writing skills. I had to improvise and “go back to basics” so that my students were able to easily write an analysis paragraph. To do this I used my knowledge of a TEEL paragraph structure and wrote a sample paragraph using the structure. After this strategy, I was able to show the students how to analyse the artwork and how they can add their analysis into their TEEL paragraph. Feedback I received, was that although I was faced with a challenge, I was able to improvise and use my knowledge to over come that challenge.
Standard 2.2 was demonstrated throughout my planning and lessons, I was able to use the unit plan provided by my mentor to organise the content into an effective teaching learning sequence (AITSL, 2017). I went to the section of the unit plan and was able to find where the assessment was planned. From there I discussed with my mentor on how to approach the lesson and what she wanted me to focus on. I was able to break down what she needed me to teach and could put it into a learning sequence. By using the exit ticket (artefact 4), I could gather my knowledge about my students understandings of my lesson and create a basic revision lesson to ensure my students are confident with their assessment.
