Standard 2.2 – Content selection and organisation: Organise content into an effective learning and teaching sequence.
Standard 2.4 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Standard 2.5 – Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Throughout this experience I was in a prep classroom at a local Toowoomba Catholic School. There was 26 students aged 4-6 years. We focused on English, creating a portfolio of work using an English Unit Plan and various assessments for reading/writing skills and techniques. It was important to gather content into effective teaching sequences (2.2) which was done through an English Unit plan. Throughout the plan (example 2) it focused on dreamtime stories and the retell of those. Students were beginning to understand Aboriginal histories and cultures (2.4) through the learnings of dreamtime stories. It was fundamental to have a variety of literacy strategies (2.5) to support students and for students to have a broad understanding of the dreamtime story Tiddalick the Frog. To be able to support their learning, to learn and recall the events happening within the story. It was important to understand how all students learn so I could differentiate their learning where applicable. In collaboration with my mentor, we ensured that the unit plan suited all students.
Throughout the plan (example 2) it showed a variety of lessons and effective teaching strategies to support students. It demonstrated how to support students and using a teaching strategy of gradual release of responsibility allowing higher order learners to continue independently if they feel confident to lead themselves with a task (Victorian Government, 2019). Artefact 3 demonstrates an effective learning sequence (2.2) with a lesson plan that linked to the unit plan. This lesson focuses on a directed drawing of Tiddalick, an Aboriginal dreamtime story (2.4). It clearly shows step by step instructions. It is fundamental to complete lesson plans as it keeps students on track, ensures lessons run smoothly and ensure lesson plans adhere to course objectives (RIC, 2022). Artefact 4 shows story cards relating to Tiddalick the Frog (2.4). These cards were used as a different teaching strategy to support students in their retell. Using visual aids, it supports students conceptual thinking and deepens their understanding of tasks (Twinkl, 2022). It supports students in their literacy development as they are exploring other ways stories can be told. Using story cards my mentor and I worked out different literacy strategies (2.5) to be able to support and deepen students understanding.
Using effective teaching strategies such as story cards I noticed an improvement in student’s understanding of the dreamtime story, and they gained a deeper understanding of different Australian animals. By using sequences of learning such as lesson plans, I ensured all lessons ran smoothly. As a beginning teacher I am moving forward in working out ways to support students within their learning through effective lesson plans and using variety of different teaching strategies and techniques to support students.
