Standard 3.2 – Plan, structure, and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Standard 3.5 – Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Throughout this experience I was in a prep classroom at a local Toowoomba State School. There was 12 students aged 4-6 years. In this classroom the majority of students were ESL, with various disabilities and low socio-economic backgrounds, hence the class size limited to 12. There was a fulltime school officer to support the teacher as well as additional staff coming in throughout the day to support the students. Through this experience we focused on Science, creating a unit plan, concentrating on the course objective of Weather and its properties. It was fundamental for me to build positive relationships with all students considering students diverse backgrounds. It was important for me to create, plan, structure appropriate learning programs (3.2) to be able to support all students and their needs. This was done through a science unit of work (example 3). Through the unit plan there was a large range of both verbal and non-verbal communication strategies (3.5) to be able to support student learning and engagement. This plan was created in collaboration with my mentor to ensure all student capabilities were being met whilst also following the Australian Curriculum. It was essential for students to understand weather so this can help with their assessment tasks.
Artefact 5 explored a student work in collaboration with the unit plan focused on planning and structuring learning (3.2). This student work showed how they demonstrated clothing to wear on a hot sunny day as well as a cold rainy day. Students were able to have a gradual release of responsibility throughout this task. The student’s work showed that they had a clear understanding of what clothing was needed to wear on certain days, demonstrating they had clear knowledge of the content that was being taught (3.2). Through artefact 5 there was also a variety of communication strategies used, both non-verbal and verbal (3.5) using visual aids as well as regular communication. Artefact 6 shows an effective teaching strategy using visual aids which also was a great tool to use for the non-verbal student within the classroom. Using visual aids supports other uses of communication for students (3.5). Visual aids can support students to provide clear structure, avoid frustration, improve understanding, and can offer opportunities to interact with all students (National Council for Special Education, n.d). Artefact 6 shows weather symbols that were used to support student engagement as well as support students.
Through using visual aid cards for students I found it made a huge improvement on student engagement as well as student’s assessment. This professional experience allowed me to learn how to plan effectively to suit students who are non-verbal as well as create structured learning programs to support these students.
