3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Use Teaching Strategies
Include a range of teaching strategies.
During the course EDS4407 Secondary Arts Curriculum and Pedagogy which I undertook in semester 2 2023, I created a sequence of 3 lesson plans for a senior secondary grade 12 class. I created lesson plans that provide achievable and challenging learning goals with consideration of students differing ability and that was sequenced to provide optimal learning with the use of several basic but high-quality teaching strategies.
For this course I created these lesson plans to provide students with opportunity to develop content knowledge and skills in preparation for the IA1 task. I used the QCAA general Drama syllabus to construct the lesson plans and considered several ways to lay out the lesson plans for students to receive the best experience. This consisted of creating plans that related to Unit 3 of the general Drama syllabus and I provided clear teaching strategies, learning experiences, learning goals for students at a year 12 level and minor differentiation throughout. These lessons plans can be seen in Artefact 3 in Examples of Teaching.
To provide the structure and sequence of high-quality lesson plans I used the backwards mapping process throughout the lessons. This process is used as a teaching and pedagogical strategy created to develop students understanding of content and subject specific skills across 3 levels of learning (Bowen, 2017). With lesson 1 students were able to identify the desired results of the unit through the learning goal in which students would digests and distinguish information through high order thinking. Lesson 2 which mocked up the IA1 using formative assessment to determine what would be acceptable for students to succeed and identifying the acceptable evidence. Followed by lesson 3 which students applied prior knowledge to develop their own understanding of the unit and plan for what is to come (Bowen, 2017). These lessons also used High Impact Teaching Strategies (HITS), which related content and teaching to 21st century skills in the Australian curriculum. These HITS were setting goals, explicit teaching, structured lessons, questioning and an emphasis on collaborative learning particularly in lesson 3 (State Government of Victoria, 2019). These HITS provided the students with a range of opportunities to develop knowledge and skills and achieve learning goals set in each lesson. These HITS also provided connections to the development of the 21st century skills of communication, personal and social skills, and the general capabilities. In addition further strategies such as the use of ICT and nature of drama builds of both Information, Communication and Technology capabilities, and Personal and Social capabilities (ACARA, 2019).
These lessons plans provided me with the opportunity to develop skills and achieve standards in sequenced lessons for a range of learners. This assessment piece provided the opportunity to create lessons that could be used to create positive learning experiences for senior secondary students.
Bowen, R. (2017). Understanding by Design. Vanderbilt University Centre for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
Australian Curriculum, Assessment and Reporting Authority. (2019). General Capabilities. ACARA. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/.
State Government of Victoria. (2019). High Impact teaching Strategies. Department of Education. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx.
