Focus Area 3.1 Establish challenging learning goals.
- Demonstrate establishing challenging and achievable learning goals.
Focus area 3.3 Use teaching strategies.
- Demonstrate the use of teaching strategies to develop student knowledge.
While teaching a grade 2 math class in a large metropolitan primary school I planned a sequence of lessons that focused on money. Of approximately 26 students there were 4 students that found learning difficult, however no student had a formal diagnosis, and they received no additional support. When planning this lesson, I had to consider students’ prior knowledge and how to best introduce students to new concepts (3.3), how to establish learning goals achievable by all students (3.1). By the end of grade 1, students should be able to recognise Australian coins according to their value. Students had not been required to count money. In this lesson students were being introduced to counting small values of money.
When planning this lesson I developed clear learning objectives for students. I used the WALT, WILF and TIB acronyms so students could clearly identify what they were going to learn, what I would be looking for them to demonstrate, and giving them a clear purpose for why they needed to know this learning concept (Artefact 3.1). Having these learning objectives enabled students to engage and monitor their learning and progress (Hattie, 2009).
I introduced the new learning concept using Gradual Release of Responsibility (Fisher & Frey, 2008) (3.3). This is evident in the body of my lesson plan (Artefact 3.1). Using this approach allowed me to demonstrate to the students how to place the money in order of value and count from the highest value first. I was then able to complete examples with the students until I was confident that students had an understanding and could complete the task in collaboration with a peer. The independent task was differentiated in difficulty so students could work in their zone of proximal development (Vygotsky, 1978) and achieve their learning goals (Hattie, 2009). Demonstrating and involving the students in worked examples helps to support students and reduces the cognitive load for learners (Hattie, 2009). This is particularly important for the four students with learning difficulties as they require more opportunities to learn and practise the task (Department of Education and Training, Victoria 2022).
As a result of this lesson plan, I learnt how effective and necessary it is to set clear learning goals, differentiate learning tasks and use appropriate teaching strategies to teach new concepts. Students were able to achieve the learning objectives set at the commencement of the lesson and progress towards their individual learning goals. Students were able to confidently revisit counting money in the following lessons. The four students with learning difficulties required further scaffolding and support. This lesson demonstrates that I can establish challenging learning goals and use effective and appropriate teaching strategies to teach new concepts (3.1., 3.3.).
Department of Education and Training, Victoria. (2022). Helping students to become independent learners in literacy. Retrieved from https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/independent-learners-literacy.aspx
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Retrieved from https://ebookcentral-proquest-com.ezproxy.usq.edu.au.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological Processes. Havard University Press.
