2.2 Content selection and organisation.
2.6 Information and Communication Technology (ICT).
To demonstrate my knowledge of Standard 2, Know the content and how to teach it, I am focusing on ASPTS 2.2 Content selection and organisation, extending to organising content into an effective learning sequence. Artifact for Standard 2 is a snippet of a 5-lesson overview that occurred during my GTPA placement, I was in a year 2 classroom of 24 students in a private affluent primary school situated west of Brisbane. The lesson sequence was an overview of an English literacy subject where students were learning and developing their understanding of Informative writing in the form of writing procedures. This small unit of work was taught in one week requiring students to plan and design a Paper bag puppet, along with planning and writing a 5-step procedure about how to make a puppet and finally constructing the designed puppet as per the instructions on the procedure. There was a lot of content to cover in a limited amount of time. It was necessary to include as much information as possible into the lesson overviews to ensure accuracy of content that aligned with curriculum content along with ensuring all steps were accounted for and were implemented in the correct sequence. The content selected was chosen due to its hands on application and appeal to the Kinesthetic (Cornell (PhD) & Drew (PhD), 2023) and Visual learning (University of Wollongong, 2023) needs of the students. Aligning with ASPT 2.6 Information and Communication Technology (ICT) I utilized an interactive White board to model lesson content. As a graduating teacher I am focused on expanding my knowledge in the of ICT as I am sure there could have been other opportunities other than the interactive whiteboard that could have been beneficial to the lesson. The planning outlined in the lesson overview was implemented with overall positive learning outcomes in some instances time constraints disrupted the process, some minor alterations to the timetable allowed for completion of the unit. I utilized High Impact Teaching methods in particular Explicit teaching, due to the direct structured format, explicit instruction provides clarity to direction and learning, explicit teaching can be applied to a whole class, small group or individual students. In my year 2 cohort there were students with additional learning needs who thrive on direct explicit instruction without its students can lose focus and potentially miss critical information in the lesson (Kim Greene, MA, 2019). Explicit teaching breaks content into manageable comprehendible parts thus reducing the cognitive load making learning manageable (Kim Greene, MA, 2019).
Artifact Standard 2 Demonstrates alignment with (Standard 2.2 ) a snippet of lesson 1 of a 5 lesson sequence plan , the remaining 4 lessons have a similar layout , I felt this example was sufficient in demonstrating my understanding. This lesson overview outlines lesson goals and behavioral expectations organized in a sequence of learning activities with reference to Visual learning styles (VL) and also demonstrates the use of ICTS in the form of an interactive white board. Aligning with Standard 2.6). Also identification of Formative Assessment throughout the lesson and connection to the curriculum. The end of the sequence identified the conclusion of the lesson with a brief overview of the next lesson. I also highlighted the High Impact Teaching Strategies that featured in the lesson including Questioning and Explicit Teaching and Collaborative learning.
