Standard 3: Plan for and Implement Effective Teaching and Learning

3.1 Establish challenging learning goals.

3.2 Plan, structure, and sequence learning programs

3.3 Use teaching strategies

The situation relating to standard 3 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. To demonstrate Standard 3: Plan for and implement effective teaching and learning I chose to focus on (Aspts 3.1,3.2,3.3) The Artifact Standard 3 contains 3 elements to demonstrate my understanding. Firstly, the inclusion of a snippet of a 5-sequence lesson plan demonstrates established learning goals (Aspts 3.1), these goals were a feature in all lessons taught. Introducing goals to a lesson creates interest, wonder and creative thinking.  “In the Australian Curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems.” (Australian Curriculum, Assessment and Reporting Authority, 2018).

Also contained within the artifact Standard 3 in the 5 sequence lesson plan are cues in each numbered step indicating one of the 3 following strategies I Do , You Do , We Do,  alternatively known as Gradual Release of Responsibility involving lessons or tasks beginning with direct explicit instruction to introduce the topic, followed by collaborative learning where the topic of the lesson is unpacked where expectations and boundaries are explored, then concluding with independent learning and demonstration of knowledge (Cchiaro, 2021). This sequence was repeated and applied across each lesson and aligns with (ASPTs 3.2) When a student takes responsibility for learning, they have increased confidence to make decisions and have an increased sense of belonging and feeling valued for their contribution to their learning journey. (Laurel Springs School, n.d.) Utilising the Gradual release of responsibly increases engagement and promotes positive and productive learning outcomes and also can lead to reduced behavioural issues that are of the result of lessons that are monotonous and implemented in the same place utilising the same method each time. (Bektiningsih et al., 2023) The final Artifact Standard 3 involves aligning with aspts 3.3 displaying template on the interactive whiteboard modelling the complexities of creating a Puppet Procedure. This diagram highlights each section of the template with an explanation for the purpose and expectation of what is required in each section.  It was important to provide a visual example of the   task to provide clarity of expectations, students were encouraged to asked questions which promoted additional questions from peers resulting in a whole class discussion resulting in a positive outcome in reducing anxiety and increased enthusiasm about the task.  Aligning with Hattie’s Visual learning where students are educated on what they are supposed to learn, how to learn the content and how they can gauge their progress. (Main, 2023).  

Artifact for 3.1 , 3.2.

Artifact 3.3

The Artifact above demonstrates understanding of standard 3 starting with the Lesson plan sequence, aligning with Aspts 3.1 Establishing challenging learning goals, in this example designing a Paper Bag Puppet, writing a detailed title for the Paper Bag Puppet Procedure. Ther is also alignment with standard 3.2 plan, structure and sequence learning programs, evident in the I do, We do, You do / Gradual Release of Responsibility. The second image demonstrate modelling of the complexities of the puppet informative procedural writing and examples of Visual learning aligning with standard 3.3.