3.2 Plan, structure, and sequence learning program
Plan lesson sequence using knowledge of student learning, content, and effective teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engages students in their learning
As a preservice teacher I was placed within a year one class with 26 students aged between six and eight years of age. The class consisted of a majority of boys, one student diagnosed with Autism Spectrum Disorder (ASD), two students who are Indigenous, four students were below year level while one student was above year level academically. While on placement I was required to organise content for an English unit of work to ensure an effective teaching and learning sequence was completed and practical. As part of this sequence planning, I was required to complete in depth lesson plans and an assessment piece.
Before I could implement any teaching, I had to organise a sequence of learning, this was demonstrated through a unit plan and individualised in depth lesson plans. (APST 2.2, 2.3, 3.2) This unit plan had to consist of multiple lessons that followed on from one and another while overlapping, ensuring that all content required by the Australian Curriculum for year one English was covered such as They describe characters, settings and events in different types of literature.; They recall key ideas and recognise literal and implied meaning in texts.; They create texts that show understanding of the connection between writing, speech and images.; They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly. (Australian Curriculum, 2018) However each lesson plan demonstrated the breakdown of the content stated above, and effective teaching strategies to engage and differentiate for all students. Each lesson was carefully organised to use a range of resources and ICT to engage the students.
As seen in artefact 3 (APST 3.2, 3.4) the lessons utilised ICT through the use of the students induvial iPads, as well as the internet for visual aids and included audible aids. The students also used their iPad to upload onto their online app to be able to show their families the fantastic work they are doing in their books. This was a positive teaching strategy as it encouraged the students to take pride in their work while also motivating them to ensure they had something to show their families. Utilising ICT in the lesson allowed for more differentiations to be implemented, encourage inclusion and allowing all students to become involved. As we all learn differently at different rates and styles, the use of technology provided further opportunities for engagement through fun and enjoyable terms. (ICTE Solutions Australia, 2021) As I had knowledge of how the students learnt best, I found using the range of resources, including ICT’s to be the most effective teaching strategy I had available as I taught the sequence of lessons.
