The domain of professional practice relates to implementing an effective teaching and learning cycle. An effective teaching and learning cycle begins with backward mapping (Churchill et al., 2019). Firstly, referring to the Australian Curriculum to understand the learning objectives and outcomes to create learning goals for students to achieve. Once I have established student learning goals this will guide my summative assessment task (Churchill et al., 2019). A summative assessment task provides students with an opportunity to demonstrate their understanding (Main & Pendergast, 2019). When designing the summative assessment, I will take careful consideration of the students in my class to ensure everyone can access it. The implications of these considerations could see the summative assessment have options for students to choose how they wish to meet the criteria. Some students may be able to collaborate with their peers or be supported by a teacher. These options enable all students to have successful learning outcomes while they are still developing their understanding, ensuring they have a positive experience. As learning is a journey and every student will develop in their own way and in their own time. Students should not feel pressure, criticism, or different if they are not meeting an at standard level, yet (Main & Pendergast, 2019).
Once the summative assessment is designed a learning sequence can be created. Although remembering this learning sequence should be flexible, adaptive and have multiple opportunities for formative assessment to check on student progress (Masters, 2018). As student progress will determine teaching, strategies and the lesson sequence.(Masters, 2018).
References
Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., Mcgill, M., Moss, J., Nagel, M., & Shaw, K. (2019). Teaching making a difference. (4th ed.). John Wiley & Sons.
Main, K., & Pendergast, D. (2019). Teaching primary years: Rethinking curriculum, pedagogy and assessment. Taylor & Francis Group.
Masters, G. (2018). The role of evidence in teaching and learning. Australian Council for Educational Research (ACER). https://research.acer.edu.au/cgi/viewcontent.cgi?article=1038&context=columnists
