3.1 Establish learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use Teaching Strategies
As previously mentioned, I was required to create and deliver a mathematics unit focusing on measuring length and area in a Year 5 class. This is important to refer to as it is an example of how I planned for and implemented effective teaching and learning (APST Standard 3) by establishing learning goals (APST 3.1), plan, structure, and sequence learning programs (3.2) and used teaching strategies (APST 3.3).
In order to establish students’ current level of performance, a diagnostic assessment was completed to determine students’ readiness for learning in the unit work for measurement. The results from the diagnostic assessment (Artefact 5) helped me establish learning goals (APST 3.1) by identifying students’ prior knowledge and preparation for the unit. This data, combined with a thorough examination of the previous curriculum (Year 4) and the current unit requirements, contributed to the establishment of clear and achievable learning goals which were clearly stated in the unit overview (Artefact 6). Collecting this pre-assessment data was essential for adjusting teaching methods, setting suitable learning goals, monitoring progress, and supporting students to independently assess and strive towards their goals (Herman and Winter 2011; Earl and Katz 2006; Love 2008; Bernhardt 2003).
The planning phase included the making of the detailed unit overview (Artefact 6) which demonstrates my understanding in planning, structuring and sequencing learning programs (APST 3.2) for students. Using the backwards mapping technique, I started “…with the end in mind” (Wiggins and McTighe, 2005) by focusing on students’ learning objectives, planning continuous assessments, and developing lessons, activities and resources aligned to these learning goals (Alenezi, 2015, p. 6).The results from the diagnostic assessment (Artefact 5), revealed that the majority of the class were at the standard level for understanding the calculation of area and perimeter of rectangles. However, a number of students required additional support in comprehending volume and capacity, using correct units of measurement and converting between units of length. Consequently, Lesson 1 in Artefact 6, included a brief revision of perimeter and area, followed by in introduction to problem-solving perimeter and area questions. This strategic approach allowed for optimisation of lesson time, focusing on more challenging concepts in subsequent lessons.
Throughout the teaching process, explicit instruction and the gradual release of responsibility model were consistently used (APST 3.3) Explicit instruction ensured that I explicitly taught the key mathematical concepts required, breaking down the learning into manageable steps (Australian Education Research Organisation, 2023). Additionally, the gradual release of responsibility model allowed for a gradual transition of responsibility from the teacher to students, promoting independence (Fisher & Frey, 2013).
The careful planning and execution of this teaching approach resulted in not only the successful completion of student assessments (Artefact 7) but also the of a deeper understanding of mathematical concepts among the students.
