Standard 3: Plan for and implement effective teaching and learning
Resource 1
This is a lesson plan that I used to teach a class on nutrition. It includes a range of teaching strategies such as an interactive quiz as the 'hook' to engage students, a visual PowerPoint presentation and a creative activity.
(Standard 3.3) |
Resource 2
This resource was taken from the Black Dog Institute which provides a range of school-based teaching resources for a unit on mental health and specifically, mood disorders. It includes a wide range of lesson plans and activities that later years students will find stimulating and engaging.
(Standard 3.4) |
Resource 3
This resource is a scaffolding technique as it is designed to compliment both lecture slides and the teacher's verbal explanations of the unit content. It also gives students a tangible product to take home from the lesson to use for further revision.
(Standard 3.3) |
Resource 4
I came across this resource after discussions with my mentor teacher about improving my classroom management techniques and the effectiveness of using non-verbal communication techniques. This website teaches educators about what non-verbal communication is, how to use it and how it can be effective in supporting student engagement in the classroom.
(Standard 3.5)
(Standard 3.5)
Resource 5
This resource is a copy of a file that is required to be completed by a teacher prior to and during parent-teacher interviews. In order to improve teaching and learning outcomes it it important to involve parents and carers in the educative process (Hoover-Dempsey & Sandler, 1995). Therefore this document is designed for the teacher to note down their thoughts on each student prior to meeting with the parents so that they can discuss any important issues or concerns that they may have, and then during the meeting can then write down in the reciprocal boxes what the parents' thoughts are about their child's progress. Students all have different preferred learning styles and approaches to learning and therefore it is important for a teacher to be able to identify these different styles and approaches so that they can use strategies in the classroom that cater to each individual learning style (Krause, Bochner, & Duchesne, 2006). Communication between a teacher and parent enables them to work together to identify which strategies will work best for each individual child so that they can help them reach their learning potential in the classroom.
It is also important for the teacher to keep a parent updated about their child's test and assessment results so that they know about the child's academic progress. Research has found that greater improvements occur in student behaviour and academic performance when the student, teacher and parent work together cooperatively towards a desired outcome (Hoover-Dempsey & Sandler, 1995). Therefore if a student has been failing to complete assessment work or has been performing poorly on tests, a plan can be made between the parent, teacher and the student during these meetings that is designed to assist the student with improving their performance. Such arrangements can include parents monitoring homework, a reinforcement system, or setting the student an assigned seat in the classroom to help them engage more effectively during the lessons. These strategies and arrangements should be specifically tailored to the needs of each individual student during these meetings and are done so with the intention to increasing engagement and participation in the classroom and consequently improve learning outcomes.
(Standard 3.7)
References
Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 311-331.
Krause, K. L., Bochner, S., & Duchesne, S. (2006). Education psychology for learning and teaching. Melbourne, VIC: Thomson Learning.
It is also important for the teacher to keep a parent updated about their child's test and assessment results so that they know about the child's academic progress. Research has found that greater improvements occur in student behaviour and academic performance when the student, teacher and parent work together cooperatively towards a desired outcome (Hoover-Dempsey & Sandler, 1995). Therefore if a student has been failing to complete assessment work or has been performing poorly on tests, a plan can be made between the parent, teacher and the student during these meetings that is designed to assist the student with improving their performance. Such arrangements can include parents monitoring homework, a reinforcement system, or setting the student an assigned seat in the classroom to help them engage more effectively during the lessons. These strategies and arrangements should be specifically tailored to the needs of each individual student during these meetings and are done so with the intention to increasing engagement and participation in the classroom and consequently improve learning outcomes.
(Standard 3.7)
References
Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 311-331.
Krause, K. L., Bochner, S., & Duchesne, S. (2006). Education psychology for learning and teaching. Melbourne, VIC: Thomson Learning.