Handbook [WORD 169KB]

Bachelor of Education – Primary PE 1

Pre-service Teacher Expectations and

Authentic Learning Tasks


Pre-service Teacher Expectations

Changes to Professional Experience process for PE 1 (Primary)

In line with changing expectations for accreditation process, there is a need to ensure a level of moderation exists in what is expected of pre-service teachers and how the assessment of their teaching practice by colleague teachers.

Two extra steps have been added to the assessment process for 2016.

Authentic Assessment Tasks

First, building upon the previous need to keep a planning portfolio, authentic learning tasks (ALTs) have added to help you develop as a teacher. These tasks identify specific evidence to be completed and how the evidences are linked to the final assessment.

Moreover, for some ALTs associated with teaching, there are now specific templates for you and your colleague teacher (s) to use. These are mainly associated with lesson planning, formal observation of your teaching and teaching skills.

Assessment Processes

Second, the evidences that are collected form the basis of a regular professional dialogue between your colleague teachers, your UTAS supervisors, and your peers. The professional dialogues occur in the school context and at a collaborative professional dialogue day on the Monday of week 3 of practicum.

Where possible, schools will identify a group of colleague teachers who will conduct a professional conversation with you at the mid assessment point and at the final assessment point. At these professional conversations, you are expected to enter into a dialogue with your colleague teachers to discuss your progress towards the identified assessment criteria. You should be able to provide the ALTs evidences and discuss your reflects at these meetings.

The collaborative professional dialogue day set aside for the Monday of week 3 is an opportunity to discuss with your peers and your UTAS supervisors your experiences of becoming a professional teacher. Similarly, at the professional dialogue day, you should be able to refer to your ALTs evidences collected in weeks 1 and 2.

Note, for remote location based pre-service teachers, the collaborative professional dialogue day will be held through a SKYPE meeting with your UTAS mentor. In some cases this might be a group SKYPE meeting or an individual based meeting. Where possible, we will hold some interstate professional conversation meetings depending upon numbers

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Agenda Collaborative Professional Dialogue Day Monday of week 3 of PE 1,

Attend a Collaborative Review day at one of the three regional centres;

- Burnie,

- Launceston,

- Hobart, or

- Organise a SKYPE time with your UTAS supervisor

1.

10.00– 10.10. Welcome by a PE leader to the day

2.

10.10 – 10.40 Professional Development – Induction to the profession;

School Principal re Becoming Ready for Work

3.

10.40 – 11.00 Break

4.

11.00 – 12.30 Students in their allocated groups to work with UTAS or external person and their peers to reflect on the previous 2

5.

6.

7.

12.30 – 1.00

2.00 – 2.50

3.00 weeks of practicum, show evidences collected, raise issues, connections with UTAS work, interim report.

Lunch

Students in their allocated groups work with UTAS or external person to discuss plans for the next 9 days

Reconvene

3

4 All



Week

1

2

3

1. Normal duties beyond direct teaching

(i.e., staff meetings, duty, room preparation)

All

All

All

2. Observation of other colleague teachers / specialists (i.e.,

HPE, Music,

Librarian, paraprofessional)

3. Team teaching -

Colleague teacher to direct PST to take various parts of the learning episodes.

Colleague teachers learning plan.

Remaining time after completion of all other activities

2 learning episodes Remaining time after completion of all other activities



4. Team teaching –

Colleague teacher directed – PST plans part of lesson/activity

(following teacher plan)

Observation

5 learning episodes

(Individual)

7 learning episodes

(Small group)

9 learning episodes

(Small group)

5. Codependent small group work (up to 5 students)

Colleague teacher leads the learning sequence but independently

PST plans directed activities

6. Independent lesson – whole group (PST to select, develop

& plan)

1 X Lesson

Observation

3 learning episodes

3 learning episodes extending from week 2

(same students)

3 learning episodes extending from week 1 & 2

(same students)

1 x Lesson

Observation

1 learning episode

2 learning episodes

7. Formal observation of colleague teacher

2 X

Deconstruction

Observations

2 X

Deconstruction

Observations

8. Planning time &

Professional discussions

(colleague teacher conversations, assessment panel)

4 hours

5 hours

5 hours

5 hours

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Pre-service Teacher Authentic Learning Tasks Schedule

Week

1




HPE, Music,


Authentic

Learning Task 1 a,b,c,d,e,f




Authentic

Learning Task 3

Nudge Sheet 1







Authentic

Learning Task 5


& plan)


2 Authentic

Learning Task 1 g,

Authentic

Learning Task 3

Nudge Sheet 1

Authentic

Learning Task 2

Authentic

Learning Task

4.2

Week selfreflections

Learning Task

4.3





Discuss classes for collecting of evidence for

ALTs

Professional dialogue

Discussion

Mid assessment

5


Pre-service Teacher Authentic Learning Tasks Schedule

Week

3




HPE, Music,


Authentic

Learning Task 1 h

Authentic

Learning Task 3

Nudge Sheet 1




Authentic

Learning Task 3

Nudge Sheet

2,3,4




Authentic

Learning Task 2

Authentic

Learning Task

4.2


4 Authentic

Learning Task 1 h

Authentic

Learning Task 3

Nudge Sheet 1

Authentic

Learning Task 2

Authentic

Learning Task

4.2





Learning Task

4.3



& plan)

Learning Task

4.4


Learning Task

4.3


Learning Task

4.4



Authentic

Learning Task 5




Authentic

Learning Task 5

Collaborative professional dialogue day

(Monday Faceto-face or

SKYPE meeting for remote locations

Professional dialogue

Discussion

Final assessment

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Bachelor of Education – Primary & Early Childhood PE 1

Colleague Teacher Guidelines

Week

1

2

1. Normal duties beyond direct teaching (i.e., staff meetings, duty, room preparation)

Conduct induction to the school / learning centre

Partner with PST on allocated extra teaching duties

2. Observation of other colleague teachers / specialists

Arrange with colleagues times for PST to observe 2 learning episodes


Colleague teacher to direct student to take various parts of the learning episodes.


Include PST in learning episodes

– allocate learning tasks as necessary




Colleague teacher directed

– PST plans part of lesson/activity

(following teacher’s plan)

Allow PST to observe a learning sequence

Allocate / discuss teaching plan weeks 2-4 learning episodes

5. Co-dependent small group work (up to 5 students)

Colleague teacher leads the learning sequence but

PST independently plans their small group activities

Allocate / discuss teaching plan weeks 2-4

Check lesson/activity plans (5) for individual student

Complete teacher behaviour checklists

Check lesson/activity plans for 1 learning episodes

(small group)


& plan)


Discuss lesson planning approaches

Identify time

PST lessons for week 3 & 4


Discuss PST lesson planning for week 3 & 4

7. Formal observation of colleague teacher – PST completes a formal observation of colleague teacher

8. Planning time

& Professional discussion teacher conversation

Allocate time to

PST - 4 hours

Organise panel for participates in professional dialogue with colleagues

Allocate time to

PST - 5 hours

Chair professional dialogue with colleagues for mid assessment

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Week

3

4

Bachelor of Education – Primary & Early Childhood PE 1

Colleague Teacher Guidelines

1. Normal duties beyond direct teaching (i.e., staff meetings, duty, room preparation)



2. Observation of other colleague teachers / specialists




Colleague teacher to direct student to take various parts of the learning episodes.







Colleague teacher directed

– PST plans part of lesson/activity

(following teacher’s plan)

Check lesson/activity plans (7) for small groups


Check lesson/activity plans (9) for small groups


5. Co-dependent small group work (up to 5 students)

Colleague teacher leads the learning sequence but

PST independently plans their small group activities


(small group extending from week 2

(same students & learning area)

Complete formal observation & debrief


(small group from week 1 & 2

(same students & learning area)


& plan)

Check lesson/activity plan for learning episodes


Check lesson/activity plans (2) for learning episodes


7. Formal observation of colleague teacher – PST completes a formal observation of colleague teacher

Conduct 2 model lessons

Discuss PST observations

Conduct 2 model lessons

Discuss PST observations

8. Planning time

& Professional discussion teacher conversation

Allocate time to

PST - 5 hours

Allocate time to

PST - 5 hours

Chair professional dialogue with colleagues for final assessment panel

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Authentic Learning Tasks Guidelines

ALT – 1 Context for Learning

Purpose: Evidence for

Standard 1: Know students and how they learn.

Standard 7: Engage professionally with colleagues, parents/carers and the community.

Format: Written narrative addressing each of the below letter prompts, with identified evidence

Presentation: Students may present some of this data in a table format

Key tasks:

Provide a brief overview of the important features of the classroom/ school/learning centre. Reflect on how such an understanding of these contexts will influence your teaching and planning of your learning sequences.

Describe the subject / key learning area you are going to teach in, the sequence of lessons, the school in which you are teaching, the students in the class and provide information about the content required by the curriculum and the resources available in the classroom or learning environment.

Required Areas:

In particular, provide evidence on the following (answers to the below prompts will be used to inform other ALTs: a) Students (1.1)

- Grade(s) b) School / Learning Centre Context (1.1)

- Briefly describe the school / learning centre in which you teach. This includes: location, socio economic /cultural background, school type, number of students, My School website and other contexts that may be influential. c) Students (1.2)

- How many students are in your class? What is the ratio of boys/ girls in your class? What is the cultural diversity of students in your class? What languages are spoken in your class? d) Students’ academic development (1.3)

- What do you observe about the students’ learning styles? What can they do and what are they still learning to do? Describe how you would identify the prior knowledge and learning strengths and weaknesses of students and other factors that impact on their learning. e)

Students’ social development (1.3)

- Describe the students’ abilities, how they cooperate with each other and how they express themselves –verbally, in writing, through individual or group problem solving or experiments.

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Authentic Learning Tasks Guidelines f) Resources (3.4)

- What resources (textbooks, handouts, computers, equipment) are available in your school / learning centre / classroom to help students learn? (1.3) g) Provide a brief overview of the importance other specialist staff available in your school / learning centre. Self-reflect on how as a teacher, you would use specialist staff in your teaching. (1.3) h) Conduct a discussion with a senior member of the school to determine what is meant by the following terms; duty of care teaching to meet legislative requirements (7.1, 7.2)

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ALT – 2: Teaching Behaviour Checklist.

Purpose: Evidence for

Standard 2 : Know the content and how to teach it.

Standard 3: Plan and implement effective teaching and learning.

Format: Colleague teacher completed teaching behaviour checklist forms and personal self-reflections (28 over 4 weeks)

Presentation : Collate the original teacher behaviour checklists and complete summary charts. Construct a self-reflection theme related to this specific task.

Key tasks:

(a) Have your colleague teacher complete the teaching behaviour checklist (Sheet 1) when indicated in the expectation schedule. You should upload these to your onenote folder or keep them in your teaching file. (2.1)

(b) At the end of each week, calculate a frequency score for each grade across all behaviours. For example, in week 2, you should collect 7 teaching behaviour checklists. (3.5)

So your summary for the first behaviour might look like the following;

Week 2 Summary

1.

General overall knowledge adequate for stage of professional development

0 4 2 1

(c) At the end of each week, provide a reflection on your summary chart and identify what strategies you employed to improve both strengths and weaknesses.

Your reflection could contain a summary of what your colleague teacher has discussed with you regarding your performance. (2.1)

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Sheet 1. Teaching Behaviour Checklist

Name

Date

Below are a series of teaching behaviours that colleague teachers can use when team teaching with the pre-service teacher. The list of observable behaviours is not a definitive list, nor are they applicable to every lesson. The behaviours, while independent should be viewed as a part of the student’s total repertoire as a teacher. The pre-service teacher will need to use this checklist as one part of their self-reflection on their classroom practice.

Professional Behaviour

General overall knowledge of classroom presence adequate for stage of professional development

Adapts to fit colleague teacher’s needs

Able to respond to student's needs

Speaks with fluctuation in volume and inflection to maintain students interest and emphasize key points

Communicating, interacting, and working with students

Actively encouraged interaction with students.

Asked questions to monitor student understanding

Waited sufficient time for students to answer questions.

Listened carefully to student questions

Responded appropriately to student questions.

Restated questions and answers when necessary

Demonstrates respect for diversity and requires similar respect in classroom

Management of student behaviour

Has knowledge of student's names

Interacts appropriately with all students

Applies appropriate behaviour management strategies

Completes all teaching duties as directed

Maintains a safe working environment

Reinforces classroom rules

Able to make decisions independently

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Name

Date



Sheet 2. Teaching Behaviour Checklist Weekly Summary Sheet

Week 2 Summary Week 3 Summary Week 4 Summary

-

-

-

-

Professional Behaviour

General overall knowledge of classroom presence adequate for stage of professional development

Adapts to fit colleague teacher’s needs

Able to respond to student's needs

Speaks with fluctuation in volume and inflection to maintain students interest and emphasize key points

Communicating, interacting, and working with students

Actively encouraged interaction with students.

Asked questions to monitor student understanding

Waited sufficient time for students to answer questions.

Listened carefully to student questions

Responded appropriately to student questions.

Restated questions and answers when necessary

Demonstrates respect for diversity and requires similar respect in classroom

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Week 2 Summary Week 3 Summary Week 4 Summary

-

-

-

-

-

-

-

Management of student behaviour

Has knowledge of student's names

Interacts appropriately with all students

Applies appropriate behaviour management strategies

Completes all teaching duties as directed

Maintains a safe working environment

Reinforces classroom rules

Able to make decisions independently

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ALT – 3: Understanding what expert teachers do: Observing teaching behaviour

Purpose: Evidence for: Standard 2 : Know the content and how to teach it

Presentation: You will need to complete each of the nudge sheet exercises and develop a self-reflective narrative based on developing an understanding of what expert teachers do.

For each observation, you must complete the respective nudge sheet. The nudge sheet can be completed by direct entry or in a printed form.

Your self-reflections should be completed under the four headings of the nudge sheets. Thus there should be a narrative for; a) The working classroom (2.1) b) Student learning, motivation and engagement (3.1) c) The learning environment (3.1) d) Teaching strategies (2.1)

Key tasks:

To help organize the self-reflective narratives, you are to use a series of nudge sheets that cover a range of teaching contexts. The narrative should evolve over the course of the practicum rather than a one-off exercise. ''Nudge sheets' offer a bank of elements that might be used to select a particular focus for a classroom observation.

Throughout your first weeks of PE use the questions on this nudge sheet as a stimulus for your observations. Do not try to respond to all the questions, but use them as a way of focusing your attention on particular aspects of the classroom/learning environment

The nudge sheets are adapted from:

Kempe, A., & Nicholson, H. (2007). Learning to teach drama 11-18 (2nd ed.).

London, UK: Continuum International Publishing.

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Authentic Learning Task 3 Observational Nudge sheet 1 – The Working Classroom

Observations Comments

The classroom environment

1. What is the procedure for entering and leaving the classroom?

2. How is the room set out?

3. Are stimuli and resources laid out ready for use?

4. Do students know where to go and what to do at the start of the lesson?

5. What evidence of student work is on display?

6. What other material for supporting learning is readily apparent

(e.g. word walls, reference books/computer, etc )

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The working atmosphere



1. How much noise and movement is there and what is its nature?

2. What is the balance between students working alone, in groups or as a whole class?

3. To what extent are students co-operating with each other and the teacher?

4. How interested and enthusiastic are the students about the work?

5. How is the lesson brought to a close and the students dismissed?

Communication

1. What different sorts of communication are apparent, e.g. instruction, discussion, reprimand, questions (Who asks them? Who answers them?)

2. How does the teacher ensure that the students understand the language he or she is using?

3. How is the students' use of language supported and developed?

4. What sort of questions does the teacher use and how do the students respond?

5. How does the teacher use his or her voice to excite, clarify or maintain order?

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Teacher Actions

1.

How does the teacher initially engage the class?

2.

How does the teacher introduce new activities?

3.

What techniques does the teacher use to group students?

4.

How does the teacher intervene to keep a productive working atmosphere?

5.

How does the teacher support individuals and groups when they are working on a task?

6.

How does the teacher deal with interruptions, e.g. people coming into the classroom or unexpected incidents?

7.

How does the teacher use praise and sanctions?

Observations across the day

1. Are the objectives of each lesson clear to the students? How do you know (how does the teacher know?)

2. What sorts of stimulus and support materials are used throughout the day?

3. How is the day structured?

4. What sorts of teaching methods are employed across a day?

5. To what extent are students' ideas and contributions used to develop lessons?

6. How does each lesson provide for students' progression?

7. How are the different abilities of individual students catered for through differentiated activities?

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Authentic Learning Task 3 Observation – Nudge Sheet # 2 - Student learning, motivation and engagement

Student learning

Observations

What resources do you observe around the room that might support students’ learning (e.g. word walls, reference books/computer etc)?

Are students working in groups, alone or as a whole class?

- Why might this be?

- What sort of activities are they engaged in?

What sorts of teaching methods are employed across the period?

- When do these change?

- Why might this be?

How are the different abilities of individual students catered for through differentiated activities/groups and so on?

Notes/comments

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Student motivation

& engagement



What extrinsic motivators are in the room? How do they influence the students?

Can you identify evidence of intrinsic motivators?

How do you know?

How does the room layout contribute to student motivation?

How does the teacher support individuals and groups when they are working on a task?

Can you identify examples of student fixed or growth mindset?

How does the teacher:

- initially engage the class?

1.

introduce new activities?

2.

use praise and sanctions?

How does the teacher intervene to keep a productive working atmosphere?

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Authentic Learning Task 3 Observation #3 – ‘Nudge Sheet’- The learning environment, planning and communication

The learning environment

Observations

1.

How is the room set out?

1.

Location of teacher desk

2.

Arrangement of student desks

3.

Arrangement of furniture and equipment

4.

Learning stations and work centres

5.

High traffic areas

6.

Floor space

7.

Instructional space

8.

Display space / bulletin boards

2.

What relationship is evident between the physical and psychological factors in the classroom?

9.

How much noise and movement

10.

Nature of noise and movement

11.

Dominant colours in the room

12.

Room temperature

3.

What is evident in the psychosocial environment?

13.

relationships

14.

attitudes

Notes/comments

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Planning



1.

What is the procedure for entering and leaving the classroom?

2.

Do students know where to go/what to do at the start of the lesson?

3.

What is distinctive about the lesson beginning, middle and end

4.

What is the intended learning outcome for the lesson?

5.

Are stimuli and resources laid out read for use?

6.

What other material for supporting learning is readily apparent?

7.

What techniques does the teacher use to group students?

8.

How are transitions between activities implemented?

9.

How does the teacher deal with interruptions, e.g. people coming in to the classroom or unexpected incidents?

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Communication

1.

What different sorts of communication are apparent, e.g. instruction, discussion, reprimand, questions

(Who asks them? Who answers them?

2.

How does the teacher ensure that the students understand the language he/she is using?

3.

How is the students’ use of language supported and developed?

4.

What sort of questions does the teacher use and how do the students respond?

5.

How does the teacher use his or her voice to excite, clarify or maintain order?

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Authentic Learning Task 3 Observation #4 – ‘Nudge Sheet’ - Teaching strategies

Teaching strategies

Observations

What sorts of strategies are used and when? For example, strategies might include (but are not limited to):

1 Direct instruction

2 Discussion

3 Small-group work

4 Cooperative learning

5 Problem solving

6 Role-play

7 Are a range of strategies used in any one lesson or just one key strategy?

Notes/comments

Are visual aids used alongside teaching strategies? For example, visual aids might include (but are not limited to):

8 written information on board

9 PowerPoint slides or similar

10 Video

11 Graphic images, cards, task boards

12 Demonstration/modelling by teacher

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Questioning



What verbal strategies are used? For example:

13 Verbal examples/explanations

14 Telling of illustrative stories

15 Recalling of personal experience

16 Relating new concepts to past learning

17 Posing problems to be solved

What types of questions are used?

18 Open – divergent

19 Closed –convergent

20 Fat – complex

21 Skinny - simple

How do students respond to each of the above?

For what purpose are questions used?

- Extending thinking / Clarifying expectations/ Checking understanding

Are some questions planned? Record examples.

Is time allowed for students to answer questions?

Who asks the questions? Who answers the questions?

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ALT – 4: Developing and delivering learning episodes

Purpose: Evidence for;

Standard 2: Apply knowledge and content, curriculum and teaching and learning strategies

Standard 3: Plan for and implement effective teaching and learning throughout the professional experience

Standard 4: Create and maintain supportive and safe learning environments

Standard 5: Assess, provide feedback and report on student learning throughout the professional experience

Presentation: Lesson plans, lesson plan summary & formal observation tool and selfreflective narrative

Key tasks: a) Construct a teaching and learning portfolio for all learning episodes

(expectations 4-6) b) Write a self-reflective narrative for each sub category of your teaching and learning (expectations 4-6)

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ALT – 4.1: Overall teaching focus and rationale – Self-reflective narrative

Presentation: Self-reflective narrative on your development as a teacher to be developed over the practicum. Use sub headings to help organize your narrative.

Tasks: Provide an self-reflective narrative on your development as a teacher guided by the below prompts and prompts associated with ALT 4.2, 4.3, & 4.4 a) b) c) d) e) f) g)

What is your teaching philosophy? (2.1)

What will be the central teaching strategies for your planned lesson episodes? (2.2)

What concepts are you teaching? (3.2)

Why is the content of the planned learning episodes important for your students to know? (Refer back to ALT 1) (3.1)

How is content in the planned learning episodes consistent with current curriculum documents? (2.3)

What impact on your students are you trying to achieve? (3.1)

How will the teacher know that learning has taken place? (2.3)

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ALT – 4.2: Partnered Learning Activities

Team teaching – Colleague teacher directed – Pre-service teacher takes part of lesson/activity but follows teacher’s learning plan.

Format: Lesson plans for the activity developed in conjunction with colleague teacher

Key tasks: a) Discuss with your colleague teacher the learning plan and develop and document using the lesson plan template a teacher strategy for delivering;

5 learning episodes with individual students

7 learning episodes with a small group

9 learning episodes with a small (4.2) b) Include all teaching resources materials, including class handouts, PowerPoint presentations, and informal and formal assessment tools (including evaluation criteria and rubrics) used during the lessons. If any of these materials are from a textbook, please provide a copy of the pages you used along with a list of references. Include resources you have designed or developed yourself, for example, handouts, experiment-based materials, web pages, PowerPoints, to support your teaching. (3.4) c)

With reference to the colleague teacher’s feedback from the teaching behaviour checklists (ALT 2), after week 2, identify teaching behaviours that you will develop in weeks 3 and 4 (identify these in your lesson plan). d) In your self-reflective narrative (ALT 4.1) with specific reference your ability and progress in developing the different teaching skills.

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ALT – 4.3: Small Group Learning Activities

Team teaching – Co-dependent small group work (up to 5 students). Colleague teacher leads the learning episode but pre service teacher independently plans and delivers an identified activity for the small group.

Format: Lesson plan and Lesson plan summary and formal observational tool for the activities and self-reflective narrative (4.1)

Key tasks: a) Discuss with your colleague teacher the learning sequence theme for your activities and the identified group of students. Make note about the use of

ICT into the learning episodes b) Plan the agreed activities on the lesson template form and have your colleague teacher review the plans. c) Complete the lesson planning tool summary and formal observation tool for your colleague teacher to use. d) Deliver the agreed activities with a small group over weeks 2-4 (4.2). e) Add to your self-reflection narrative for these learning episodes (ALT 4.1), which addresses your understanding of the role in planning learning episodes and the effectiveness of your incorporating ICT into your teaching episodes.

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ALT – 4.4: Implementing Teaching & Learning

Independent lesson – Pre-service teacher plans a whole group learning episode that reflects the learning sequence

Format: Lesson plan and Lesson plan summary and formal observational tool for the activities and self-reflective narrative (4.1)

Key tasks: a) Plan a sequence of three (3) lessons for the whole group for weeks 3- 4.

(4.2) b) Discuss with your colleague teacher the learning sequence theme for your activities. c) Plan the agreed activities on the lesson template form and have your colleague teacher review the plans. Include all teaching resources materials, including class handouts, PowerPoint presentations, and informal and formal assessment tools (including evaluation criteria and rubrics) used during your lessons. If any of these materials are from a textbook, please provide a copy of the pages you used along with a list of references. Include resources you have designed or developed yourself, for example, handouts, experiment-based materials, web pages, PowerPoints, to support your teaching. (3.4) d) Cross curriculum priority- Identify in your lesson plans how you incorporate numeracy and literacy in your learning sequence (2.5) e) Complete the lesson planning tool summary and formal observation tool for your colleague teacher to use. f) Deliver the agreed activities with a small group over weeks 2-4 (4.2). g) Add to your self-reflection narrative for these learning episodes (ALT 4.1), which addresses your understanding of the role in planning learning episodes for whole groups. Include a narrative that addresses how your choices of teaching strategies, materials and the sequence of learning activities reflect students’ cultural backgrounds, developmental levels, interests and needs? (4.4). h) Add to your self-reflective narrative (ALT 4.1) with specific reference to the effectiveness of the chosen teaching strategy for embedding crosscurriculum priority areas. (4.5)

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Lesson Plan Template

Learning Area :

Title/topic/key question

Lesson Plan Template - Guidelines

Date :

Learning Objectives (Goals):

What do you want the students to know, understand & be able to do?

What curriculum outcomes do these goals link with?

Ongoing assessment

(Checking for understanding

& giving feedback)

Setting the Stage for Learning (Anticipatory Set)

1. Getting the Students to Care/ Tuning In:

How will you gain the students’ attention, capture their interest, get them to care about what they are going to learn, tune into their feelings, make connections with their lives, stimulate their imagination and lead them to wonder?.

1.

Activating and building background knowledge: How are you going to activate and build students’ background knowledge in order to link what they already know and understand with what they are going to learn?

2.

Communicate Learning Objectives (Goals):

How will you communicate learning goals to the students? How will you assist them to understand the worth and purpose of the learning experiences they are about to participate in?

How will you find out students’ prior knowledge, their interests, and any questions or misunderstandings they may have about the topic? Are there any specific criteria you will be using?

How will you share feedback with the

students?

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Input (Building Knowledge):



Explaining: How will you explain to students what to do and how to do it? What learning ‘tips’ will you give them to help them be successful?



Modeling: How will you model what you expect the students to do? How will you link this to your explanation? How will you help them to see the end result of what a completed task looks like? How will you model how to complete a graphic organizer or worksheet, or how to use a piece of apparatus? Will you involve any students in assisting with this modeling?

What formative assessment strategies will be used to check students understanding of skills and concepts that have been

introduced?



Bridging: How will you ‘bridge’ from explaining and modeling to supporting students to begin guided practice? What prompts will you use for those students who need additional support?

Guided Practice :

What learning activities are the students going to do? How will the class be organized to do these activities? How will you guide their practice? How will you support students who need extra help?

Conclusion:

How will the students demonstrate their learning, and how will the lesson be concluded? How will you assist students to evaluate their own learning?

What formative and summative assessment strategies are going to be used to provide feedback and assess what the students have learnt?

How is learning going to be summarized for students and what self-evaluation or reflection are they going to be asked to do e.g. a rubric?

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Independent Practice:

What follow-up learning activities and homework (if appropriate) will the students be undertaking?

Evaluation:



Student Learning: To what extent were learning goals achieved and what evidence indicated this? Were there any areas of difficulty for the whole group, or individuals, and how might this be dealt with? What suggestions do you have for future learning?



Teaching effectiveness: How effective was your planning and teaching? How could this be improved?

Hunter, R. (2004) Madeline Hunter’s mastery teaching: increasing instructional effectiveness in elementary and secondary schools . (updated edition). Thousand Oaks, California: Corwin Press.

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Learning Area:

Title/topic/key question:

Learning objectives (goals):

Anticipatory set:

Input:



Date:

Checking for understanding:

34

Guided practice:

Conclusion:

Independent practice:

Evaluation:



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Formal Observational Tool

PST Summary of learning episode – PST to complete this section and hand both this section and the lesson plan to colleague teacher

PST Name:

Class:

Date

Colleague teacher:

Domain: Professional Practice

Professional knowledge

Briefly describe the characteristics of the learners

Standard

Standard 1: Know students and how they learn

Pre-service teacher’s comments

Are there particular strategies planned to differentiate the lesson for any individuals with special needs during the lesson?

Standard 1: Know students and how they learn

To which part(s) of the curriculum does this lesson relate?

Standard 2: Know the content and how to teach it

36



Professional practice

What is your learning intention or learning goal for students in this lesson?

How does the lesson/activity ‘fit’ with other current or previous learning in the class?

How will the use of ICT/managing behaviour/classroom routines support the learning in the lesson?

Standard 4: Create and maintain supportive and safe learning environments

How and when will you know whether the students have learned what you intended?

What would you like me to observe in this activity?

Standard 3: Plan for and implement effective teaching and learning

Standard 3: Plan for and implement effective teaching and learning

Standard 5: Assess, provide feedback and report on student learning

37



Formal observation tool – Colleague teacher to complete formal observation of PST learning episode deliver on this form

Lesson activities discussed:



Lesson plan sighted before lesson:



Domain

Teaching for effective learning framework

National Standard 3: Plan and Implement effective teaching and learning

UTAS Assessment: Learning Outcomes 2 & 3

Colleague teacher’s comments

Criteria

Establish challenging learning goals

Questions to guide observation

How did the PST engage the learners?

Plan, structure & sequence learning episodes

Use teaching strategies

Select and use resources

Use effective classroom communication

Evaluate and improve teaching skills

What techniques were used to ensure all students’ were engaged during the learning episode?

Did the PST use non-verbal communication?

How did the PST model good

Indication of development: taking into consideration context and student

Not assessed in this learning episode

 developmental level

Comment: What I would like to see next time… teaching practice?

Did the PST use questions to explore student understanding?

Did the PST use resources effectively?

How did the PST encourage students to make sense of their learning?

Concern – all of the above questions not addressed



Developing – the majority of the above questions addressed positively although room for development



Competent – the majority of above questions addressed positively



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Domain

Create safe conditions for learning

National Standard 4: Create and maintain supportive and safe learning environments

UTAS Assessment: Learning Outcome 4

Criteria Questions to guide observation Colleague teacher’s comments

Support student participation

Manage classroom activities

How does the PST respond to inappropriate student

Manage challenging behaviour

Maintain student safety behaviour?

How does the PST negotiate the

Use ICT safely, responsibly and ethically learning sequence with students

How well does the PST differentiate the learning activities so that all students can access the learning

Does the PST model and ensure respect among the students?

Indication of development: taking into consideration context and student developmental level

Not assessed episode



in this learning

Comment: What I would like to see next time…










39



Domain

Personalise and connect learning

Assess student learning

Provide feedback to students on learning

Criteria

National Standard 5: Assess, provide feedback and report on student learning

UTAS Assessment: Learning Outcome 5

Questions to guide observation Colleague teacher’s comments

Does the PST seek to establish what students already know and can do?

Make consistent and comparable judgements

Make judgements about student learning

Report on student learning

Does the PST consider ways in which the learning activity is relevant to the learner’s personal experience?

Does the PST intervene at appropriate stages?

Does the PST provide appropriate feedback to student’s on their learning?

How applicable is ICT integrated into the lesson?

Indication of development: taking into consideration

Not assessed episode



in this learning context and student developmental level

Comment: What I would like to see next time…










40



ALT – 5: Lesson Deconstruction Exercise

Purpose: Evidence for Standard 3: Plan for and implement effective teaching and learning

Format: Deconstruction sheet and self-reflective narrative

Key tasks: a) Ask you colleague teacher, which lesson you can watch and conduct this deconstruction exercise. b) Observe the lesson and complete the deconstruction table c) Discuss your deconstruction observations with the colleague teacher d) Add to your self-reflections, with specific reference to what expert teachers do and what you have learnt from the observation.



Question

Is there a reasonable set induction to start the lesson?

Does the primary activity-component compel the interest of the learners?

Does the activity-assignment provide the student the opportunity to learn, to experience using the knowledge stated in the instructional objectives as the primary means of resolving the problem?

What knowledge is needed or being developed?

How does your colleague teacher make the learning authentic?

How does the colleague teacher embed cross curriculum priorities into the learning episode?

What are the supports (scaffolding) used by your colleague teacher?

What strategies does your colleague teacher use to differentiate learning opportunities so that all students can participate?

What will give the students the sense of being able to accomplish and make them actually want to do well?

How are students assessed?

What I observed

Handbook [WORD 169KB]

Bachelor of Education – Primary PE 1

Pre-service Teacher Expectations and

Authentic Learning Tasks

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Handbook [WORD 169KB]

Bachelor of Education – Primary PE 1

Pre-service Teacher Expectations and

Authentic Learning Tasks

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