3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Situation: The students are moving on to a new semester and therefore a whole class new writing challenge. This term will focus on writing on a set of 3 lines (set by Diana Rigg) and ruling up. In addition to this the students will receive new individualised learning goals.
Action: I will mark the learning goals in their learning journals. The writing goals are set by those expected by the end of Pre-Primary. As the students achieve them they are ticked off and an asterixs is placed in their working towards goal. I have also recorded them into my assessment tracking book to be aware of each of their learning goals. Outcome: The new learning goals at the front of their books allows me to be able to see their learning goals at each writing session. I then use these to encourage their writing e.g. for students working on finger spaces, this is focused on. |
3.2 Plan, structure and sequence learning programs
Plan, structure and sequence learning programs
Situation:
Action: Outcome: |
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3.3 Use teaching strategies
Include a range of teaching strategies.
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3.4 Select and use resources
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
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3.6 Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
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3.7 Engage parents/carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
Situation: Term 3 allowed for multiple opportunities to invite parents both into the room and have an opportunity to communicate formally about events of the classroom.
Action: I constructed, edited and sent out notes to the families for varying events occurring. Each opportunity invited parents into the classroom to assist. The events that required formal parent communication included: Cooking: Making porridge in conjunction with the 'Talk For Writing' program. Required for allergies. Excursion: In week 10 I had organised an excursion to the local library and park. A note was required giving information to parents. No form was needed as in the beginning of the year the students to go on small excursions and incursions throughout the year. Fathers Day: I had the opportunity to run the fathers day afternoon. This required sending out an informational note to parents as well as a form to receive numbers of family members attending, the relationship of the family member and to ensure everyones varying family structures were supported. Outcome: I was able to effectively communicate with parents ensuring that all families where provided the necessary documents and information. In return i was able to receive several feedback sheets to demonstrate this two way communication. |