Standard Three: Plan for and implement effective teaching and learning
Focus Area 3.1
Establish challenging learning goals
Set explicit, challenging and achievable learning goals for all students.
Learning goals are an essential part of any lesson because they set out how the intentions of the lesson will be learned. In broad terms, learning goals are what students should know and be able to do at the completion of the learning experience. Effective learning goals are important for students because they provide them with a framework to guide and focus their learning, assessment and achievement. The following lesson plan demonstrates how I have set learning goals for my students to achieve at the completion of the learning experience (not just the one seventy minute lesson). All students are presented with a challenge and are able to achieve. However, the level of which they achieve the goal will vary depending on the students ability and development of the skill over time. The success criteria explicitly provides students the outcomes they can achieve within the learning experience and the degree of which they can achieve the outcomes (indicated by the colour trophy; gold: sucess, silver; intermediate and bronze; keep persevering. As all students learn differently, some students may not be able to construct effective open ended questions by the end of this particular lesson. However, they may be able to succeed at some of the earlier steps outlined in the success criteria. Alternatively, students who tend to demonstrate a higher level of skills in English, are given the opportunity to succeed and move forward with the assessment task. This particular lesson has been designed to introduce open ended questions to students and allow them to learn the step to construct open-ended questions. It is expected that the following lessons require students to continue developing the skill and evaluate the effectiveness of their questions.
Learning goals are an essential part of any lesson because they set out how the intentions of the lesson will be learned. In broad terms, learning goals are what students should know and be able to do at the completion of the learning experience. Effective learning goals are important for students because they provide them with a framework to guide and focus their learning, assessment and achievement. The following lesson plan demonstrates how I have set learning goals for my students to achieve at the completion of the learning experience (not just the one seventy minute lesson). All students are presented with a challenge and are able to achieve. However, the level of which they achieve the goal will vary depending on the students ability and development of the skill over time. The success criteria explicitly provides students the outcomes they can achieve within the learning experience and the degree of which they can achieve the outcomes (indicated by the colour trophy; gold: sucess, silver; intermediate and bronze; keep persevering. As all students learn differently, some students may not be able to construct effective open ended questions by the end of this particular lesson. However, they may be able to succeed at some of the earlier steps outlined in the success criteria. Alternatively, students who tend to demonstrate a higher level of skills in English, are given the opportunity to succeed and move forward with the assessment task. This particular lesson has been designed to introduce open ended questions to students and allow them to learn the step to construct open-ended questions. It is expected that the following lessons require students to continue developing the skill and evaluate the effectiveness of their questions.
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Focus Area 3.2
Plan, structure and sequence learning programs
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
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Through engaging in this unit students explored the nature and implications of power when defined as “authority and control” (QSA b 2004, p. 6). Specifically, the selected learning sequence required students to extend and refine their understanding of the tactics used by the Nazis to consolidate their power with a specific focus on the concepts of propaganda and terror. In addition, students are explicitly taught the complex reasoning process, analysing perspectives. Thus, students engaged in the learning experiences which required the analysis of perspectives, texts and sources, perspectives of others including their peers, their own perspectives and the meta-cognition of using the process. Analysing perspectives was selected as it is a key syllabus requirement when engaging in the process of historical Inquiry (QSA, 2004). Furthermore, it addresses the global competencies of social awareness and ethical behaviour (QSA, 2004).
Instructional Techniques |
Scaffolding |
Differentiation & Collaboration |
In order for students to effectively construct meaning, Marzano and Pickering (1997) recommend that Learning Managers utilise instructional techniques which provide students with strategies to use before, during and after they receive information. Therefore, I utilised the Reciprocal Teaching technique (Marzano & Pickering, 1997). When acquiring and integrating the knowledge of firstly, propaganda and secondly, the concept of perspectives, I followed the process of summarising, questioning, clarifying and predicting (Marzano & Pickering, 1997). For example, when completing the Propaganda Handout the I assisted students read, summarise: ‘What is propaganda?, questions (ranging from lower to higher): ‘Who was Dr Joseph Goebbels & what was his basic idea on propaganda? Why were mass rallies the most spectacular form of propaganda? Give specific examples.’ ‘Which do you think would have been the most successful in getting German people to follow the Nazi Party - propaganda or censorship? Why?’ This is a holistic approach which allowed me and the students to engage in consistent informal assessment and verbal feedback.
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Higher order thinking is explicitly embedded throughout the learning experiences particularly through the use of scaffolding. The learning experiences incorporate the basic mnemonic of the 5W’s and H to scaffold the formulation of questions which students should ask when analysing perspectives within texts and sources. This questioning framework has been adopted to cater for the needs of all learners, as it has proven to be an effective information scaffold due to its early introduction and memorability (Radom and Gammons, 2014). The scaffold was used to stem questions ranging from lower order thinking progressing through to higher order thinking therefore, guides the process of identification and then analysis of perspectives. The basic scaffold encompasses comprehension recall questions and therefore, commences the learning process with lower order thinking: Who? What? When? Where? How? In order to transition student thinking from simple recall of facts or information. The selection of questions used in the second tier scaffold allows students to engage in analysis including questions such as: What were their motives? What evidence suggests this? How effective do you think they were? Why do you think the Nazis were threatened by the individuals and groups? What conclusions can you draw about the nature of power? Through engaging with such questions, students are provided the opportunity to deepen their understanding, making new connections, discover and reshape meanings, gain new and broader insights and clarify misunderstandings or limited understandings (Marzano & Pickering, 199).
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Tiered group activities are utilised to allow other students to assist students who are struggling through collaboration. The varying complexity of resources such as the play cards used (individuals – lower, groups- higher) are incorporated to support learners who are at different stages of learning. Furthermore, audio/visual resources such as propaganda, website, clips and diagrams were incorporated to appeal to the varying types of intelligences. Active learning technique is an effective way to ensure that Middle Phase learners interact and engage with different members of the class and productively engage with content through peer collaboration. The structure of the Jigsaw technique addresses these principles and based on this criteria is a beneficial strategy to increase the level of engagement and furthermore, enhances the learning for Senior Phase learners. In addition, the jigsaw activity required movement in the classroom. Jigsaw tasks allowed me to address a variety of Multiple Intelligences as students are able to communicate, actively move and present information to peers in a variety of ways. This collaborative strategy had significant academic, social and psychological benefits for Senior Phase learners. The collaborative activities enhanced students, communication and critical thinking skills, increased self-esteem (SEL), created supportive environments which fostered positive relationships. Essentially, all of which improved students’ academic performance.
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Assessment & Feedback
In order to check for understanding and provide feedback the I embedded questioning and answer sessions, Think, Pair and Share, collaborative projects and tasks and individual responses throughout the learning sequences. When engaging in questioning and student responses I was able to observe the level of understanding through the quality of student responses and furthermore, provide verbal feedback in the classroom through rephrasing, clarifying and confirming student responses (Marzano & Pickering, 1997). When students engaged in collaborative sessions such as think, pair and share or group tasks, I was able to move around the room and observe student understanding through skimming student responses and listening to conversation. My observations were both formal and informal, as sometimes I made anecdotal notes in my diary or tallied the amount of rephrasing within a Q&A session. Collaborative tasks were heavily utilised throughout the experiences as students are able to engage in peer assessment and feedback. Therefore, students not only analysed the perspectives of groups and individuals throughout history but also that of their peers. In addition, students completed formative portfolio assessments in order for me to check for understanding and provide concrete and actionable feedback to students. For example, students were instructed to engage in activities such as, creating either a piece of propaganda or a journal entry through the perspective of a Holocaust survivor, demonstrating their ability to emphasise and engage in different perspectives.
Focus Area 2.6 Information and communication technology |
Focus Area 3.4 Select and use resources |
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
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Select and/or create and use a range of resources, including ICT, to engage students in their learning
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Authoritative Secondary Source: Text Book
Frank McDonough’s Opposition and Resistance in Nazi Germany (2001) provides students with sophisticated and detailed information of which they can extract important detail from as they undertake their inquiry of power in the Nazi state. The syllabus requires students to develop their historical literacy skills which incorporates their ability to appropriately select, interpret and synthesise information (QSA a, 2004). Furthermore, students need to be given the opportunity to develop their social competencies particularly when dealing with contentious topics which can challenge beliefs and values (QSA a, 2004). Students engaged in a collaborative ‘expert group’ activity in order to summarise information, discuss interpretations and respond accordingly. Students were put into a base groups and then they are allocated a number. Students grouped according to their number. Each number was given topic: the different resistance groups that opposed the Nazi’s in Germany (sample chapter) of which students became an expert. Once discussing and summarising their given resistant group, students reported back to their base and informed the other members. The summary was scaffolded using the 5Ws due to its simplicity and scope; Who, What, When, Where, How, Why. To ensure students were working effectively and to enable them to monitor their time management, I put a time bomb on the board setting an appropriate time for the expert group and then the base group. To appeal to the students interests they were given the choice to organise their group summary through posting it on a class blog, accompanied by an image or historical source. Each group presented their summary of a chosen resistance group to the class. I utilised the this opportunity to check for understanding and bridge potential gaps in learning.
Visual / Audio Clip and Y Diagram
This YouTube clip presented students with film footage of the Nazi Germany period in colour allowing them to connect with the clip. It is narrated with a succinct overview and details varying perspectives and experiences of people within Nazi Germany. The clip uses narrated Adolf Hitler quotes and provides narrated journal excerpts from Jewish citizens when experiencing persecution from violence and propaganda. In addition, it provides a journal excerpt from a German citizen who was made to walk through a death camp. It was used to instigate discussion about the contestability of whether German citizens had knowledge of the extermination camps and if so, could they have had the power to stop the Nazi’s. This clip was used to initiate a lesson with the objective of developing knowledge and understanding of Nazi values and ideology. Whilst watching the You Tube clip students completed a ‘Y diagram’ noting what they saw, heard and felt when watching the clip. Thus, students were provided the opportunity to construct meaning through a variety of senses. The clip allowed students to bridge gaps in their learning and appealed to visual learners. This clip was selected to appeal to the students who at times struggle to grasp meaning due to the complexity of language in written texts. This listening and viewing experience gave insights into their perspectives and enabled them to gain a deeper level of comprehension and retention (Marzano & Pickering, 1997). Modern History has a particular focus on values (QSA a, 2004). Through learning experiences it is important that students encounter different values, investigate their origins and study their impact on human affairs (QSA a, 2004). As this clip was utilised to initiate discussion on Nazi values and ideology, students were prompted to decide which values might guide them and Australian society, in terms of developing a more democratic, just and ecologically sustainable world (QSA a, 2004).
Collaboartive Wiki
In order for students to gain insights into the varying nature of power students need to engage in comparison to identify distinctions, changes, continuities, causes and effects of power within different societies. Senior students need to engage in Inquiry using higher order thinking skills and thus, the process of comparison needs to be rigorous, analytical and substantiated (Marzano & Pickering, 1997). This resources served the purpose of assisting students to engage in and shape the process of comparison whilst providing further opportunity for student accountability and directed learning (Marzano & Pickering). This Wiki resource allowed students to collaboratively engage in the comparison process. The process is scaffolded into an organiser allowing students to organise their declarative knowledge thus, allowing students to identify important information, put information together and identify possible relationships and patterns (Marzano & Pickering, 1997). Through the study of Modern History, students are to develop an understanding of how our modern world is the way it is (QSA a, 2004). This resource develops students understanding of the processes of change and continuity that have shaped today’s world, their causes, and the roles people have played in those processes (QSA a, 2004). Through undertaking this comparison resource, students understand that there are relationships between our needs and interests and a range of historical issues, people and events (QSA a, 2004). Within their groups students were allocated a characteristic of power. However, to ensure students are posed with an appropriate challenge they are to construct their description/ definition of the characteristic. They then utilised description through identifying and evidencing their declarative knowledge within the context of each society. In doing so, students were able to ‘test’ their description of the characteristic after considering how it is manifested within each society. Students are then able to identify the similarities and differences between each society using the inquiry questions as a guide thus, developing further depth to their understanding. Students are more likely to engage in this task with a higher level of enthusiasm as they expressed their preference for engaging in ICT activities (Marzano & Pickering, 1997). This activity is centred on student collaboration. The groups were differentiated to allow other peers to draw on the knowledge of other students. The groups then contribute to the other group’s responses. This in turn allows for students to assist others in developing their response and allows them to see where they could have improved their own.
Interactive Website and On-line Mind Map
This resource; Propaganda is an online, interactive museum exhibition which encompasses information, and an array of rich historical sources detailing the Nazi’s use of propaganda as a means of acquiring power. The resource appealed to students' interest as it allows them to interact online in order to learn. This resource allowed students to effectively progress through an exhibition, observe and experience how knowledge is formed by sources. As they discovered information for themselves, they linked knowledge to prior learning as they developed new understandings. It presented succinct information and a multitude of visual examples to assist students understanding. Embedded within the interactive exhibition are further resources such as staged Nazi films so students can further explore preferred interests and direct their own learning. Through engaging with this resource, students developed the knowledge, abilities and ethical commitment to shaping a better future. Students gained an understanding that critical literacy and skills in making judgments about complex situations such as what is read, seen and heard through social media requires and an ethical basis for action, and an appreciation of how society has progressed (QSA a, 2004). To enhance this learning process, students engaged in an interactive mind map. Students can record and summarise their learning on the mind map as they progress through the exhibition.
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3.6 Evaluate and improve teaching programsDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
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The evidence above, is a Year ten history unit, World War Two. Students are required to develop their understanding of the relationships, nature and impact of World War Two, with a specific focus on Australia's involvement. Though out the unit I utilised a range of teaching strategies and designed learning activities with tiered complexity ranging from ‘concrete’, ‘symbolic’ and ‘abstraction’ of the content and requirement of the given tasks (Fogarty & Pete 2005, p.18).I focused on the symbolic and abstract tiers as students within the class at times struggles with their communication due English being a second language or having lower linguistic skill levels. I incorporated images, clips and activities such as posters and diagrams that enabled students to demonstrate their understanding through various mediums other than written and verbal communication. However, I recognised the priority of developing student’s linguistic abilities as it an assessable learning outcome. In order to develop the student’s linguistic levels over the unit I focussed on blending the symbolic and abstract tiers of complexity. Students could demonstrate their understanding through the symbolic level however, are consistently guided and challenged with answering questions which meet the success criteria. The following lesson sequences demonstrates the use of visual images to assist with students' understanding the terms of the Treaty of Versailles and Australia's changing relationships during WW2 as it includes visual representations and propaganda sources which symbolise the shift in relations.
In addition, the declarative knowledge strategies of ‘Reciprocal teaching’ and the ‘SQ3R’ in particular were extensively drawn upon in order for students to construct meaning and further develop their reading and comprehension abilities (Mazarno & Pickering). The area that majority of students experienced difficulties is their ability to interpret and communicate their understanding which is a key component of their assessment piece as it is a written report. Consistently practising the skills of reading, comprehension and written communication with the monitoring and guidance of the Learning Manager is a crucial component of ensuring that students will successfully achieve the student learning outcomes within their assessment piece (Marzano & Pickering 1997). The SQ3R enables students to create questions which in turn creates an inquiry based activity as students are seeking the answers. Harrison (2011) states that Indigenous students respond well to learning activities that require them to actively become conscious of their learning.
Literacy and numeracy are foundational skills in the 21st century. The Prezi demonstrates my understanding of the importance of literacy and numeracy and how it is my responsibility to equip my students with literacy and numeracy competencies.
Link: https://prezi.com/t65xaohgyenm/final-what-is-literacy-and-numeracy-in-the-21st-century/
I utilised the four source literacy model so students engaged with resources that required them to perform: code-breaking, text participation, text use, and text analysis for students to adequately demonstrate the literacy demands of the subject area. Through the guidance of the framework I was able to ensure that a range of and balance of sufficient texts were selected ensuring that students participate in effective literacy engagement (Freebody & Luke 2003 cited in Henderson, 2012). Thus, in this unit students were required to interact with and examine a range of visual documentaries, political cartoons, maps and photographs. Furthermore, students engaged with comprehensive written texts and secondary sources such as the text book, historical sources and authoritative websites. Students interacted with the texts eliciting meaning through semiotics, processing information through comprehension schemas, applying sociocultural understandings to the texts, examining and identifying perspectives and bias. Students used their interaction with the texts to inform and shape their own responses.
Majority of the lesson plans incorporate a task which requires students to represent their understanding in varying representational mediums such as posters, graphic organisers and creative tasks (Fogarty & Pete 2005). These tasks also exemplify my objective of incorporating differentiated tasks underpinned by Gardner’s Multiple Intelligences learning theory (Gardner 2006). Based upon the portfolio pieces along with observations and consistent questioning the formative assessment pieces serve the purpose of alerting me of elements which require me to modify my instructional techniques (Wiggin & McTighe 1998). I was able to continuously identify where the students are currently situated in terms of their level of acquisition and integration of knowledge and skills and subsequently identify and implement the necessary measures for students to continue to improve to reach the learning goals thus, closing the gap (Heritage, 2010).
Metacognition
I used a variety of Dimensions of Learning Two strategies to promote deeper understanding of subject matter therefore, facilitating student’s active acquisition and integration of knowledge. I used the K-W-L strategy throughout the unit as a means of observing and monitoring student understanding (Marzano & Pickering 1997). It prompted students to actively participate in their learning experience and for them to articulate and monitor what they have learned and what they intend to learn. I could gain insight into the areas of which students feel competent and furthermore, gain insight into the interests of learners.
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Research Task
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Students participated in a collaborative research activity to investigate the 'Rats of Tobruk'. They completed a group presentation and were able to demonstrate their understanding of the nature and conditions of which Australians fought. Students enjoyed using ICT and creating the power point. They were a little nervous presenting however, it was an informal task and generally students performed well and with confidence. Students were able to develop research, SEL skills and provide feedback to each other when presenting.
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Scaffolding and Organising
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In order to assist with the processing of the declarative knowledge students engaged in activities which developed their vocabulary and required them to organise their information in various forms of graphic organisers (Marzano & Pickering 1997). In the above hand out, students were required to match vocabulary terms with their definitions. The use of graphic organisers students with demonstrating their understanding of the key relationships and concepts during the World War Two period. The graphing of relationships (social hierarchy) and the sequencing of knowledge is essential for students to be able to demonstrate their historical knowledge of key relationships and the skill of chronologically identifying key events and policies during the World War Two period (timeline).
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