3. Plan for and implement effective teaching and learning
Evidence 1
Also connects with standards 1.2, 2.1, 4.1
Studying the double degree (Bachelor of Primary Education/Special Education and Disability Studies) allowed me to develop a repertoire of verbal and non-verbal communicative strategies, as well as other teaching strategies that cater to a variety of needs presented within a range of students. Throughout lessons I have conducted whilst on placements, I have strived to implement an array of teaching strategies into all lessons to cater to the diverse learners within our society. I have and will continue to use whole and small group discussion, ICT (where available and applicable), teamwork, peer collaboration and individual tasks.
Evidence 2
Also connects with standards 2.6, 4.5, 6.1
While teaching a religion lesson during my final placement, I set up a video camera and recorded myself. At the end of the day, my mentor teacher and I sat down and watched the video. At first, it was an extremely daunting experience, however I was able to reflect upon a wide variety of elements related to my teaching practice. Firstly, I was able to observe my positioning - from this recording, I became more aware about where I should position myself, so that all students can easily see me and that I'm not blocking the interactive whiteboard that I was using. Moreover, the video highlighted the importance of allowing more time for the students to answer questions, rather than repeating or prompting with another question too quickly after the first.
Evidence 3
The class I had for my final placement at St. Patricks Special School, were still developing their knowledge of letters, word formations and the alphabet. I attempted to incorporate a wide variety of teaching strategies to learn these key concepts. Each week, we would focus on a particular letter. We would begin with listening to a YouTube clip about that particular letter that demonstrated the pronunciation and the sound. Then we could practice writing the letter through tracing, air-finger writing, writing the letter in shaving foam and creating the letter in play dough. We would then move onto reading books that demonstrated an emphasis on words beginning with that letter and we would brainstorm words starting with that particular letter. For the students who were non-verbal, they would use their iPad's with the communicative application 'proloquo2go', and they would find any words on the application beginning with the particular letter. It was extremely helpful having two educational support officers in the class to support the students who were non-verbal and model the use of the augmentative and alternative communication device. We would also create artworks connected to the letter of the week.
'Letter J' YouTube video used while on placement
Writing E words in shaving foam
Artwork creations to practice 'N' shape
Artwork creations to practice 'J' shape
Artwork creations to practice 'N' shape
Matching task - Matching the first letter of the picture to the letters presented underneath the picture. Also develops fine motor skills through putting the peg on the card.
Also connects with standards 1.5, 1.6, 2.5, 2.6, 4.2, 4.5
Consent form for lesson video recording
Example of letter tracing practice sheet - completed by a student at St. Patricks Special School while undertaking my final year placement
Evidence 4
Also connects with standards 1.1, 2.5, 3.1, 3.3, 3.5, 4.1, 4.2
The development of success criteria is an extremely beneficial tool (Hattie, 2007). While undertaking my third year placement, I implemented the 'Daily Five/CAFE' reading and comprehension program. In order to make this successful, as a whole class we discussed and developed success criteria for this program.
The Daily 5 program is a literacy based framework that encourages and supports the development of independence and engaging readers, writers and learners (thedailycafe.com). For more information, click the button below.
Success Criteria developed by whole class for the Daily Five reading program.
References:
Hattie, J. (2007). The Power of Feedback. Review of Educational Research. 77(81). doi: 10.3102/003465430298487