Graduate:
Organise content into an effective learning and teaching sequence. |
Proficient:
Organise content into coherent, well-sequenced learning and teaching programs. |
Highly Accomplished: Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
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Lead:
Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. |
Throughout my professional practice and academic study, I have developed an extensive working knowledge of the Australian Curriculum framework where its content has been organised into lessons and units of work. Through the teaching and delivery of many lesson plans during my professional experience, I developed my capability to organise content into well sequenced learning and teaching programs.
Well sequenced lesson plans benefit both the teacher and the students. They allow the teacher to be aware of the end learning outcomes, scaffold clear goals, anticipate difficulties and conduct assessment checks. I demonstrate an ability to organise content into an effective learning and teaching sequence by ensuring my lesson plans include the following:
Well sequenced lesson plans benefit both the teacher and the students. They allow the teacher to be aware of the end learning outcomes, scaffold clear goals, anticipate difficulties and conduct assessment checks. I demonstrate an ability to organise content into an effective learning and teaching sequence by ensuring my lesson plans include the following:
- A context to where the lesson fits in the unit
- Links to the content in the Australian Curriculum
- Clear learning objectives for the lesson
- Connections to prior knowledge
- Opportunities for students to practice new skills and knowledge
- Considerations for differentiation
- Opportunities and considerations for ongoing assessment
- Self-reflection upon conclusion
Example of Lesson Plan
Below is a Year 1 lesson plan which I have created and taught as a part of a English unit on Narratives. The lesson plan includes the points listed above to allow for an effective learning and teaching sequence.
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Supporting Statement from 2014 Final Practicum Report
"Sophie utilised her knowledge of the Australian Curriculum and current pedagogical ideas to form the basis of her planning. She planned lessons that demonstrated a clear succession in learning outcomes within the topics she taught. The English unit that Sophie planned showed a clear understanding of the features and structure of narrative texts (characters, setting, plot). She conveyed this information in a sequential order using different Fairy Tales to highlight each component to the genre of writing. Sophie then provided opportunities for the children to engage in their own narrative writing and further promoted the children’s learning through modelling different writing features (adjectives, onomatopoeia). This progressive teaching approach provided opportunities for the children to build upon their knowledge at a pace that was beneficial and constructive to their learning abilities."
L.Parletta, mentor teacher