Standard 3 - Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
Evidence as to how I meet this Standard:
3.2
I plan units of work in detail but am always flexible and adapt to the students' progression of the knowledge and skills being learned. This is an example of my planning overview for a Maths learning unit on Fractions for years 3 and 4 students. These plans detail the small group learning sessions. In addition to these sessions students engage in specific learning activities through Mathletics and are presented with self-paced activity cards related to the topic. SSO and volunteer adult support in the classroom has also been planned to support students in these activities or further hands-on learning needed to consolidate their understanding.
I prefer to hand write my plans as it helps me set the plan in my head.
I plan units of work in detail but am always flexible and adapt to the students' progression of the knowledge and skills being learned. This is an example of my planning overview for a Maths learning unit on Fractions for years 3 and 4 students. These plans detail the small group learning sessions. In addition to these sessions students engage in specific learning activities through Mathletics and are presented with self-paced activity cards related to the topic. SSO and volunteer adult support in the classroom has also been planned to support students in these activities or further hands-on learning needed to consolidate their understanding.
I prefer to hand write my plans as it helps me set the plan in my head.
3.3
In Science, students are encouraged to construct their own learning - by doing rather than simply being told. Our Physical Science topic 'Forces' was highly engaging and involved many experiments conducted in partnerships or small groups. We looked at what causes objects to fall, change direction and move or change momentum. We learned about Isaac Newton's laws as well as his theory of gravity. we looked at Newton's 1st and 2nd Laws. The 2nd law considered the amount of force applied to an object. We conducted our experiment using table tennis balls as soccer balls and considering how hard we'd need to flick the balls with our fingers to score goals. |
We also looked at friction. We discussed what friction is and the benefits of having more or less friction. We then did an experiment to see which surfaces have more or less friction when trying to move a toy car. The students had to discover those materials that created more/less friction together and relate it to real life situations - grip on running shoes, use of rubber for bicycle brakes, etc.
We also had some fun with water and air pressure. Who'd have thought a piece of cardboard could hold a whole cup of water in place when turned upside down? Students had to predict what would happen and then work out why! It caused much group discussion as to why but it certainly stretched their thinking and consolidated some of the prior learning from earlier experiments and learning activities.
3.6
First term, first week: Following a busy first week at school with my new class of Year 3/4s I felt I needed a quick visual idea of how each student was feeling at this point. I gave the option of five different 'smiley' faces they could draw on a scrap piece of paper to represent their feelings about school. This ranged from 'sad with tears' to 'ok' to 'super happy'. They were then asked to scrunch up their paper and throw it into the paper bin I was holding. This was a fun activity and very useful as it clearly showed a couple of students that I needed to focus on in the second week to ensure that their needs were met. Fortunately there were only two students I needed to follow up in week 2 so it was a hugely successful week - for them and me!
These are some pics of the feedback they provided:
First term, first week: Following a busy first week at school with my new class of Year 3/4s I felt I needed a quick visual idea of how each student was feeling at this point. I gave the option of five different 'smiley' faces they could draw on a scrap piece of paper to represent their feelings about school. This ranged from 'sad with tears' to 'ok' to 'super happy'. They were then asked to scrunch up their paper and throw it into the paper bin I was holding. This was a fun activity and very useful as it clearly showed a couple of students that I needed to focus on in the second week to ensure that their needs were met. Fortunately there were only two students I needed to follow up in week 2 so it was a hugely successful week - for them and me!
These are some pics of the feedback they provided: