Standard 3:Plan for and implement effective teaching and learning Focus: Establish challenging learning goals 3.1.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Throughout my practicum, I planned lessons which set learning goals for all students of varying abilities and characteristics, which provided all students with achievable challenges. This demonstrates I am meeting standard 3.1.1. The evidence I have collected to show this includes lesson plans, mentor feedback and photos from lesson content.
During my practicum I planned lessons which included an overall learning intention and success criteria, which was then differentiated for each student’s abilities or characteristics. These were explicitly explained to students through the WALT and WILF so they knew how they could achieve these goals. Differentiation then allowed for students to meet their own goal for the lesson. This is shown in evidence for a writing lesson, where the goal is to write their own orientation, though it is differentiated by the amount and complexity of the sentences. Extra support was also given to emergent learners to help them achieve their learning goal. This was done by using whiteboards and scribing the students own verbal idea on to the board to assist with their writing.
Through planned differentiation I was able to provide suitable scaffolding to students in order for all students to achieve the desired outcome. Differentiation also allowed me to provide challenges to advanced students within the class. My mentor teacher’s feedback shown in evidence often included that my lessons were thoroughly planned to access student’s prior knowledge from previous lessons. This helped to link the lessons and consolidate student knowledge to help them achieve these learning goals.
My practicum experience showed me the difficulty and importance of setting achievable and challenging goals for all students in the class regardless of their ability level. This allowed me to develop and use different strategies to create challenges for all students. My ability to provide achievable challenges developed and improved over my practicum experience.
Standard 3.1.1 Evidence
WALT and WILF is used for math lessons so students know what skills the teacher is trying to develop and how they can show that they have developed this skill.
A learning intention was included in all my lesson plans so I clearly understood what I was teaching students in each lesson. A success criteria was also included as an evaluative tool of the lesson so I can determine if students achieved what they were supposed to. These were communicated to students as their learning goal, which was then differentiated where required.
This is differentiated to set individual learning goals set for different abilities. These expectations were explained to students and allow all students to work towards and achieve the outcome.
Mentor feedback states that I demonstrated the ability to set challenging learning goals for all students. This involved differentiation within the lesson and differentiation in learning goal for students. My mentor teachers feedback states that I was very prepared with my planning of lessons and that I set learning goals for a variety of abilities within my lesson plans.