CASE | emmarayner

professional Practice Case

Practice Described

As part of my placement I designed and implemented as one week reading unit on making predictions for grade 3/4 students. Throughout this unit students became fortune tellers and made predictions for a variety of characters, setting and stories with the Students followed a three step process shown on an anchor chart to make and check their predictions. Explicit goals were set so that students would know what they had to do to achieve success for each lesson and timely and relative feedback was given. Students completed a range independent and partnered activities such as predicting the end of the story and predicting what might happen to a character in a particular location. While teaching the unit I used a range of classroom management strategies such as the use of the ‘Class Monster’ iPad app for noise level management, the ‘Class Dojo’ iPad app, a point based system where students can earn and lose points based on their behaviour and efforts. At the end of each lesson students completed a reflection activity which I used to inform my practice and checked that they had completed the goals set for the lesson.

Related Documents

Predictions lesson sequence

Practice Explained

Engagement is essential for students in the learning process. When students are engaged they are actively participating in their learning. If students are not engaged they often become distracted and disruptive of others learning. I incorporate my students interest into their learning to help student engagement and to stimulate interest and curiosity.

Setting explicit, challenging and achievable goals for students is vital in student achievement. By explicitly writing the learning intention and success criteria in each lesson students were able to evaluate their success according to the goals. Students were taking responsibility for their learning and were more motivated when they knew exactly what they needed to do in order to achieve success.

Information and Communication Technology (ICT) when incorporated into learning programs effectively and efficiently can be advantageous to student learning. Having a ICT rich classroom is important because students are growing up in a technology filled world and need to know how to use ICT responsibly and ethically.

It is important for students to reflect on their learning because it gives students the opportunity to consolidate their learning, reflect on their understanding, to connect their learning to the real world and encourages higher order thinking tops Reflection tools resource.

Practice Explained

Practice Theorised

“... engagement is increased through flexible, individualised teaching in a supportive learning environment. Project based learning, for example, allows students to own their own task. Strong student teacher relationships create a classroom where students feel safe and engaged. Student monitoring is a key step for teachers to assess whether they are having an impact on students.” (AITSL, 2015, p. 7)

“Thinking tools inspire and support students to express their opinions and ideas about their learning experiences. Throughout the day students explore investigate and engage in a variety of learning experiences, and at the end of each experience it is important to reflect and think about the learning that has taken place and make connections beyond the classroom” (Hillbrick & Humphreys, 2011, p. 1)

“In today's world, teaching and learning processes inevitably involve the application of information and communication technology (ICT).” (Goodwin, 2015, p. 2) “Teachers are supposed to use these technologies and educate students on how to use them. Teachers also need to be aware of the dangers and risks associated with ICTs” (Churchill, 2001, p. 46)

PoLT point 2; The Learning environment promotes independent, interdependence and self-motivation talks about using strategies to promote productive independent and interdependent learning and motivating students to take responsibility for their learning.

I believe this case aligns with;

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 personal teaching and learning programs
4.1; support student participation
4.2; Manage classroom activities
4.5; Use ICT safely, responsibly and ethically
5.2; Provide feedback to students on their learning

Of the Australian Professional Standards for Teachers. (AITSL, 2015)

Practice Changed

Engagement is one element of teaching that I place high importance on. I strive plan and implement learning sequences that keep my students engaged with their learning so that they have the best possible chance of success.

In my classroom I encourage student participation when setting explicit goals for student learning. I also encourage students to evaluate their success against the set goals to see if they have achieved success. By setting explicit goals I motivate students to take responsibility of their learning.

In my learning programs I use a variety of reflection tools to aid students in their reflection process such as learning journals, quizzes and tools found in Andrea Hillbrick and Kristin Humphrey’s 10 minutes.

By incorporating the use of ICT in the classroom I am preparing students for the technology rich world and teaching them how to use the technologies in responsible and ethical ways.