Standard 1 - Know students and how they learn.
Standard 3 - Plan for and Implement Effective Teaching and Learning.
Lesson Plans
1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
3.2.1 - Plan, structure and sequence learning programs.
3.4.1 - Select and use recourses.
The following lesson plans I have created for Primary Mathematics and Numeracy 1, Primary English and Literacy 1 and Teaching and Learning in Classroom units, demonstrate how I have understood, organised and created my lessons based on the syllabus and core material. Each lesson uses a core material, a picture book and movie, that students are learning concepts from. Each lesson focuses on relevant syllabus outcomes, building on their current knowledge. Having a well planned out lesson plan, that include teaching strategies, differentiation and assessment/reflection questions, caters for all students and their learning needs.
1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
3.2.1 - Plan, structure and sequence learning programs.
3.4.1 - Select and use recourses.
The following lesson plans I have created for Primary Mathematics and Numeracy 1, Primary English and Literacy 1 and Teaching and Learning in Classroom units, demonstrate how I have understood, organised and created my lessons based on the syllabus and core material. Each lesson uses a core material, a picture book and movie, that students are learning concepts from. Each lesson focuses on relevant syllabus outcomes, building on their current knowledge. Having a well planned out lesson plan, that include teaching strategies, differentiation and assessment/reflection questions, caters for all students and their learning needs.
Lesson Plans for Stage 1, Year 1 Mathematics. Based on the book One is a Snail Ten is a Crab by April Pulley Sayre and Jeff Sayre, Illustrated by Randy Cecil.
Mini lesson plans for Stage 3, Year 6 English. Based on the book The All New Must Have Orange 430 by Michael Speechley.
Lesson plan created for stage 2 year 4 science class on investigating fact and fictional dinosaurs using film and factual texts.
Reflection
Understanding what is required to create an effective lesson plan is crucial for a student’s success in their learning. Planning lessons is known to boost teacher performance of delivering the lesson and provides an appropriate learning environment for the students to achieve their academic goals and maintain engagement (Sural, 2019). It is important that lesson plans cater for all students, academic and disability wise, so all students are able to achieve their academic goals through the learning materials and activities provided by the teacher (Theoharis & Causton-Theoharis, 2011).
Focus area 1.5.1 involves strategies of differentiation to meet the learning needs of all students (AITSL, 2011). Throughout my lesson plans I created for unit assessments; I have gathered a greater understanding of the requirements needed to make effective differentiation strategies to cater for students’ academic needs. This is through providing extra materials/support and asking extension questions. I have learnt from my lecturers and tutors that differentiation is not giving students more or less work to do but changing how it is presented/completed to suit their learning needs.
Focus area 3.2.1 and 3.4.1 involve planning lesson sequences and selecting appropriate learning resources to engage students in their learning (AITSL, 2011). Through attending lectures and tutorials, I have exposed myself to a wide range of learning resources to use in my lesson plans. These recourses are evident throughout my lesson plans, ranging from ICT, books, and films. Understanding the syllabus content and how to teach it is shown through learning outcomes and teaching strategies within the lesson plans.
Overall, I believe I have understood these standards and will help me become a better teacher, by understanding what is required to create and deliver an effective lesson to cater for all students learning needs.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Sural, S. (2019). An Examination of Pre-Service Teachers’ Competencies in
Lesson Planning. Journal of Education and Training Studies, 7(3), 1-13. doi: 10.11114/jets.v7i3902
Theoharis, G., & Causton-Theoharis, J. (2011). Preparing pre-service
teachers for inclusive classrooms: revising lesson-planning expectations. International Journal of Inclusive Education, 15(7), 743-761. doi: 10.1080/13603110903350321
Understanding what is required to create an effective lesson plan is crucial for a student’s success in their learning. Planning lessons is known to boost teacher performance of delivering the lesson and provides an appropriate learning environment for the students to achieve their academic goals and maintain engagement (Sural, 2019). It is important that lesson plans cater for all students, academic and disability wise, so all students are able to achieve their academic goals through the learning materials and activities provided by the teacher (Theoharis & Causton-Theoharis, 2011).
Focus area 1.5.1 involves strategies of differentiation to meet the learning needs of all students (AITSL, 2011). Throughout my lesson plans I created for unit assessments; I have gathered a greater understanding of the requirements needed to make effective differentiation strategies to cater for students’ academic needs. This is through providing extra materials/support and asking extension questions. I have learnt from my lecturers and tutors that differentiation is not giving students more or less work to do but changing how it is presented/completed to suit their learning needs.
Focus area 3.2.1 and 3.4.1 involve planning lesson sequences and selecting appropriate learning resources to engage students in their learning (AITSL, 2011). Through attending lectures and tutorials, I have exposed myself to a wide range of learning resources to use in my lesson plans. These recourses are evident throughout my lesson plans, ranging from ICT, books, and films. Understanding the syllabus content and how to teach it is shown through learning outcomes and teaching strategies within the lesson plans.
Overall, I believe I have understood these standards and will help me become a better teacher, by understanding what is required to create and deliver an effective lesson to cater for all students learning needs.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Sural, S. (2019). An Examination of Pre-Service Teachers’ Competencies in
Lesson Planning. Journal of Education and Training Studies, 7(3), 1-13. doi: 10.11114/jets.v7i3902
Theoharis, G., & Causton-Theoharis, J. (2011). Preparing pre-service
teachers for inclusive classrooms: revising lesson-planning expectations. International Journal of Inclusive Education, 15(7), 743-761. doi: 10.1080/13603110903350321