Standard 3: Plan for and implement effective teaching and learning
3.2.1 – Plan, structure and sequence learning programs
Planning, structuring and sequencing of lessons is necessary for the successful management and cooperation of students in the learning environment. The inclusion of Australian Professional Teaching Standard 3.2 within my placement assisted my understanding of effective planning in relation to student management. Organisational patterns and sequence within the schooling community provides a powerful influence on both learning and teaching which harness students differing capabilities (Marsh, C. 2014). By observing my supervisor teacher’s organisation of timetabling, lesson plans and classroom arrangement, I was able to foster the understanding to withhold this sequence when it came to my teaching.
Artefact 1 - Phonics lesson
Artefact 2 - Classroom timetable
By knowing the students and how they learn, I was able to decipher the sequence of the day, placing the more content heavy subjects such as English and Mathematics at the beginning of the school day and more hands on ‘fun’ subjects such as PDHPE, art and science towards the middle or end of the day. The clear structure of the day proved to be successful for students learning with heightened engagement and awareness of improved capabilities (Hospel, V. 2016). Artefact 1, is an English lesson composed for my year 1 class. The first lesson of every school day was English, specifically following the pattern of phonics, reading and writing. The sequence of this learning program was designed to structurally prepare students for an English writing activity each morning by highlighting each important aspect of the English curriculum. My prior knowledge of planning and structuring of lessons within the classroom was quickly developed as I observed the success in behaviour and engagement due to students understanding of the expectations needed to be met (Hospel, V. 2016). The photo presented in artefact 2 is the physical timetable used with my year 1 class that ensured the maintenance of a smooth-running student focused day. In conjunction to the timetable, small implementations used throughout the structure of the day such as brain breaks, or investigation activities clearly represented the management of students learning within the classroom environment.
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