3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Understanding (theory)
By focusing on Dewey’s theory on interaction and continuity I have been able to understand the past experiences of students in consultation with mentor teachers. Based on these consultations and the Victorian Curriculum and VCE Study Designs I have developed learning goals that have challenged all students from high achievers through to those who require additional assistance.
These learning goals, based on learning outcomes in the curriculum, have been matched to rubrics which define the success criteria for assessment. These success criteria can be adjusted to accommodate learning ability, cohort characteristics, collaborative learning and project-based learning. Formative assessment also helps to inform and adapt learning goals.
In some circumstances I have also observed the development of individual learning programs (ILPs) which appear to offer enormous potential for engagement and meeting learning needs of all students.
Evidence
Mentor feedback
Kevin consistently planned lessons that reflected and fulfilled specific student learning outcomes specified in our Domain courses and in line with Victorian Curriculum and VCE Study Designs. These were as a result of observation of other teachers lessons and his discussion with mentors to achieve thoroughly planned content and attainable results.
Kevin’s planning for learning is excellent. Please see Kevin’s extensive documentation of lesson planning and post lesson reflections. His ability to logical sequence and present this information is highly regarded. I hope Kevin will be able to use the lessons he has created here at the Victorian College of the Arts Secondary School in the future.
3.2: Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Understanding (theory)
By implementing the Wiggins & McTighe model of the essential question to frame a unit and then Biggs’ model of constructive alignment to connect learning outcomes in the Victorian Curriculum and VCE Study Guides to constructive learning activities I have been able to build classroom communities that reflect critically and consciously.
Through consultation with mentor teachers, school values and learner progress I have been able to select and adapt content and teaching strategies that meet the needs of all students within the classroom community. The results of these comprehensively planned learning sequences have manifested in the form of visual diaries, written submissions and arts-based projects (both digital and physical).
Evidence
Mentor feedback
Kevin consistently planned lessons that reflected and fulfilled specific student learning outcomes specified in our Domain courses and in line with Victorian Curriculum and VCE Study Designs. These were as a result of observation of other teachers lessons and his discussion with mentors to achieve thoroughly planned content and attainable results.
The learning routines that Kevin has presented in the classroom foster supportive and caring relationships that allow him to identify and discuss individual student’s strengths and areas of improvement in their learning. This trust was established early in Kevin’s placement and he worked strategically to establish learning communities within the classroom.
3.3 Use teaching strategies
Include a range of teaching strategies.
Understanding (theory)
The teaching strategies that I have enacted during placement include: structuring units around an essential question, creating multi-modal learning environments based on design thinking methodologies, developing questioning techniques based on Bloom’s taxonomy and critical class discussion, collaborative learning, formative assessment by reflecting and commenting on visual diaries and educating through the Arts with authentic experiences.
These methodologies become evident by delivering content in a variety of ways including: one-to-one instruction, group instruction, fostering collaborative learning and the zone of proximal development, class discussion, active individual learning and individual and group reflection.
Evidence
Mentor feedback
With relevant and interesting factual information he (Kevin) successfully delivered concepts to the students, who in turn placed this into practice. He made use of a range of resources as part of his teaching strategies including PowerPoint presentations, step by step visual aids and board notes. All of which highlighted his organisation and attention to detail.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Understanding (theory)
By developing lesson plans around multi-modal learning experiences I have been able to include physical and digital resources in the classroom. By delivering content through digital presentations in the classroom students are able to access slides after the event via digital platforms such as Google Classroom. Through these digital platforms students are also able to access any reading material, worksheets, imagery, videos or weblinks and digital resources covered in class.
In a web design unit that I ran students were engaged with physical resources by planning and drawing their designs in visual diaries. From these physical elements students constructed digital components which were then coded into place via a text editor with HTML and CSS. These websites were then uploaded to a server which could be accessed via a web browser.
I have also run classes where students conduct historical and visual research online. These digital resources are then referenced to create physical artworks via an arts-based approach involving collage, drawing and painting.
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Understanding (theory)
The communication strategies that I have developed during placement experiences encompass the verbal, non-verbal, digital and material realms. Verbal strategies include presentations, direct instruction, one-on-one and small group questioning with Bloom’s taxonomy and critical class discussion. Non-verbal techniques include pausing for attention, active listening, standing for formality, sitting for informal discussion and walking the room for proximity. Digital strategies including messaging students and parents via email and engaging learners through Google Classroom.
Evidence
Mentor feedback
Kevin’s friendly personality enabled him to quickly develop a positive and comfortable rapport with students at all levels….He would utilise what he had witnessed during the class as well as review of his own performance to acknowledge areas that may need to be re-visited in following lessons.
3.6 Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Understanding (theory)
Engaging with action research and reflective practice are two methods for evaluating, critiquing and evolving my own teaching practice. By assessing student work both formatively and summatively learning outcomes can be measured and teaching programs can be refined in order to better meet the intended learning outcomes of students.
During placement experiences I have engaged in mentor feedback sessions regularly where advice around improving my practice has been delivered both informally (through conversation) and formally (placement reports) based on mentor observations. Engaging students with reflective questions at the end of a unit is a strategy that I have used to measure my own performance based on student comprehension and experience.
Evidence
Mentor feedback
Kevin used a variety of strategies to monitor student learning. These included: direct observation, group conversation, critique, formative assessment, summative assessment, written and verbal feedback and mentoring. I was impressed with how much time Kevin spent evaluating student learning and using this information to structure and organise his lessons.
3.7 Engage parents/ carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
Understanding (theory)
Arts education advocate Ken Robinson is a proponent for having parents/carers involved in their children’s education stating ‘when parents take an active interest in their child’s education, that child has a far better chance of thriving’ (Robinson & Aronica, 2015).
Engaging parents and carers in the educative experience of their children has become more transparent in the secondary setting with the advent of email and online learning communities. During placement I have been able to communicate with parents and carers via email and also add them to Google Classroom so they are able to view class content and progress.
I have also interacted with parents and carers on both of my major placements during the opening evenings of student art shows. These events strengthen the school community through the Arts and construct semi-formal spaces where teachers, parents, carers and students are able to discuss the work, progress and future of students.
Evidence
References
Robinson, K. & Aronica, L. (2015). Creative Schools: Revolutionizing Education from the Ground Up. New York, NY: Penguin