Vous êtes sur la page 1sur 4

STANDARD THREE

NOTE: Three differing pieces of evidence are incorporated within this one standard.

Extract from Evidence Piece One and reasoning of demonstration:

Methods:

A variety of relevant and appropriate methods have been selected to successfully
implement the action research project within the year three classroom. For example, to
avoid confusion, build relationships and establish routine, observations have taken place on
the same day and session time for the past five weeks (Tuesday mornings; direct instruction
and literacy rotations). When implementing the action research project, the visits will
become more frequent (Monday and Tuesday mornings), however, will remain the same
session time and activities (direct instruction and literacy rotations). Students will be
completing the identical activity both days, which will facilitate with observing any changes
on academic performance and behaviour.

Planned unstructured interviews have been another technique utilised throughout the
observation period. This has facilitated with gathering information regarding students
opinion on the integration of music within the classroom environment, and the effects
background music may of on their learning. A survey has also been incorporated to aid with
gaining insight into what genres of music students are familiar with and enjoy. Moreover,
ongoing discussions with students, teachers and parents, regarding ideas, steps and
progress, has also been an effective method used through the duration of observations.
Through doing so, it has created a supportive learning and reflective atmosphere, which in
turn, actively engages students within the project and assists with catering for the diverse
needs of the class.

As all the observations have been competed over the past five weeks, implementation of
the action research project will commence next visit. Complex instrumental musical
arrangements such as the work of Mozart, Beethoven, Bach, Chopin, Handel and Schumann,

will be playing in the background throughout the session. Observations will then be made
over the duration of the lesson, regarding students academic performance and behaviour.
Towards the end, a class discussion will begin, focusing on students thoughts concerning
the effects of the music on their performance, learning and behaviour/attitude. The same
process will then be applied over the next three visit, however, different genres of music will
be integrated within the classroom environment; pop, jazz and indie.

Ethical Considerations:

There are a variety of ethical considerations to contemplate when entering a school
environment. For example, the school, teachers and students names must be de-identified;
this will protect the research participants and ensure confidentiality is respected. The
researcher must also behave in a professional and nonintrusive manner to guarantee
smooth transitions into the field (Woolfolk & Margetts, 2007).

Standard Three emphasises the importance of planning and implementing effective
teaching and learning. Focus 3.2, 3.3 and 3.4 outline the significance of planning lessons that
include effective teaching strategies and use varying resources. The provided evidence
demonstrates my ability to not only plan sequences using knowledge of students learning
and content, but also utilise a range of teaching strategies and resources. Established from
my reflections, the incorporation of background music can provide educators with the
opportunity to explore an array of strategies and utilise varying resources to further engage
students in their learning. Focus 3.5, 3.6 and 3.7, are additionally demonstrated within the
evidently documentation. The utilization of effective communication, continual evaluation
and progression and the engagement of guardians and the school community, prominently
assisted with the efficacious planning and implementation of the Project.




Extract from Evidence Piece Two and reasoning of demonstration:


Components of Standard Three are further demonstrated throughout the provided
evidence. Each lesson phase had been planned using knowledge of student learning,
content and effective teaching strategies, while also incorporating challenging learning
goals, a selection of resources and verbal and non-verbal communication strategies to
support student engagement.







Extract from Evidence Piece Five and reasoning of demonstration:
The provided Assessment Plan, Rubric and results, was integrated within a classroom at
Foundation level, and required students to demonstrate their overall knowledge and
capability to identify and sort objects, while incorporating their level of competence with
spelling, grammar and comprehension. Students were provided with a container of items
and a sheet of paper with four boxes. Students were then to identify each object and sort
them on the basis of observable properties such as colour, texture, flexibly, material the
object is made from etc. The results varied throughout the diverse cohort, though the
average grade was above satisfactory. This piece of evidence demonstrates Standard Three,
which emphasises the significance to the planning and implementation of effective teaching
and learning. Focus 3.1 and 3.3 incorporate the underlying concept of inaugurating
stimulating learning goals and utilising teaching and learning strategies that challenge and
extend student knowledge.