Standard 3: Plan for and implement effective teaching

and learning
3.1 Establish challenging learning goals: Set learning goals that
provide achievable challenges for students of varying abilities and
characteristics.
Personal learning goals are the behaviours, knowledge or understandings
that students identify as important to their own learning. They may relate
to general work habits, specific subjects, domains of learning, or a
combination of these (DEECD, 2006).
Learning goals can be developed individually for personal growth,
collaboratively as a class to work towards a common goal or by the
teacher with each student. All summative and formative assessment tasks
are planned with the diversity of the students abilities in mind with
differentiation included where necessary.

3.2 Plan, structure and sequence learning programs: Plan lesson

sequences using knowledge of student learning, content and effective
teaching strategies.
For evidence please refer to Appendix 1-LEP and Place value LEP
3.3 Use teaching strategies: Include a range of teaching strategies.
Please refer to 1.5, Appendix 1, Place value,
3.4 Select and use resources: Demonstrate knowledge of a range of
resources, including ICT that engage students in their learning.
Depending on the intended learning outcomes of the lesson, there are
many ways for students to be engaged. Some required close teacher
facilitation and for some, students can work more independently. Some
ways include:
Viewing YouTube clips
Creating and viewing PowerPoint presentations
Interactive white board
Storyline online
Digital camera
Moviemaker
IT made simple
Learning connect
Online egg timers
NASA for educators

Google Earth

3.5 Use effective classroom communication: Demonstrate a range of

verbal and non-verbal communication strategies to support student
engagement.
Some examples of effective classroom communication are provided below.
1. Present clear expectations
2. Use a verbal and/or non-verbal attention gaining prompt to focus
student attention towards the teacher, for example:
Verbal prompts:
Stop and look to the front, thanks.
Look here, thanks.
Put pencils down, attention here thanks.
Face me, thanks children.
Combine with an appropriate gesture.
Non-verbal prompt:
Non-verbal cue familiar to all students. Teacher: Macaroni cheese
Students: Everybody freeze
clap (this could be in sequence)
Bell
whistle (especially relevant to physical education)
standing on an attention calling spot in the classroom, which is
known and understood by students.
3. Wait and scan
4. When student attention is focused, start the instruction with a verb.
Keep instructions short; be concise.
5. Follow the instruction with a short pause and scan the class.
6. Separate instructions from curriculum/content talk. Avoid
interrupting content talk with instructions.
7. Phrase the instruction as a direction rather than a question.
8. Use thanks rather than please at the end of an instruction for a
crisper, less questioning tone. Thanks implies compliance;
however, saying please at times is appropriate.
9. Give the instruction in a firm, calm and measured voice, for example
Come here, Ben.
http://education.qld.gov.au/actsmartbesafe/teachers/pd.html

3.6 Evaluate and improve teaching programs: Demonstrate broad

knowledge of strategies that can be used to evaluate teaching programs
to improve student learning.
Reflections and refer to 6.2 and 6.3
3.7 Engage parents/carers in the educative process: Describe a
broad range of strategies for involving parents/carers in the educative
process.
Some examples to enhance parent involvement in the educative process
include:
Parents/carers may be invited into the class to assist with certain
programs, such as guided reading sessions.
Regular informal communication before and after school. This will
have to build a rapport with the parents and carers, which studies
show, improves student engagement and achievement levels.
(professional partnerships- reference)
Newsletters can be sent home to parent/carers when there is
important information to be shared.
Report cards
Students may be encouraged to question parents about classroom
tasks for assistance with ideas and knowledge (For example, What
do you know about.?
This can be especially helpful when parents are very knowledgeable
in a specific area.
Depending on the topic being learned, some parents may be invited
to come in to act as a guest speaker to share their knowledge of a
topic.
Community functions are a fun way to make and keep a positive
rapport with families.
(Please also refer to 7.3 for more examples)