Annotations
Note the focus area and standard
descriptor/s the artefact /
document reflects
Standard 2 Know the
content and how to teach
it.
2.1 Content and teaching
strategies of the teaching
area
Demonstrate knowledge and
understanding of the
concepts, substance and
structure of the content and
teaching strategies of the
teaching area
2.5 Literacy and numeracy
strategies
Know and understand literacy
and numeracy teaching
strategies and their
application in teaching areas.
2.6 Information and
Communication
Technology (ICT)
Note the type of Describe the artefact / document and
artefact / document indicate the possible impact or result on
teaching and/ or student learning
This is a lesson plan This lesson plan includes collaborative
from my third learning, Information Communication
practicum, taught to and Technology (ICT), explicit teaching
Stage 2, Year 3 in as well as student exploration (group
February 2017. rotations).
When I designed this lesson I ensured
that I selected a wide range of
resources that would engage and
support students learning needs and
styles. It is up to teachers to broaden
their instructional base and to explore
the use of different resources and
methods (Marsh, 2010, p.237).
The activities involved the students
using their whiteboards, this was a
useful assessment tool as the writing
is large so I was able to see if students
were having difficulties with the task.
Drawing on a student that does not
understand the concept being taught
to come forward and be the
Describe how the artefact /
document
meet the standard descriptors you
have identified.
The lesson plan incorporated
a variety of teaching and
learning activities, that
indicated knowledge and
understanding of teaching
strategies to help support
students numeracy
development (APST 2.5).
My mentor teacher wrote:
The teacher directed activity
gave you an assessment tool
as well as the questioning
during the whole class
discussion.
Consolidates students
conceptual development by
planning and constructing
tactile activities and
encouraging students to use
mathematical terminology
creating mathematical
discourse (APST 2.1).
Implement teaching demonstrator at the front of the class
strategies for using ICT to allows them to be a part of the
expand curriculum learning learning process. This will benefit the
opportunities for students. student doing the question in addition
to others that have not quite grasped
the idea yet, as the concepts are
further explained.
References
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.) Frenchs Forest: Pearson Australia
By effectively using the
Interactive Whiteboard (IWB)
and computers in the group
rotations, I was able to adapt
the resources to make the
material engaging and make
the content more meaningful
to the students (APST 2.6).