Amy Keith 22269786 Standard Three Professional

Experience 3

Standard Three

Plan for and implement effective teaching and learning

Within my classrooms, I set learning goals/ objectives for the lesson, this allows the students to know what they will be learning this
lesson, especially for students in my secondary classrooms, this allows the students to relate the class activities back to the overall
goal for the lesson. (Standard 3.1). When I plan and structure learning programs, I start by looking at the final assessment and what
well be looking for at the end of the topic, on my professional experience, students were to write a short story for their assessment,
the learning sequence leading up to this assessment involved lessons building on one another, starting with story starters then
moving on to the tension within the story. (Standard 3.2). Using varied teaching strategies and resources allows students to be
immersed in active learning within the classroom, repeating lessons that are the same format wont keep the students engaged and
interesting within the lesson. I like to incorporate technology into my classes, whether this is videos or online quizzes. (Standard 3.3
and 3.4). Effective communication in the classroom is important so that students can learn effectively, proper explanations will allow
students to have a clear understanding of the topics discussed within the lesson, personally, one of my professional experience
goals is to become better when explaining lessons and activities and this is something that I am continually working to improve.
(Standards 3.5). Every lesson I teach, primary or secondary, I reflect on my lessons and practices, most importantly, what I did well
and what I need to work on for the next lesson to improve the learning of my students. (Standard 3.6). When teaching younger year
levels on placement, I found that the parents and carers were involved weekly and utilised for excursions for additional support.
Parents and carers working with the class and teachers creates a supportive atmosphere for the students and parents. (Standard
3.7).

1
Amy Keith
Experience 3
Note the focus area and standard
descriptor/s the artefact / document
reflects
3.3 Use teaching strategies
Include a range of teaching
strategies.
3.4 Select and use resources
Demonstrate knowledge of a
range of resources, including
ICT, that engage students in
their learning.
22269786
Annotations for Standard Three
Note the type of artefact /
document
This artefact is a
lesson plan taken
from my Professional
Experience 3
placement. The class
was a year 8 English
class during my
second week of
practicum, this was
the last lesson before
their practice exam.
Standard Three Professional
Describe the document / artefact and indicate the Describe how the document /
possible impact or result of the artefact / document on artefact meets the standard
teaching and/ or student learning descriptors you have identified.
The artefact is a lesson plan, this outlines
what students will be learning for the 70 I tried different strategies in
minute English lesson. The use of paddle this lesson, the use of
pop sticks to randomly select students to brainstorming helped
answer questions ensures students are kept students to gain varying
on task and listening in case it is their name ideas for their own story
selected to answer questions. and to build on their own
ideas. (Standard 3.3).
By getting teachers to vary their teaching
strategies and techniques, they get students Having the visuals of the
to think deeper and gain a better stimulus on the board for
understanding of what it is they are learning the duration of the lesson
about. (Dyer, 2013). I try to incorporate and student planning
different strategies and resources to allowed students to
2
Amy Keith 22269786 Standard Three Professional
Experience 3

enhance student learning where possible. continually check back with

Student learning was enhanced through the the stimulus to ensure they
use of different teaching strategies. stay on track with using the
Brainstorming ideas as a class really helped stimulus images (Standard
students to gather ideas for their own 3.3 and 3.4)
creative short story as well as allowing
students to gain character ideas and Various images were used
tensions for their story. as stimulus to give the
students visuals to help
Students were supplied with a plot graph them with their writing.
handout and a character web handout, both These images on the
of which helped them with planning their PowerPoint could be
practice exam story. These resources gave switched between easily for
the students a clear outline on their planning the students to utilise
and how to set this planning out in a logical (Standard 3.4).
and easy way. The impact that these
resources had on student learning can be Both standards are
seen through the clear set out and plot of highlighted in green within
the students stories. the lesson plan below.

3
 Amy Keith 22269786 Standard Three Professional
Experience 3

Artefact: English Lesson plan from Professional Experience lll

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III (2017): SECONDARY

KLA: English Date: 17/02/2017 Time: 1:55-3:05 Class: Year 8 School: Elanora State
High School
APST FOCUS FOR THE DAY: 3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
General Capabilities:
Literacy Numeracy Information and Critical and Creative Thinking Personal and Social Capability
Communication
Technology
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day):

Aboriginal and Torres Strait Islander histories
and cultures
Class Specific Considerations:
Context:
Lesson 10/16
Year 8s are working towards creating a short
story, which will be written under test
conditions.
They have been introduced to 7 steps and
analysed a variety of sources.
Asia and Australias engagement with
Asia
Behaviour Considerations:
C.B Sits by himself at front of room.
Sustainability
Learning Difficulties:
CH Extremely low literacy level
JC Difficulties getting notes down; lacks
motivation

Timing Procedure Preparation / Differentiation/ Assessment students

Considerations Behaviour
Strategies
Syllabus outcome / Descriptor: (ACELY1810)
Experiment with text structures and language
features to refine and clarify ideas to improve the
effectiveness of students own texts
4
 Amy Keith 22269786 Standard Three Professional
Experience 3

Objective / Learning intention:

LG 1: To complete a plot graph and character
web for your practice test.
LG 2: To write a sizzling start for your story.

Success criteria:
Students will create a plot graph and character
web for their practice exam. Students will write a
sizzling start for their story. Ensure
Have the power instructions are
point prepared and broken down
Introduction (O) ready to go. for students
with learning
5-6 - Students will write down the lesson title, difficulties.
minutes
learning goals and date off the board. Ensure students are
- Ask students if they know when their sitting in their
practice exam is. seating plan.
o Monday Be explicit in
- Remind students that their practice exam is explaining the
2 minutes on Monday and that they can bring in the activities in the
sheets we are completing today. Use class paddle lesson for
pop sticks or students who
randomly select off may not
the class list. understand as
easily.
Stimulus on
PowerPoint.
Body (G) If students are
disrespectful to
myself or another
- Show students the first stimulus image on student, restate
2 minutes the expectation of
5
 Amy Keith 22269786 Standard Three Professional
Experience 3

slide 3 of the PowerPoint, as a class, 100% respect.

brainstorm as many story ideas as possible.
- Brainstorm character ideas
If students
2 minutes continue to talk
- Show students the second stimulus on slide
and disrupt/ not do
4 of the PowerPoint as a class, brainstorm their work move
as many story ideas as possible. Use paddle pop students to a
- Brainstorm character ideas sticks or select different seat.
students randomly Students will stay
2 minutes - Show students the third stimulus on slide 5 off the role if no one in their assigned
of the PowerPoint as a class, brainstorm as is eager to answer. seat until told
many story ideas as possible. otherwise.
- Brainstorm character ideas

Body (E)
Monitor students
2 minutes
- Have all three stimulus on the board work and
while students plan their story. Handout provided participation while
- Students will select one of the stimulus that for students that moving around the
we have looked at. are slow at classroom.
5 minutes - Students will write this stimulus on top of writing/have
their planning pages. difficulty writing off
board.
- Students will create a plot graph for their
story and will include 3-4 tensions on this.
5 minutes

- Students will complete a character web for

20 Utilise parallel
minutes
their main character acknowledgment
when students are
misbehaving or not
- Students will write their own sizzling start doing their work.
for their story in their practice exam.
6
 Amy Keith 22269786 Standard Three Professional
Experience 3

10
minutes
- Students will swap books with another
student and read their work. Students will Use non-verbal
swap books back and edit and change their cues to get
own story starter. students on task
- Tapping book
- Proximity
- Eye contact
Conclusion (R)

- Have 3-4 students read out their favourite sentence.

10 - Remind students that their practice exam is on Monday and that students can bring in their story plan and
minutes
character web on Monday as they will be basing their story off the same stimulus.

Supervising teacher: Date:

7
Amy Keith 22269786 Standard Three Professional
Experience 3

References

Australian Institute of Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pd

Dyer, K. (2013). Improving Student Performance Requires Varied Teaching Strategies and Techniques. Teach. Learn. Grow.
Retrieved from https://www.nwea.org/blog/2013/improving-student-performance-requires-varied-teaching-strategies-and-
techniques/