Interpersonal Development Grade: 3/4 Duration of the lesson: 40 minutes Date: Friday 22 nd June
Lesson Outcomes/standards
- Students understand what it means to be resilient - Students understand how the man in the video clip demonstrates resilience
Indicators
- Students understand that resilience is bouncing back in times of challenge and or difficulty. - Students suggest ways in which they will show resilience leading up to the end of term
Assessment: Criteria
- Students are actively engaged in discussion with their partner during the pairing up activity. - Students understand the importance of being resilient and set personal goals for themselves.
Teaching Focus: A) chosen by associate teacher To teach informally where students are not assessed on the physical responses they produce on paper but rather their verbal responses and engagement in the activity. This is the most difficult type of learning to access as it needs to be conducted at the time as there is no written proof of what they have learnt. My associate teacher has recommended that I use sticky notes to take anecdotal notes of how the students learn that can later be elaborated on to access their understandings and achievement.
B) Your personal choice of skill development To practice teaching through a student-centred approach where students responses, ideas and capacities direct the path of the session. As I have not have much practice in teaching through this type of approach I find it difficult to maintain focus of the class and steer their thoughts towards achieving learning outcomes intended for the lesson.
This evidence demonstrates my understanding of focus area 4.4 as this session aimed to improve student wellbeing and safety through developing awareness of resilience. My associate teacher had identified that resilience was an area that these students needed to be addressed. He had identified that circle time had proved to method for teaching values such as Resilience this. Background to the learner A) Teacher I have observed circle time in weeks prior but this will be my first opportunity to direct the session. From what I have observed circle time is student-centred and involves the teacher facilitating students to understand and develop their emotional and social development.
B) Pupil Students engage in circle time on a weekly basis. Circle time in previous weeks had focused on persistence, sympathy and confidence. Students had also had a guest speaker the day prior who talked about resilience being a quality of great leaders.
This lesson on resilience addressed the Australian Curriculum in domains of Interpersonal Learning, Interpersonal Learning and Civics and Citizenship. The school also is involved in the Bounce Back program from foundation year to year 6. This lesson therefore reflects school curriculum by extending on this program which also addresses well being and safety of students within school.