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Note the focus Note the type of Describe the document / artefact and Describe how the document

the document / artefact meets the standard


area and artefact / indicate the possible impact or result of descriptors you have identified.
standard document the artefact / document on teaching and/
descriptor/s the or student learning
artefact /
document
reflects

The artefact The lessons noted in the Prior to the planning of the lessons, advice and
3.2 provided is a transitional daybook have been guidance was sought from the mentor teacher to
Plan, transitional tailored to meet the Maker Model ensure I could pan and implement an effective
structure and daybook. of Differentiated Curriculum learning program. As a result of the discussions, I
sequence whereby differentiation is was able to take on board advice relayed and
learning The measured on the basis of learning henceforth, have been able to plan an effective
programs transitional environment, modification of learning sequence applicable for a Stage 3 class
Plan lesson daybook learning process, and product (APST 3.2).
sequences using features 3 modification (i.e. lessons are based
knowledge of teaching on the real world) (Maker, 1982). A range of teaching strategies have also been
student blocks Each day, observations were noted implemented to ensure that student engagement
learning,
established to ensure that post lessons will levels remained high. In particular focus were
content and
during one involve modifications which students with additional needs. Two students in my
effective
teaching school day. address the needs of all students. class who are diagnosed with Down syndrome and
strategies It is vital as an innovative teacher Autism Spectrum Disorder required specific teaching
to continuously provide students strategies. Examples being the use of visual cues,
3.3 with new experiences through the integration of flash cards during the lesson and
Use teaching flexibility and critical thinking the use of ICT. These student groups often thrive
strategies (Victoria State Government through visual learning (Devine, 2015) and by
Include a range Education and Training, 2016). The implementing these strategies I was able to
of teaching lessons articulated within the successfully integrate them within the lesson (APST
strategies transitional daybook have 3.3). In addition, the use of direct instruction, clear
considered these aspects and thus, and explicit expectations, positive facial and body
3.5 the needs of the students have gestures, suggests that I have demonstrated
Use effective been central priority. Standard 3.5.
classroom
communicati It will impact on student learning Furthermore, it was noted that these students would
on as the needs of all the students require constant supervision and encouragement to
Demonstrate a have been considered, ensuring ensure that they remained on task. This was taken
range of verbal the content of all three lessons into consideration and as a result, positive feedback
and non-verbal were achievable for all learning and encouragement (parallel cueing with
communication styles. Two special needs students, acknowledgement being one strategy) was evident
strategies to
in particular, have been carefully throughout all lessons. Visual learning was also
support student
considered to ensure that they acknowledged and was therefore incorporated
engagement
were able to successfully throughout all lessons. For example: use of
participate in the lesson. For whiteboard/IWB for brainstorming, graphic
example: during the PDHPE lesson, organisers, YouTube videos, BTN news clip, physical
positive feedback and demonstrations.
encouragement as well as an
abundant of visual cues have been By making lessons have clear and explicit content,
utilised as teaching strategies, to the element of quality learning environment from
ensure a Down Syndrome student the Quality Teaching Framework has been
was happily participating with the addressed (APST 3.3).
physical activity.

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