3.1 Establish challenging learning goals
During my final Professional Experience Placement, I taught a student with severe medical circumstances, necessitating me having to create learning goals that were both challenging and achievable. Rather than getting this student to write poems based on what he didn't know, I asked him to write poems based upon the form that he liked (haiku's) and set him some themes that would be challenging for him. Unfortunately, I was unable to assess how he went with the poetry work as he did not return to school prior to me finishing my Professional Experience Placement.
In my third year Professional Experience Placement, I taught another student who I had to establish learning goals that were challenging but more appropriate to his own level. This is further elaborated in Standard 1.6, please see the picture link below to that Standard.
During my final Professional Experience Placement, I taught a student with severe medical circumstances, necessitating me having to create learning goals that were both challenging and achievable. Rather than getting this student to write poems based on what he didn't know, I asked him to write poems based upon the form that he liked (haiku's) and set him some themes that would be challenging for him. Unfortunately, I was unable to assess how he went with the poetry work as he did not return to school prior to me finishing my Professional Experience Placement.
In my third year Professional Experience Placement, I taught another student who I had to establish learning goals that were challenging but more appropriate to his own level. This is further elaborated in Standard 1.6, please see the picture link below to that Standard.
| ab_differentiation.docx |
3.2 Plan, structure and sequence learning programs
During my third year Professional Experience Placement, I had to drastically alter the unit plan to accommodate unexpected school activities. Standard 2.1 elaborates more on this, please see the link below for the applicable evidence.
During my third year Professional Experience Placement, I had to drastically alter the unit plan to accommodate unexpected school activities. Standard 2.1 elaborates more on this, please see the link below for the applicable evidence.
3.3 Use teaching strategies
The below lesson plan, for Stage 1 Legal Studies, shows how I used a mix of lecture style instruction and student group activity to enable the students to not only receive new information but to also utilise student-led learning. The activity involved a series of cards that either had a legal term on it or a definition and the students had to match the term with the definition. I found that the students enjoyed the lesson because it was a mix of teacher-led and student-led learning that enabled them to relax a little for the last lesson on a Friday.
The below lesson plan, for Stage 1 Legal Studies, shows how I used a mix of lecture style instruction and student group activity to enable the students to not only receive new information but to also utilise student-led learning. The activity involved a series of cards that either had a legal term on it or a definition and the students had to match the term with the definition. I found that the students enjoyed the lesson because it was a mix of teacher-led and student-led learning that enabled them to relax a little for the last lesson on a Friday.
| legal_studies_lesson_plan_-_25.5.2018.docx |
3.4 Select and use resources
My year 8 English Horror unit that was designed during my third Professional Experience Placement, had a varying amount of resources. Short, age-appropriate videos were used to highlight Horror tropes on a visual level as well as chapter 5 of Frankenstein to explore the written tropes of Horror. The videos were both downloaded in order to have a non-online copy as well as having the YouTube links readily available, ensured that if there was IT problems, the lesson could still continue. I chose the resources that I did after discussing them with my mentor to ensure that what I thought was age-appropriate and level-appropriate. I also created worksheets for the unit which were printed (on my mentor's advice due to a lack of 1:1 ratio of laptops/tablets in the class). The unit plan linked below, shows the resources that I used while teaching it; with the relevant sections highlighted in yellow.
My year 8 English Horror unit that was designed during my third Professional Experience Placement, had a varying amount of resources. Short, age-appropriate videos were used to highlight Horror tropes on a visual level as well as chapter 5 of Frankenstein to explore the written tropes of Horror. The videos were both downloaded in order to have a non-online copy as well as having the YouTube links readily available, ensured that if there was IT problems, the lesson could still continue. I chose the resources that I did after discussing them with my mentor to ensure that what I thought was age-appropriate and level-appropriate. I also created worksheets for the unit which were printed (on my mentor's advice due to a lack of 1:1 ratio of laptops/tablets in the class). The unit plan linked below, shows the resources that I used while teaching it; with the relevant sections highlighted in yellow.
| year_8_horror_unit_plan.docx |
3.5 Use effective classroom communication
During the course of my third year Professional Experience Placement, I learnt a lot about effective classroom communication. If I needed to speak to a student about a matter, I would either draw them out of the classroom or speak to them after the lesson had finished. I wouldn't attempt to speak over the students and would wait until they had finished talking before I gave instructions. I ensured that all students understood the task at hand, by speaking to them individually during the course of the lesson. The document below is the final report from this Professional Experience Placement where my mentor comments on my classroom communication, the relevant section is highlighted in yellow.
During the course of my third year Professional Experience Placement, I learnt a lot about effective classroom communication. If I needed to speak to a student about a matter, I would either draw them out of the classroom or speak to them after the lesson had finished. I wouldn't attempt to speak over the students and would wait until they had finished talking before I gave instructions. I ensured that all students understood the task at hand, by speaking to them individually during the course of the lesson. The document below is the final report from this Professional Experience Placement where my mentor comments on my classroom communication, the relevant section is highlighted in yellow.
| standard_3.5_-_mickan_nikita_final_report_2017.pdf |
3.6 Evaluate and improve teaching programs
During my final Professional Experience Placement, teaching Legal Studies became a challenge because of the dry, content-heavy nature of the subject. This meant that I had to evaluate and improve what I planned to teach. This came not only from my own observations of the lessons but also the discussions with my mentor and the feedback that she gave me (Document 1 below). This led to the refining of lesson plans and what strategies I used. An example of a refined lesson plan is also linked below (Document 2).
During my final Professional Experience Placement, teaching Legal Studies became a challenge because of the dry, content-heavy nature of the subject. This meant that I had to evaluate and improve what I planned to teach. This came not only from my own observations of the lessons but also the discussions with my mentor and the feedback that she gave me (Document 1 below). This led to the refining of lesson plans and what strategies I used. An example of a refined lesson plan is also linked below (Document 2).
| feedback_from_mentor_teachers.docx |
| legal_studies_lesson_plan_-_25.5.2018.docx |
3.7 Engage parents/ carers in the educative process
For further elaboration on this Standard, please see Standard 7.3 linked via the picture below.
For further elaboration on this Standard, please see Standard 7.3 linked via the picture below.
