When creating a lesson plan for any Humanities and Social Sciences (HASS) subject the starting point should always focus around the 5 E-Inquiry model. The set of unit and lesson objectives and expectations are ideally derived from this model and help direct the students to access all the areas of the curriculum being taught. Much like the objectives the final aspect of a unit, the assessment, should be clear and connect to the expectations and accessible for every student to reach. For the foundation year level the Australian Curriculum centres heavily around the self and the family. This component features in many of the content descriptors across History and the other HASS subjects. To make the unit of work accessible for all students there needs to be clear connections back to the objectives and to other subject areas to include interest levels and readiness levels.
The first component of the 5e’s is, engage. While many of the other components are important this one is often found to be the most important and effective but the hardest to measure in Education. The Australian Institute for Teaching and School Leadership (aitsl) describe engagement as, “an ambiguous term; poorly defined and difficult to measure” (Australian Institute for Teaching and School Leadership, n.d.). It is important to remember when planning, that engagement doesn’t solely refer to good behaviour; it needs to relate to a student’s ability and want to learn. Klem and Connell state in their article that, “ongoing engagement refers to student behaviour, emotions, and thought processes. Behavioural engagement includes time students spent on working, intensity of concentration and effort” (Klem and Connell, 2004). The History unit plan attached utilises the...
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...ds by design model. The skills that were required to be learnt by the students were the first things to be designed in the plan. From there the assessment pieces were planned, the assessment is planned second so that the goals are directly aligned and the understanding can be clearly correlated through the assessment. The final process is determining the lesson sequencing and teaching strategies to ensure students get the most out of each lesson and the unit is flowing through each topic in succession. (Wiggins and McTighe, 2005)
Combining the two models, the 5E’s Instructional and Backwards by Design, makes for smooth planning and easily designed lessons and units. It helps an Educator to return to their KUD’s when planning the body and assessment of a unit to ensure their students are obtaining the highest level of engagement and understanding possible.
For this lesson I still need to learn how to analyze instructional goals and differentiated instructional strategies. When I transfer to a university to further my education; in my educational classes I will learn about this. In addition to student teaching, I will be learning how to handle future situations with the appropriate grade level. Lastly, I will ask for advice from art teachers and teachers in general to find out more information on differentiated instructional strategies.
Godinho, S 2013, ‘Planning for practice: connecting to pedagogy, assessment and curriculum’, Teaching: making a difference 2013, John Wiley and Sons, Milton, Qld, pp. 210-248
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
5I: uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities.
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
Nevertheless, it wasn’t an appropriate approach to motivation, as pupils felt that there were a lot of activities to do, and they didn’t see the point on most of them. After reading McLean (2009), who highlight the activities transition as an important part to encourage good behaviour, I tried with the 10E group to divide activities in little chunks that later will be linked. It worked well and students started to see the point in the activities. When they started to understand why they did an activity, they felt more engaged and the outcomes that I could check in subsequent lessons were satisfactory. One of the problems that I had during my first two weeks was how to modulate my voice. Voice is a strong tool in a teacher, it can motivate and challenge pupils and it can give peace as well. In my last lessons before half term I starting using my voice in a better way to motivate students (as shown in my mentor feedback), as well as to praise and reinforce good behaviour (Hayes, 2007). Students participate more in activities when they feel some changes in the teacher’s voice, otherwise lesson turns
ACARA. (2012). The Australian Curriculum v3.0. Retrieved March 22nd , 2011, from The Australian Curriculum: http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Introduction/Introduction
Through Universal Design for Learning, every student could and will have equal opportunities when attending school each day. UDL is an approach in education to learning, teaching, and assessment that draws on new brain research and new technology through the media, that responds to individual learning differences. It is not a one size fits all approach with learning but rather it is flexible. It creates instructional goals, methods, materials, and assessments that work best for each student. It brings a huge variety of skills, needs, and interests to learning. The challenges of Universal Design for ...
For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996). I design lessons that are the instructional match for my students, modify grade level curriculum, and accommodate for different learning styles. I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitor instruction and to report student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have acc...
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Learning Theories and Instructional Strategies The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period.
One of my most influential experiences took place with my very first class, ED 523 taught by Dr. Howe. In this course, I learned about the Understanding by Design (UbD) Framework created by Wiggins and McTighe. This framework focuses on a backward design approach that uses big ideas, essential questions, and authentic assessments to create and guide curriculum (Wiggins and McTighe, 2005). The design encourages educators to “start with the end in mind.” Along with UbD, I also learned about a calendar-based curriculum mapping process created by Heidi Hayes Jacobs. The curriculum map allows for educators to examine curriculum both horizontally in a course and also vertically over the student’s K-12 academic career (Jacobs, 1997).
In this essay, I will talk about the components of a lesson plan, the benefits of planning with clear and appropriate goals, selecting age-appropriate goals and objectives that align with state academic content standards, and selecting goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences.