Molly Geller

Standard 3.2: Plan, structure and sequence learning programs 

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             I have a good level of professional knowledge and understanding about teaching and learning to plan and implement effective learning practices.

 

            Over the two week practicum period I had ample opportunity to apply my professional knowledge, understanding and skills that I had gained both over the course of my university studies and time spent engaging in classroom observation. I planned and implemented over 16 Mathematics and Literacy lessons over the course of my 2 week practicum. I have attached a lesson plan which details the steps and resources used for a symmetry lesson for a Year 3 class. Included are pictures of the students engaging with the hands-on activity.

 

            I was required to plan and implement a series of 8 sequential lessons on 2D and 3D shapes, working with a class of 23 students. The lesson series culminated with a test on the content covered over the lessons that was designed, implemented and assessed by myself. The students were working at fairly similar levels with a few children needing a small amount of extra teacher support.

 

 

           Using the content descriptors in the Australian Curriculum, I identified the general and specific learning goals as can be seen in my lesson plan. These helped to keep my lesson series moving in the right direction as well as making sure to be covering the right content in each lesson. By planning ahead and being aware of the end goals of my lesson series, I was able to adapt my lessons based on how the children were doing. For example, if they needed more time on a topic we could slow down and investigate, and if they were confident in it we could move forward.

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             Included are photographs of the hands-on discovery learning activity using geometric shapes and a line of symmetry. They were able to discover relationships, solutions and patterns through their own manipulation of materials, taking turns to manipulate the geometric shapes and to manipulate the line of symmetry. I prepared the resources prior to the children entering the classroom to maximise their time with the materials and make sure that each group had the appropriate tools to complete the activity. Using my knowledge of discovery learning, I provided students with the freedom within the hands-on activity to explore symmetry with a partner. This style of learning experience is known to increase motivation and interest and result in better retention.

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After this learning activity, children moved on to complete a line of symmetry worksheet which provided assessable evidence. Also, by providing multiple activities on the same topic, children had the opportunity to repeat and develop their skills in different ways, keeping their interest while solidifying their understanding.

 

          My ability to plan for and implement a variety of learning experiences which draw on the instructional approaches demonstrates my ability to plan and implement effective learning practices based on the results from research and theory.  As I applied my knowledge of discovery learning, I was able to create lessons that used techniques supported by the research to result in effective learning. I believe this was supported by my own assessments of the children’s abilities as well as their engagement and interest in the task.