ICT planning and teaching skills lesson plan Assessment
ASSIGNMENT 1
A sequence of learning activities in the pre-service teacher’s subject area (3 lessons)
Developing your planning and teaching skills in your curriculum area is a critical part of your development as an effective, professional teacher. Engagement in this task will help you develop learning experiences that employ a range of developmentally appropriate and flexible teaching and learning strategies. The lesson planning component of this task will allow you to plan, implement and review engaging experiences in your own curriculum area while incorporating ICT as a teaching strategy. Finally, you will gain an understanding that teachers use a range and balance of assessment modes to gather information on student capabilities and progress.
Begin this task by exploring the Australian Curriculum for your teaching area, along with samples of contemporary student texts for Years 7 & 8 and choose a relevant topic that can be taught in three lessons. Demonstrate your ability to organise the relevant content into an effective learning and teaching sequence showing linkages between outcomes, teaching/learning strategies and assessment tasks by designing a sequence of three lessons. You also need to include at least two different strategies to assess student learning and to provide feedback.
Your lesson plans must:
- be at least 50 minutes in duration (specified in the context section)
- demonstrate continuity of learning
- include reference to curriculum/state-based syllabus
- include learning goals and success criteria
- include a range of teaching strategies
- include a variety of resources to engage students
- include instructions on the implementation of the learning activities in a classroom and provide examples of clear directions for students
- a situational analysis of the learners: their prior learning and particular strengths and needs
- include a variety of lesson activities and include some practical activities where possible
- provide a description of the learning objectives, success criteria teaching, content, strategies, and assessment appropriate for the identified outcome/s and topic for Years 7 or 8, that provide achievable challenges for students with varying abilities and characteristics
- include a range of resources and differentiated teaching strategies, including ICT, to engage learners and cater to their identified strengths and needs
- give an overview of key communication and classroom organisational strategies and an analysis of how these strategies would support student engagement in learning
- provide an explanation of how the learning sequence differentiates the curriculum to meet the diverse needs of the students described
- use two to three contrasting strategies to assess learning: from formal and informal, diagnostic, formative and summative approaches, and strategies for providing feedback for learners
- include copies or links to any resources that are referred to in the lessons (put them in an appendix). Existing resources can be used or adapted (with acknowledgement).
10-minute professional commentary video
Having created your 3 lesson plans, you will then prepare a 10-minute video recording in which you have a ‘professional commentary’ about your approach to lesson planning. This can be prepared using Zoom (or similar) where you share your screen while you speak (with camera on) during the recording. You may wish to include your plans on slides which you move through, or you may scroll through the lesson plan document while you speak. Be careful to address the rubric criteria. The video will be the focus for the marker (with plans, resources and transcript as an appendix), so make sure you highlight aspects relevant to the marking criteria in your video. This will give you important experience prior to your first placement in articulating your ideas and presenting in a video format.
Your 10-minute professional commentary should:
- provide an overview and context of your lessons including a situational analysis of the learners: their prior learning and particular strengths and needs (this can be fictional, but try and make it realistic)
- narrate the thinking behind the construction of three clearly presented sequential lesson plans (LO2)
- give an explanation of the key classroom organisational and communication strategies you would use to deliver the lessons (LO2), including strategies for providing feedback to learners (LO2)
- provide a critical analysis of how your lessons meet the needs of diverse learners and to support inclusive student engagement in learning (LO2)
- provide an explanation of how your lessons comply with legal and ethical requirements of teachers
- provide an explanation of how your lesson plans apply policies and strategies for providing safe and supportive learning environments (LO1)
- provide an explanation of how ICTs are used to engage learners (LO2)
- include evidence to justify your approach to lesson planning (e.g., refer to readings from LEO modules, theories, or research to justify your approach to planning. Provide in-text citations and APA references forevidence you refer to in your professional conversation.
The final submission should include:
- a 10-minute professional commentary video
- a written document for reference of the marker which includes:
- 3 x 50 min lesson plans (including resources in appendix),
- references to evidence,
- and a transcript of your ‘professional commentary’ with in-text citations and APA references.
Weighting: 50%
Length and/or format: 2500 words equivalent (limit of 10 min video with words not counted for other aspects)
Purpose: Developing planning and teaching skills is a critical part the pre- service teacher’s development as an effective, professional teacher. Engagement in this task will help students develop learning experiences that employ a range of developmentally appropriate and flexible teaching and learning strategies.
ASSIGNMENT 2
2500 words equivalent (limit of 10 min video with words not counted for other aspects)
Developing planning and teaching skills is a critical part the pre- service teacher’s development as an effective, professional teacher. Engagement in this task will help students develop learning experiences that employ a range of developmentally appropriate and flexible teaching and learning strategies.
- Required text(s)
