ARTEFACT - UNIT OF WORK
Planning lesson sequences is reliant on my knowledge as a teacher of how my students learn. Cochran, Kathryn, Deruiter, James & King, Richard (1993) describes teaching a subject matter means to critically reflect on the many ways on how to present it to students (Cochran et al, 1993). Dissecting this artefact, it is a unit of work for stage 2 (year 3) of living things/growth and survival. In this unit of work, it has been strategically designed to;
Interest students using an inquisitive alien who is on quest to know more information about the content they will collate together.
Cater to support learners and extended learners by providing them the same work but it is levelled with differentiation. For example, providing scaffolds and sentence starters.
The work is hands on and not rote learning, students are leading their own learning and the teacher is there for support.
Understanding how students learn and differentiating the tasks slightly as needed will allow students to not feel marginalised, but equal that they are attaining the same quality learning (Skamp & Preston, 2015). Justifying my achievement through standard (3.3.2) further, I have planned and implemented effective teaching and learning.The learning sequences are succinct and relate to all content descriptors and learning outcomes. For example, it promotes the long-term viability of sustainable practice when students will build their own box habitat. Effective teaching strategies help students stay engaged and get the best possible outcome for their learning (Perez, 2014). Within the lessons, students will be invited to peer-assess each other's work, engage in class discussion based on inquiry questions, and use scenario based learning which is an active learning strategy to support interactive learning (Clark, 2009). As a teacher, strategic planning allows me to deliver the content and prepare for all variables of student learning. (302 words)