Standard 3: Plan for and implement effective teaching and learning
The APST Standard 3 draws on the demonstrative knowledge of Standards 1 and 2 and utilizes it in cumulative lesson planning and goal setting skills (AITSL, 2010). Teachers employ ICT and a myriad of strategies, both verbal and non-verbal, to interact with students and their families and promote engagement, success and motivation in the educative process regardless of ability (AITSL, 2010). Ultimately teachers engage in reflective practice with a view to continuously enhance student learning (AITSL, 2010).
Focus Area 3.1: Establish challenging learning goals
Focus Area 3.2: Plan, structure and sequence learning programs
Focus Area 3.3: Use teaching strategies
Focus Area 3.4: Select and use Resources
Focus Area 3.5: Use effective classroom communication
Focus Area 3.6: Evaluate and improve teaching programs
As evidenced by this section I wrote as part of a collaborative Science Technology Engineering Art and Mathematics [STEAM] unit plan, setting challenging goals at the beginning of the unit invites students to actively participate in their cumulative learning journey. By having realistically high expectations of our students and scaffolding their summative assessment clearly from the outset we can invite them to excel. Within this unit plan students of diverse ability and learning style are invited to engage with hands on co-construction of meaningful learning in an environment rich in ICT and real-world experiences (Skamp, 2018; Primary Connections, 2020). Students are supported to set creative and aspiration goals and a range of teaching strategies are utilized to ensure they are achievable. Each lesson makes use of assessment strategies to check for understanding, evaluate teaching and plan future lessons accordingly. The unit cultivates scientific thinking and empowers students to become scientifically literate STEAM designers of their own interactive diorama by making use of green screen technology (DK Pictures, Ink., 2019; Taylor, 2016).
Focus Area 3.1: Establish challenging learning goals
Focus Area 3.7: Engage parents/carers in the educative process
This section of a group presentation which I wrote illustrates the fictious context for a student with a physical disability. Differentiation to the process, product and environment allowed the student to participate in the assessment and demonstrate their strengths by achieving challenging learning goals. This student has Cystic Fibrosis (CF) and although it creates a physical barrier it does not impact their creativity or intellectual capabilities. Instead I saw this differentiation as an opportunity to showcase their individual technological and dramatic strengths and shared family passion for radio narratives. Engaging the student and their Grandparent in the task enabled multigenerational learning and opened lines of communication with the family (Please see also Focus Area 1.6).
