Plan for and implement effective teaching and learning
3.2 Plan, structure and sequence learning programs
In producing the Year 8 unit for energy, I had to design an interrelated lesson sequence which needed extensive thinking and pre-planning. I used the backwards design method to interrelated the lessons to each other as well as the final project. I also used many forms of formative assessment to ensure the plan is functioning as planned and modification are made to guarantee highest quality of learning. I paid particular attention to prior knowledge when developing the learning sequence, the plan ensured that the students possessed the knowledge, skills and understanding to partake in activities successfully and at the end of the activity would either learn a new skills, practice a old skill or have a realization of real life application of content
3.3 Use teaching strategies
I use a variation of method depending on the lesson and activity. I use a semi-formal lecture method when presenting explanation on new concepts and ideas, then I will follow it up with discussion method where students are given a question or topic from the lecture method to discuss on. When conducting an experiment, I would use the programmed instruction method, where students are given a set of written instructions, a demonstration and verbal cautions before independently conducting the experiment with their peers. This helps develop students proficiency with experimental, organization and reading skills. With new topics, I begin with a quick brainstorm techinique and often include relevant terminology to assess students prior knowledge and level of enthusiasm.
3.4 Select and use resources
As required by this standard, I utilized different forms of ICT and used materials from various credible sources. Most of my resource for my Year 8 unit came from Oxford Digital's Year 8 Science textbook, I also used TES Australia, Chem-toddler and Nuffield Foundation for activities and experiments.
3.6 Evaluate and improve teaching programs
I used praxis investigation journal as well as peer and mentor feedback to evaluate and improve my teaching practice. After identifying areas for future improvement, I seeked advise from colleagues, mentor and research articles for possible methods of improvement. The result of this is then continuously reevaluated through the above means. With the permission of the school and parents, I may also try a new technique of installing a video camera which would record my teaching and the students reaction during teaching and class activities. This seems like a more reliable source of information compared to just relying on memory for the PIJ, it can also be used to generate a discussion with colleagues or mentors at a later time to gain feedback to improve teaching.