Evidence of attainment:
3.1 Establish challenging learning goals
- Learning intentions and success criteria are created to make learning visible to students. The success criteria is written with student input so they are accountable for their own learning.
- In term 3, students chose a learning disposition that they wanted to improve as their personal goal. We used learning disposition certificates to track the achievement of their goal.
- Students with ILP have SMART (Specific, Measurable, Achievable, Relevant and Timely) goals that are evaluated at the end of each term.
3.2 Plan, structure and sequence learning programs
- Every week, I follow my weekly timetable planner that has sequence of lessons attached in more detail. This is a working document that may change throughout each day depending on resources available, meetings or any other reason.
3.3 Use teaching strategies
- For the 'Material World' Inquiry unit, the students chose to create either a dog product, baby product, sport product or clothing/accessory product for each 3/4 teacher. We decided to give the students choice on what they wanted to create and which teacher to make it for. This teaching strategy motivated our students and gave them purpose for their final product.
3.4 Select and use resources
- Some examples of the resources that I use are:
- ICT - computer banks, iPads
- Maths classroom box of resources
- Literacy resource room
- Maths resource room
- Refer to standard 2.5 and 2.6 resources
3.5 Use effective classroom communication
- Attention grabber that I use to get my students' attention is: "Hands on top... that means stop" "Hands on knees... that means freeze"
- Use Seesaw and Class Dojo to communicate with my students and parents.
3.6 Evaluate and improve teaching programs
- Every term, the ILP goals are evaluated and used to improve the next term's ILP. I incorporate the teaching strategies and resources that worked well into the new ILP and consider what strategies didn't work well and new resources to use.
3.7 Engage parents/ carers in the educative process
- In 3/4, parents are welcome to help during literacy sessions, excursions or incursions.
- I keep parents involved in their child's learning through SeeSaw and Class Dojo.