This artefact validates my capability of organising content into an effective learning and teaching sequence, which in turn, meets AITSL standard 2: Know the content and how to teach it and focus area (2.2.1) Content selection and organisation (AITSL, 2017). Throughout my professional practices, as well as, academic studies I have developed a wide working knowledge of the Australian Curriculum framework (Australian Curriculum, Assessment & Reporting Authority, 2010). Through teaching my lessons, I have enhanced my capability in organising content into well-sequenced lessons. Organised lessons are a benefit for both students and the teacher, it allows the teacher to become aware of the learning outcomes, scaffold clear goals and conduct assessment checks (The Education State, 2017).

 

Through this Maths lesson plan, I have confirmed my ability to organise content into an effective learning and teaching sequence by ensuring my plans include a context where the lesson fits the unit, links to the Australian Curriculum, have clear objectives, connects to prior knowledge, differentiate and an opportunity for ongoing assessment and self reflection (AITSL, 2014). Through out this lesson the students were active participants in the process of constructing their knowledge. I have been able to demonstrate my ability to provide students with a well prepared and well resourced lesson that promotes engagement and involvement in a variety of ways to further their learning (NSW DET, 2008; Lenz et al, 2004).  Additionally, this artefact links to focus area (2.5) Literacy and Numeracy Strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas, as, I have understood, and have a deep knowledge of how to apply appropriate teaching strategies to the Maths teaching area. Taking a constructivist approach in the learning process has encouraged students to discuss, collaborate, and engage in thinking and understanding and construct their own knowledge and meaning (Peters, Le Cornu & Collins, 2003). Consequently, this authentic collaborative inquiry based approach to learning transfers academic learning to the real world (Peters, Le Cornu & Collins, 2003).

 

Authenticity instinctively gives significance to the learning occurring; relevance brings engagement and enthusiasm, which brings about meaningful learning (ACEL, 2016). This thoughtfully designed learning experience proves my development and capability to organise content into well sequences learning and teaching lesson plan. Ongoing assessment is a part of the learning process; it was a formative tool to drive the next steps in understanding what I should focus on further (Centre for Educational Research and Innovation (CERI), 1968).

 

Word count: 329 Words (without references or AITSL standards)