Artefact three is a Mathematics lesson plan used during my work placement. It reflects my attainment of Graduate level, standard 3 Plan for and implement effective teaching and learning: specifically, ‘Plan, structure and sequence learning programs’ (3.2.1) as well as (3.3.1) as I have included and used a range of teaching strategies (AITSL, 2017). Using the class Scope and Sequence supporting my artefact, was provided by the my mentor teacher, enabled me to have an understanding as to what ideas and concepts I would focus on for this lesson. The feedback from my supervising teacher on the last page of this artefact acts intentionally as an overall assessment of my teaching and ability of meeting this standard as indicated.
Planning this Maths lesson has given me the opportunity to think deliberately about the objectives of the lesson and enable me to reflect on the links between past or future learning to make it more meaningful to the students (McDonald, 2018). One of the most important elements in my teaching is adjusting my lessons to cater for a diverse range of learning needs. Planning this learning sequence, I placed an important emphasis on building prior knowledge and skills and consolidating this (AITSL, 2017). The plan incorporates the instructional model that encourages and supports the building of understanding, ‘The Five E’s ‘ based on the constructivist learning process, which builds on students’ new ideas to shape their previous learning. The five E’s comprise the following: Engage, Explore, Explain, Elaborate and Evaluate (Britton, Long Cotty & Levenson, 2005). Through this approach, I have used strategies to engage and support students to build a strong foundation of knowledge through lessons that promote learning and enable students to meet the intentions and set goals of the lesson. Another approach I took in terms of designing this lesson was the ‘Backward Design’ framework that encourages teachers to work backwards and identify the desired results, develop the assessment and then put a lesson plan together (Wiggins & McTighe, 2004).
Considering these aspects initially had assisted me to clarify the goals and intent of the lesson and define my teaching, which ultimately lead to greater student performance and engagement (Wiggins & McTigne, 1998). The end of the lesson was dedicated to ‘evaluation’, which encouraged students to articulate the learning that occurred and prove their understanding. This evaluation helped me to improve my practices, reflect on the lesson and explore new ways to plan for future lessons incorporating the needs of the students to further enhance necessary understandings and skills (Boud, Keogh & Walker, 1985).
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