Science
On two occasions I have had the opportunity to collaborate with colleagues to plan, design and implement a unit of science within a small group of students.
Electricity- 2015Using the 5e's Instructional model, we were to design 2 lessons to explain and explore the concept of electricity and electrical circuits in grade 5/6. We were to facilitate students-centred learning while clearing up any misconceptions. We later reported on student learning outcomes.
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Chemical Science- 2016Using the 5e's instructional model and representations model, we planned and delivered a sequence of 6 lessons to explore Grade 2 Chemical Science aligned with the Victorian Curriculum. We facilitated pre-assessments, on going assessments and post assessments over the sequence as well as using gesture as a representation for learning concepts. The unit also incorporates a technology and design lesson aligned with the curriculum.
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Humanities
I have designed, created and planned two units of humanities in collaboration with Deakin colleagues. We designed a sustainability unit aligned with the Australian Curriculum and an Australian History unit aligned with the Victorian Curriculum.
Australian Currciculum-
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Victorian CURRICULUM-
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Walker Learning Approach
While on my final year practicum I have been exposed to the Kathy Walker Learning Approach. It is not a program, or an inquiry model sitting discreetly or separately from other curriculum areas. It is a total approach to teaching and learning which combines the need for children to be active participants in their learning (through hands on and creative exploration and investigation) which sits along side formal instruction. There is explicit teaching and development of not only literacy and numeracy skills and knowledge but also the range of vital social, emotional and life skills. What I love about this model of inquiry is it's integration into other subject areas. The Walker learning approach supports the work in, for example, CAFE readings sessions, Writer's Notebook sessions, Maths sessions (collecting and presenting data), and create's authentic learning. (Early Life Foundations, 2015)
Links to AITSL standards:
2.2 Content selection and organisation
2.4 Understand and respect Aboriginal and Torres Strait Islander people to
promote reconciliation between Indigenous and nonIndigenous Australians
3.2 Plan, structure and sequence learning programs
4.1 Support student participation
5.1 Assess student learning
5.5 Report on student achievement
5.3 Make consistent and comparable judgements
6.3 Engage with colleagues and improve practice
7.4 Engage with professional teaching networks and broader communities
2.2 Content selection and organisation
2.4 Understand and respect Aboriginal and Torres Strait Islander people to
promote reconciliation between Indigenous and nonIndigenous Australians
3.2 Plan, structure and sequence learning programs
4.1 Support student participation
5.1 Assess student learning
5.5 Report on student achievement
5.3 Make consistent and comparable judgements
6.3 Engage with colleagues and improve practice
7.4 Engage with professional teaching networks and broader communities