Standard 3

This annotation outlines how I have displayed competency in Standard 3, plan for and implement effective teaching and learning, with specific reference to my ability to include a range of teaching strategies (3.3.1) and select varied and appropriate resources to engage my students in their learning (3.4.1).

On my recent practicum, I used a variety of teaching strategies and resources with my mixed ability year 7 class. Lesson Plan 7.6 outlines one such class, in which I used a range of teaching strategies. The focus of this lesson was to introduce students to the metalanguage of graphic novels. With this class, I established a clear routine of 10 minutes of silent reading at the start of every lesson. This strategy of establishing routines was successful, as is reflected in Lesson Observation 7.6, in which the observing teacher states that students settled and followed instruction well. I then proceeded to use explicit verbal and written instruction to ensure my expectations for the next activity were clear before handing out worksheets. Students worked individually, before checking their work in pairs and then offering their work to be shared with the class (see Lesson Plan 7.6). This think, pair, share strategy worked well with this mixed ability class and the observing teacher stated that sharing student answers on the board was very effective (see Lesson Observation 7.6). In the next activity, I embedded a formative assessment strategy to gain some information on the level of understanding amongst the students. To do so, I projected a scanned image of a page from a graphic novel onto the whiteboard. I handed out one of the fourteen metalanguage terms to every pair and asked each group to identify where that word could be found on the projected page. Then, each pair made their way up to the board stuck their term where it belonged and explained why they put it there. Comments in Lesson Observation 7.6 display that the students enjoyed being involved in this process and were engaged. During this lesson, I used written worksheets, class discussions and projected images, showing how I competently used a range or resources including ICT to engage my students in their learning (3.4.1). Furthermore, this lesson offers an example of the multiple strategies I use in my classroom; from silent reading and the formation of routines; to explicit verbal and written instruction; to think, pair, share work; and the embedding of formative strategies (3.3.1)

My ability to achieve 3.3.1 & 3.4.1 is further exemplified in Professional Experience 2 Report , in which my supervising teacher states that I used an increasingly diverse range of teaching strategies (3.3.1) and have created and used a variety of resources in my classrooms (3.4.1).

This chosen evidence reveals that I have included and range of teaching strategies (3.3.1) and used a range of resources, inclusing ICT, to engage students in their learning (3.4.1) and have thus met the requirements for Standard 3.