​3.1 Establish challenging learning goals

Brief description of evidence

In both year 9 classes and the year 8 class, I have established challenging learning goals that are achievable for all students by structuring the learning and varrying the difficulty of the tasks based on prior performance.

For the year 8 class, approval and suggestions for hobby box designs were based on the students ability deomnstrated in their coaster project.

For the year 9 class, fables were suggested to certain students based on their ability demonstrated in the bouncing ball introductory sample of work. Different methods of character design were suggested as well. For example, students who were struggling, stick figure style characters were approved where students who could handle more complex animation were encouraged to tackle high detail characters.

Analysis of what I learned

Having a variety of options works well for a class with a broad spectrum of student abilities. 

Evidence

Evidence of differentiation can be seen in the selection of fables (found in hard copy folio) and the selection of emerging technologies links (found in CD)

 

3.2 Plan, structure and sequence learning programs

​Brief description of evidence

For the year 9 cleaases I have developed a full lesson sequence for the entire unit. This lesson sequence I re-wrote a couple of times throughout the week.

For the year 8 class I developed a lesson sequence for the latest cycle (weeks A&B/5&6). This lesson sequence I wrote when I had a better idea of what I was doing, how students learned and what were effective teaching strategies. 

Analysis of what I learned

Planning a lesson sequence is an essential way of organising content. I learned that knowledge of the content is essential and knowledge of effective teaching strategies and student learning are also important. 

Evidence

​See Year 9 lesson sequence plan (hard copy and picture below)

See year 8 lesson sequence plan (hard copy)

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3.3 Use teaching strategies

Brief description of evidence

For both Year 9 classes and Year 8 classes I have used a range of teaching strategies.

• Talking

  • Instructing

    • Class

    • Individually

  • Explaining

    • Class

    • Individually

  • Demonstrating

    • Class

    • Individually

• Use of white board

  • Instructions

    • Lists - What needs to be done this lesson, next lesson etc

    • Directions - how to move your stick pivot, what process to follow when animating etc

  • Mind maps

    • Fables - who, what, why, how

    • Technology examples

  • Tables

    • Gant chart

    • Project components for the 'Animation film project'

  • Diagrams

    • Timber

      • Pores

      • Growth rings

      • Medullary rays

      • Sap wood, heart wood, pith

• Use of data projector

  • Examples

    • Splash screen

      • Animation

    • Title

      • Animation

    • Count down reel

      • Animation

    • Fable + moral

      • Background

      • Characters

      • Animation

    • Stick pivot

      • background

      • Animation

  • Demonstrations and walk-through's

    • Splash screen

      • How to get the background, text and animate the text

    • Title

      • How to use stop motion

      • How to make cut-outs look like they are moving when animated

    • Countdown reel

      • How to create the images

      • How to animate the images

    • Fable + moral

      • How to create the backgrounds

      • How to create the characters and how to create them so they appear to move when animated

      • How to animate the images

    • Stick pivot

      • How to create the background

      • How to move the stick figures to make them look like they are walking

      • How to add 'the end' sequence

 

Analysis of what I learned

Using a variety of teaching methods is important in maximising student attention and retention.

Evidence

See RESOURCES page of this website.

 

3.4 Select and use resources

Brief description of evidence

For both year 8 and 9 classes I have selected a range of resources and made my own.

Year 8

• Emerging technology websites

• Timber database websites

• Sailboat coaster

Year 9

• Fables (hard copy)

• Fable animation example (you tube)

• Old count down reel (you tube)

• Stop motion examples (you tube)

Analysis of what I learned

Resources are an invaluable asset to teaching, resources that can be found save time, resources that are made for the project specifically are best as they are a direct example of what students need.

Evidence

See RESOURCES of this website for my own resources

 

3.5 Use effective classroom communication

Brief description of evidence

To support student engagement I have gained attention before speaking to the class and written on the board, key points of what I say.

Analysis of what I learned

gaining the entire classes attention before talking is important to increase the students engagement and information retention.

Evidence

See RESOURCES 'white board work'

3.6 evaluate and improve teaching programs

Brief description of evidence

To evaluate my teaching programs I have used a rage of strategies such as lesson evaluation, student evaluation (behaviour, progress and on task) and the advice givent to my by my mentor teacher.

Analysis of what I learned

Evaluating how much of the work the students get through in each lesson helps me to organise and prepare for next lesson. It also helps allocate what work becomes homework and direct students what they will be doing next lesson.

The advice given o me by my mentor teacher alows me to adjust my lesson plans and programs to imrove student's learning.

Evidence

The 'Evaluation' section of my hard copy portfolio includes my diary and individual evaluation sheets.

 

3.7 engage parents/carers in the educative process

Brief description of evidence

To engage parents and carers in the educative process I have encouraged open communication channels by emailing parents of students individually, introducing myself and giving a breif description of the work I am doing with the student and how they are handling it and encouraging them to email me with any concerns, advice or questions they might have.

I have also assigned homework, marked assessments and assignments, given merit awards and encouraged students to take home their projects to show their parents.

Analysis of what I learned

Most parents respond positively and are co-operative with the open communication. 

 

Evidence

See assessment and marking folder in the hard copy portfolio.

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Support and encouragement from the teacher in the form of verbal, written and tagible representations (merit awards) are important means of communication with parents/care givers. Including parents and care givers in the educative process, motivates students to behave and achieve on a higher level because there is reinforcement from school and home.