Plan for and implement
effective teaching and learning
- “Use a range of teaching strategies that provide achievable challenges for students of varying abilities and characteristics”.
- “Use a range of teaching strategies”
- “Demonstrate knowledge, and use of, a range of resources, including ICT, that engage students in their learning.”
Reflective COmmentary
Besides using ICT in the classroom, Gardner's multiple intelligence theory has significantly guided my lesson planning and the process element in teaching content. As Neisser states, "A given person's intellectual performance will vary on different occasions, in different domains as judged by different criteria" (cited in Macinerney & Macinerney, 2002: 54). It helped me to ensure that all students were given an opportunity to demonstrate their strengths and weaknesses.
In addition to this, I was able to focus on what ways my students' learned best, and also what skills needed to be further developed. It also helped me form activities which appealed to a broader range of students. For example, to appeal to spatial, linguistic, bodily-kinesthetic, interpersonal learners, I used a "continuum activity", where I asked students to move from one side of the room “Apa paling bodoh?” (What is the most stupid?) to indicate their choice from 3 different images on the projector. Other times I ask for intrapersonal work ('Create a comic based on language you know'), or musical and ('Karoke Time - sing along'). In these different activities, I found some students were very confident in undertaking certain tasks (such as Karoke Time), however found it very difficult to undertake intrapersonal tasks. Moreover, it informed me about group dynamics, and many students (who I perceived to be quite confident) lacked certain skills which I would have taken for granted, such as asking for help from peers or myself. As such, I have taken to using cloze questions to help students develop awareness about how to problem solve. I also incorporated more Think Pair Share activities, in which students needed to explicitly ask questions to find out the answer.
In addition to this, I was able to focus on what ways my students' learned best, and also what skills needed to be further developed. It also helped me form activities which appealed to a broader range of students. For example, to appeal to spatial, linguistic, bodily-kinesthetic, interpersonal learners, I used a "continuum activity", where I asked students to move from one side of the room “Apa paling bodoh?” (What is the most stupid?) to indicate their choice from 3 different images on the projector. Other times I ask for intrapersonal work ('Create a comic based on language you know'), or musical and ('Karoke Time - sing along'). In these different activities, I found some students were very confident in undertaking certain tasks (such as Karoke Time), however found it very difficult to undertake intrapersonal tasks. Moreover, it informed me about group dynamics, and many students (who I perceived to be quite confident) lacked certain skills which I would have taken for granted, such as asking for help from peers or myself. As such, I have taken to using cloze questions to help students develop awareness about how to problem solve. I also incorporated more Think Pair Share activities, in which students needed to explicitly ask questions to find out the answer.
Learning Through Play
Towards the end of this placement, as I was building stronger relationships with my students, I was able to take further risks in the classroom. It was clear that most students had confidence issues with outputting language. As I researched more into this, the concept of “learning through play” struck me as a very pertinent pedagogy to adopt for effective language learning.
'Play based learning' is often associated with early childhood and primary education, but through reflecting upon all my experiences with education, I have noted that incorporating structured play has significant benefits even in a secondary and adult education context. Piaget’s theory of ‘active learning’, that is learning by doing allows students to practice 'doing' (i.e. using) the language within a safe and structured environment. Play based learning requires all students to be both mentally and physically involved and cooperate with their team mates. Moreover, heightens intrinsic motivation and decreases anxiety to use target language, because the focus is upon the game rather than their use of the language. While playing games, students are able to “experiment with oral language and get immediate feedback” (Hill, 2010). It is simply the methods in which to employ games need to be adjusted for different groups of learners.
This has impacted significantly upon my teaching practice, and I have worked at building a repertoire of meaningful games which help students build inclusive social skills while using the target language. I was particularly worried at the beginning that my incorporation of games would be perceived by the school community as a “waste of time”, however many teachers have indicated to me that making learning “game-like” can be effective in all different learning areas.
'Play based learning' is often associated with early childhood and primary education, but through reflecting upon all my experiences with education, I have noted that incorporating structured play has significant benefits even in a secondary and adult education context. Piaget’s theory of ‘active learning’, that is learning by doing allows students to practice 'doing' (i.e. using) the language within a safe and structured environment. Play based learning requires all students to be both mentally and physically involved and cooperate with their team mates. Moreover, heightens intrinsic motivation and decreases anxiety to use target language, because the focus is upon the game rather than their use of the language. While playing games, students are able to “experiment with oral language and get immediate feedback” (Hill, 2010). It is simply the methods in which to employ games need to be adjusted for different groups of learners.
This has impacted significantly upon my teaching practice, and I have worked at building a repertoire of meaningful games which help students build inclusive social skills while using the target language. I was particularly worried at the beginning that my incorporation of games would be perceived by the school community as a “waste of time”, however many teachers have indicated to me that making learning “game-like” can be effective in all different learning areas.
Documentation of Evidence
Z and C were very quiet and shy year 7 students (in different classes). They lacked any confidence in using the Indonesian language, and it was difficult to gauge exactly why they found it difficult in the time of my teaching practicum. In most classes, it is easy to “forget” these students, because their behaviour appeared compliant, however upon closer questioning during individual work time, I noted that these two students were having significant trouble in outputting language. With more time and individual assistance, it was really an issue of fear in getting the answer wrong. However, I also suspect a few literacy numeracy issues. When teaching, I observed that it was very difficult to engage these students, despite including more co-operative activities and games, and allocating more of my own time in class for them.
However one lesson I had a breakthrough with Z in outputting language. We played Indonesian Whispers (Click this link to see blog post for more details). He was able to answer directly my questions in front of other classmates with a smile. This demonstrated to me that Z needed activities which he could model his own learning from others, and also needed the ‘game’ element to reduce his anxiety in using the language. He could repeat sentences as many times as he needed to, and was able to learn by listening to others discuss what the target language sentences meant.
For C, it was slightly different. It took a lot longer to build rapport with C, and it was only until the end of the term, that she demonstrated more enjoyment in class, and was more likely to attempt tasks. As I chatted more and told silly jokes to C, C was beginning to feel safer in the classroom with myself as the teacher, and I believe would be more likely to engage if I had continued building that rapport with her.
After playing these games, these particular students were also more confident to output language in writing.
However one lesson I had a breakthrough with Z in outputting language. We played Indonesian Whispers (Click this link to see blog post for more details). He was able to answer directly my questions in front of other classmates with a smile. This demonstrated to me that Z needed activities which he could model his own learning from others, and also needed the ‘game’ element to reduce his anxiety in using the language. He could repeat sentences as many times as he needed to, and was able to learn by listening to others discuss what the target language sentences meant.
For C, it was slightly different. It took a lot longer to build rapport with C, and it was only until the end of the term, that she demonstrated more enjoyment in class, and was more likely to attempt tasks. As I chatted more and told silly jokes to C, C was beginning to feel safer in the classroom with myself as the teacher, and I believe would be more likely to engage if I had continued building that rapport with her.
After playing these games, these particular students were also more confident to output language in writing.
Action Plan
Because of the nature of inclusive education, I would like to learn more about teaching explicitly for students who have literacy and numeracy issues. Teaching LOTE is clearly an important aspect in assisting students with understanding their own first language. This aligns with my another action I will be taking: please see Action Plan in Standard 6&7.
As such I will be working on connecting with colleagues who specifically train in literacy and numeracy within the school I will be working at before the end of this term. Moreover, I will be finding out more on literacy and numeracy programs that have worked, beginning by reading “Bringing It All Together: a program for literacy” (Johnson and Louis, 1988).
I will also be seeking colleagues in other learning areas, and finding out whether I can develop activities which would support what they are going to teach.
As such I will be working on connecting with colleagues who specifically train in literacy and numeracy within the school I will be working at before the end of this term. Moreover, I will be finding out more on literacy and numeracy programs that have worked, beginning by reading “Bringing It All Together: a program for literacy” (Johnson and Louis, 1988).
I will also be seeking colleagues in other learning areas, and finding out whether I can develop activities which would support what they are going to teach.
References
Hill, S. (2010, June). Oral language play and learning. Practically Primary 15.2. Academic OneFile. Retrieved 11 September 2012, from httpJ/0-go. galegroup. c oln.prospero. murdoch. edu. aulps/i. do?
id=GALE% 7CA2284353 86&v=2. 1 &u=murdoc h& it=r&p=AONE&sw=w
McInerney, D. and McInerney, V. (2002). Educational Psychology. NSW, Australia: Pearson Education Australia Pty. Limited.
id=GALE% 7CA2284353 86&v=2. 1 &u=murdoc h& it=r&p=AONE&sw=w
McInerney, D. and McInerney, V. (2002). Educational Psychology. NSW, Australia: Pearson Education Australia Pty. Limited.