For my teaching to be effective, I recognise that I need to create learning opportunities for students that are engaging and enriching. The learning community I cultivate must be one in which students feel safe, supported and a genuine sense of belonging. I strive to implement lessons which incorporate a range of teaching strategies, challenge students, are thoroughly planned, logically structured and yet not so predetermined that they are impervious to the learning pace and style of my students and their interests (Cooper & McIntyre, 1997). I believe that all students should be given a chance to reach and exceed the bar when it is set high. It is up to teachers to recognize what level their students are at, and challenge them to improve (Ames & Archer, 1988). As a teacher I will continually reflect on the ways that I can adapt and improve my lessons to create relevant, challenging and meaningful teaching and learning. This will be achieved through using ICT in my teaching, learning and assessment strategies; using a range of assessment strategies that enable all students to demonstrate their knowledge and strengths; incorporate multiple means of representation into the classroom; use a wide range of teaching strategies; build on prior learning and understanding by connecting the learning to real world examples; include individual, small group and whole class activities; demonstrate a range of verbal and non-verbal communication strategies to support student engagement; and continual reflection and renewal of lesson and unit plans.

During a Professional Experience in a Year Three classroom, I was required to design and deliver a sequence of three Science lessons, within the Earth and Space Sciences strand of the Australian Curriculum. The three lessons were designed for a low-level cluster group of twenty-nine students from Years Three and Four. The class had been established to combine the students from both grades at a similar academic level, based on their results from a pre-test of prior knowledge. The science classes took place three times a week, during a double period (two hours), where they would meet in their assigned classrooms. The school was a private, single-sex girls’ school, which was positioned in a high to mid socio-economic area. 

The sequenced lessons were designed to challenge and engage students in the exploration of the changes that occur caused by Earth’s rotation on its axis. Prior to delivering the lessons, I worked alongside the class to establish a learning goal that was to be achieved by the end of the week. The goal was for the class to develop a sundial from their own understanding, with evidence of how they were able to use the sundial to measure time, to present to the other cluster classes (Artefact One) (Focus areas 3.1, 3.2, 3.3, 3.4). Initially, the class felt apprehensive to complete the challenge, as they were aware of the progress the other cluster classes had accomplished. However upon agreeing to the challenge, the class’ confidence and determination to succeed had overtaken their hesitation. The diverse academic abilities and interest of the students in the class had a significant impact on the teaching strategies I implemented throughout the lesson. I found that the students in my class learned in profoundly different ways and that there was no single approach to teaching or learning that was effective or adequate for all students. Teacher-led or teacher-guided instructional routines were adopted at the beginning of the lesson to ensure students receive the direction they need to attain a robust grounding in the concept of Earth’s rotation. From there, constructivist, learner-centred strategies were implemented, particularly as students’ expertise expanded and the level of direct instructional support they require from me diminished. By the second lesson, the class had acquired a foundation of knowledge an understanding to begin the construction of the sundial. Many students required my ongoing support during the construction, though some felt confident in completing the task independently. The purpose of establishing a learning goal for the class to achieve collaboratively was to engage and motivate the students to extend their abilities outside of their comfort zone. All students, regardless of their ability, strived to achieve their goal not only for their own individual satisfaction, but also for the gratification of succeeding as a team. 

As a result, all students within the cluster class were provided with an opportunity to overcome a challenge and achieve their academic goals. The class was successful in constructing a functioning sundial that was able to measure time (Artefact Two) (Focus areas 3.1, 3.2, 3.5, 3.7). The other three cluster classes, along with a number of on looking parents and teachers, enjoyed our presentation and were impressed by the vast improvement of the class’ confidence and ability. By establishing a learning goal with the class, I was able to implement an effective learning experience that incorporated a number of strategies to engage each student. 

Throughout my experiences as a pre-service educator, I have developed an understanding of the fundamentals to create effective and engaging teaching experiences. I envision my teaching to be a joint enterprise between the students and I, where student’s input on the implementation and delivery of lessons is highly valued. Upon reflection of my class’ insight, I will create learning experiences that are relevant to my students’ interests and abilities. I will continue to use appropriate resources and a range of teaching strategies to construct teaching and learning experiences that challenge, engage and motivate students. 

Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes, 80 (3). doi: 10.1037/0022-0663.80.3.260

Cooper, C. & McIntyre, D. (1996). Effective teaching and learning: Teachers' and students' perspectives. Buckingham, England: Open University Press.