Standard three: Plan for and implement effective teaching and learning

The following is an excerpt from EDMA310: Mathematics: Learning and Teaching 2; this assessment task required me to
plan a unit of work based on the content area of algebra, using the appropriate AusVELS documentation in the planning
process.

Topic: Describing, Creating and Building Patterns Year Level: 1 Term: 2 Week: 4 Date: 6
th
May 2013
Key mathematical understandings
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):
Describing, extending and predicting
patterns is the foundation of childrens
understanding of number relationships
Building patterns is a way of building
algebraic reasoning
Key AusVELS Focus / Standard (taken directly from AusVELS documents):
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s): Patterns and Algebra

Level descriptions:
Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

Session 1
Identify the
repeating
element (core)
in a pattern
Develop
reasoning skills
when justifying
and explaining
their choices
and thinking
Display a simple pattern
card on the floor See
Appendix 1a. Ask for a
student volunteer to
identify the core (the part
that is repeating over and
over) by framing it with
their hands. Demonstrate
the core can also be
identified by circling it with
string See Appendix 1b
Groups of three students
are given a pattern card
See Appendix 1a. They
work cooperatively to copy
and extend their pattern
and circle the core with the
string.
Which part of your
repeating pattern do
you see again and
again?
How did you find the
pattern core?
What strategy did you
use?
Enabling prompt:
If we make the pattern
smaller, which part of your
repeating pattern do you
see again and again?

Extending prompt:
How many times would the
pattern repeat if the pattern
card was twice as long?
Circulate around the
pairs, stopping to listen
and question the
students thinking and
Learning. Scaffolding
Questions to ask for
formative assessment:
Where is the core of
your repeating
pattern? How do you
know? How many
times does the
pattern repeat?

Session 3
Create a
simple
increasing
pattern
formed by
skip counting


Children sit in a circle and
are shown two sets of
three cards with a pattern
of dots on them. Students
are asked if they see a
pattern and to explain what
it is and what it is
increasing by. See
Appendix 3

Students work individually
to create a pattern of
shapes increasing by twos.
They use paper to cut out
shapes to create their
pattern. See Appendix 4

Can you describe your
pattern to me?
What do you notice?
What strategy did you
use?

Enabling prompt:
If we were counting by two
how much would your
pattern increase by?

Extending prompt:
How many shapes would
you need for the 6th or 7th
pattern?

Students work will be
collected. Teacher will
observe and listen to the
language students use to
describe their patterns.
Criteria assessed is use
of skip counting
Comment [M1]: Demonstrated here is
my knowledge regarding the relevant state
mathematics curriculum in the planning
process.
Comment [M2]: Above I have shown
my knowledge regarding the AusVELS
curriculum. Presented here is my ability to
use the appropriate curriculum
documentation to inform my planning in a
specific area of mathematics, therefore
demonstrating my achievement of focus
area 3.2 as I have planned and implemented
a teaching program that enables each
student to learn mathematics.
Comment [M3]: This artefact further
supports my achievement of focus area 3.2
as I have demonstrated my ability to plan
for sequential lessons that engage students
and promote learning.
The following two artefacts are both excerpts from EDAR308: Creative Arts
Education 1; for this assignment I was required to produce an e-resource using
Web 2.0 technology that illustrated learning activities for the creative arts
classroom. The following artefacts are lesson plans taken from this e-resource.

EXTRACT FROM LESSON ONE:
Lesson Topic/Focus: The students will be using Feldman's model of Art Criticism to explore and
respond to the artwork "Welcome to the Lucky Country (2009) by Danie Mellor.

AusVELS Domain(s): The Arts

Grade(s)/Year Level: 3

AusVELS Dimension: Exploring and responding

Duration of Lesson: 50 minutes

Learning Outcomes/Standards:
When exploring and responding to Mellor's work the students will:
Describe the artwork and identify the subject matter and medium used by the artist
Analyse the elements and colour used by Mellor and what effect that has on the piece
Interpret what the artwork is about and express their ideas on the artwork
Judge the artwork based on their own opinions or with their own criteria. Do they like it?
Why? Why not?
Assessment Criteria:
Students ability to critique Mellor's work in accordance with Feldman's model
Work produced by students under the controlled conditions in response to the task is of a
sufficient standard
Students have included Australian animals in their drawing
\













Comment [M4]: This artefact
successfully showcases my ability to plan
and implement a particular creative arts
learning activity for the primary classroom,
as I have demonstrated my knowledge of
the appropriate curriculum content, key
concepts regarding the topic and a relevant
teaching strategy that can be used in the
creative arts.

EXTRACT FROM LESSON THREE:
Learning Outcomes/Standards:
When exploring and responding to Andy Goldsworthy's art the students will:

Analyse and develop an understanding about their own and other peoples work and express
personal and informed judgments of arts works (AusVELS, 2013).
Use appropriate art language when attempting to identify and describe ways they and others
use specific elements, principles and/or conventions (AusVELS, 2013)
When creating and making their own art the students will:

Use only the natural materials that are available to them
Consider the purpose and audience of their arts works as they experiment with various ways
of presenting works in a range of arts forms (AusVELS, 2013)
Discuss options and outcomes and work with others to develop plans and ideas (AusVELS,
2013)
In teams, work towards the achievement of agreed goals within a set timeframe (AusVELS,
2013)
Assessment Criteria:
Students have understood the brief and created artwork in the shape of an Australian animal
The teacher will rove through the groups as they work and take anecdotal notes on students'
artwork
Students have understood what was meant by 'land art' and have used only natural materials
]
Lesson Resources:
Smart board or interactive whiteboard
Artwork by Andy Goldsworthy
Visual Thinking Strategy (VTS) principles from http://www.vtshome.org/what-is-vts/method-
curriculum-2

Comment [M5]: Similar to the previous
artefact this second lesson plan further
supports my achievement of standard 3 as I
have shown I am capable of using the
appropriate resources to aid teaching and
learning in the primary arts classroom.

Demonstrated in both these artefacts is my
achievement of focus area 3.3 as I have
shown I can effectively use a range of
teaching strategies to assist in the
development of knowledge, skills and
creative thinking in the creative arts
classroom.
This is an excerpt from EDFX212: Teaching Round 2; Professional Experience
Program booklet (Yr. 4 classroom).










Monica had a warm, relaxed manner with the children yet her voice was clear and commanding
when required. Her line of questioning was effective and inspired some great responses from the
students. Monica communicated her expectations and explained tasks thoroughly and she concluded
lessons very well












I was very impressed with her lesson ideas and her lesson preparation was very thorough. She
challenged students and had high expectations of them, yet she was nurturing and scaffolded students
to achieve success.


Comment [M6]: Both these extracts
demonstrate my achievement of focus area
3.5, as my associate teacher has commented
on my effective classroom communication
and the strategies I used to support student
understanding. My associate teacher also
outlined by ability to challenge and scaffold
students to achieve success, both of which
support my achievement of focus area 3.5:
use effective classroom communication.