Note the focus area and standard Note the type of Describe the document / artefact and Describe
d Describe how the document /
descriptor/s the artefact /
document reflects
3.1 Establish challenging
learning goals
Set learning goals that provide
achievable challenges for
students of varying abilities and
characteristics.
3.5 Use effective classroom
communication
Demonstrate a range of verbal
and non-verbal communication
strategies to support student
engagement.
3.3 Use teaching strategies
Include a range of teaching
strategies.
3.4 Select and use resources
Demonstrate knowledge of a range
of resources, including ICT, that
engage students in their learning.
artefact / document indicate the possible impact or result of the
artefact / document on teaching and/ or
student learning
This artefact is The goal of the lessons and my
lessons from my teaching for this day was to plan for
PEX III ESP and implement effective teaching and
placement, collated learning over a whole school day
together in the form period. This artefact of a sequence of
of a daybook, ready lessons represents my first full day of
for my final teaching in this professional
professional experience, so I had to ensure I used a
experience. range of teaching strategies, resources
and kept classroom communication
In this formal
effective in order for the day to run
observation I smoothly. In order to do this, I had to
requested the think strategically about what sort of
mentor teacher to learners I had in the class; auditory,
focus on my use of visual or kinaesthetic (Rogers, 2012).
positive Through designing and implementing
communication and teaching strategies in the lessons to
how I introduced
cater for the range of teaching styles, I
learning goals with was able to develop my understanding
the students. about the importance of providing a
balance of teacher-directed and
student-centred learning.
Whilst the goal of the English lesson,
which was made clear at the start of
the lesson was for all students to
artefact meets the standard
descriptors you have identified.
The learning goal was
carefully selected to meet the
lesson objective and was
broken down and explained
with students prior to the
lesson beginning. (APST 3.1)
My Mentor Teacher Wrote:
Good explanation and
unpacking of goal. Breaks it
down for students to
understand.
By providing sincere labelled
praise to all students,
ensured students remained
motivated and engaged.
Using open-ended questions
throughout the maths lesson
helped students remain
focused, as they knew to
always be ready for a
question.
My Mentor Teacher Wrote:
I love the way you use
positive feedback and
construct paragraphs, by arranging
groups purposely into mixed ability
groups, this enabled self-directed
students the opportunity to teach their
peers who required further explicit
instructions on the lesson content. This
enabled the brighter students in the
class the opportunity to extend their
knowledge and demonstrate their
capabilities, thus becoming engaged,
reflective and autonomous learners
(Gardiner, 1996, p. 2).
Modelling how students would work in
their groups and use the whiteboards
to answer addition problems during
the maths lesson resulted in a well-
managed lesson with all students on
task. The resource of the whiteboard,
catered for the student with autism,
who benefits from writing his thinking,
whilst also providing myself with a
formative assessment tool, to gauge
students level of understanding
relating to the outcome.
encouragement. The kids
respond really well. Good use
of open ended questions to
have children explain their
strategies.
Through using teaching
strategies of modelling, direct
instruction, whole class work,
independent and small group
work, I provided a balance of
teacher-directed and student-
centred learning. (APST 3.3)
A range of kinaesthetic
teaching strategies, such as 4
corners provided myself with
an opportunity to clearly
gauge students
understanding/thinking skills
(formative assessment),
through a fun learning
activity that had all students
moving around the room
whilst still engaged in
learning. It provided the
brighter students with the
challenge of verbally
explaining their thinking.
(APST 3.3)
Using whiteboards as a
resource, engaged each
student in the lesson as they
all had to write out and solve
the addition problems, rather
than rely on another student
to come up with the answer.
This resource specifically
worked to engage the
student with autism, who
learns best through writing
his thinking/learning. (APST
3.4)