Element Three
Teachers Plan, Assess and Report For Effective Learning
I have demonstrated the ability to plan a coherent lesson sequence around a given mathematical idea, length, within the strand measurement (see Appendix A). After discussion with my teacher mentor I asked myself ‘what did I want the students to learn?’ and ‘why does it matter?’ (DET, 2004, p. 23). In line with a given scope sheet from my teacher mentor I identified several key concepts that i wanted the students to grasp by the end of the unit. These included the measurability of length, uniformity of measurement, how to measure using different equipment, selection of appropriate measurement units, metres and centimetres. Students were engaged throughout within a quality learning environment that had significance and was intellectually rigorous. The practical activities allowed students to recognise the links between length and their surrounding environment and at all times appropriate mathematical metalanguage was reinforced. Further, students were able to use a variety of resources during mathematics lessons ranging from informal units early on in the sequence to more appropriate and accurate tools such as rulers, measuring tapes and trundle wheels. (3.1.1, 3.1.2, 3.1.3, 3.1.4).
I have also designed assessment tasks that are closely aligned with the learning experiences students have encountered during a mathematics unit of work on length. Indicators and outcomes present in each learning experience were transplanted to the assessment task thus closely aligning concepts and skills learnt in earlier lessons with assessment questions. This allowed students to display a full understanding of the skills and conceptual knowledge acquired (see Appendices A & E). (3.1.5, 3.1.6)
I have always sought to give students timely oral and written feedback as a means of assisting their learning. Feedback has taken various forms such as informal discussion of students’ progress, in whole class discussions as a clarification strategy and as written feedback after marking a task (see Appendix F). (3.1.7).
I will seek to keep student records as a means of maintaining a schedule of student achievement and progress. It will also assist in creating summative student reports that will assist students, parents and colleagues to understand the progress students’ have made within a specified period of time. I will also seek to understand the relationship between student progress reports and the need to reflect upon student achievement as a precursor for future unit planning. (3.1.8, 3.1.9, 3.1.10).
I need to observe the student reporting process whilst on professional experience and how reflection upon student achievement affects future unit planning. This would be done by asking my teacher mentor how this process occurs and the steps involved. I could then implement my own student achievement chart after devising and teaching a particular unit whilst on professional experience.
I believe that it is integral that teachers plan and assess effectively within the classroom environment as it is linked to effective teaching (Groundwater-Smith, Ewing & Le Cornu, 2003, p. 185). It is through careful planning that teachers are better able to account for the specific needs of their students as no two classes are exactly the same whether it be learning styles or interests.
