- Observes teaching and engagement when - when students strategies and how goals learning new concepts have or have not are used to achieve attained a learning goal outcomes 3.2.1 Plan lesson sequences - Learns how to create - Asks questions how - Writes lesson plans that - Implements lesson - Pre-tests students on lessons through prior lesson plans detail detail outcomes, existing knowledge when using knowledge of plans detailing student learning, knowledge of students’ outcomes, content, content, teaching and objectives and designing learning content and effective learning and abilities teaching and assessment assessment strategies outcomes, specifying sequences and plans teaching strategies strategies and timing and timing content, pedagogy and - Observes/studies assessment, as well as - Draws upon academic examples of lesson - Reflects a knowledge of - Planning reflects sequencing, in expertise in a specific sequencing where the teaching and learning knowledge of the consultation with the subject area and includes smooth transitions teaching and learning supervising teacher this in their planning to between lessons are cycle and includes lesson enrich students’ learning evident so that students - Can organise planning evaluation and - Utilises the host can meet objectives and into logical steps school’s scope and - Uses the strategy of optimal learning sequential learning sequences and content independent learning to outcomes are achieved - with an overviews to plan encourage students to gain - Engages students understanding of the appropriate lessons understandings through through questioning and importance of linear peer collaboration discussions to promote sequencing for - Reflects with their deeper thinking and consolidation of content supervising teacher on lesson/unit delivery to - Is well-prepared for enhance student lessons and incorporates learning students’ learning styles and supportive resources - Draws upon previous as part of the planning lesson delivery to plan process and implement relevant, engaging and significant learning experiences - Takes into account the supervising teacher’s feedback in relation to content and student management to plan future learning
- Observes teaching strategies and how goals are used to achieve outcomes and engagement when learning new concepts - when students have or have not attained a learning goal 3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies - Learns how to create lessons through prior knowledge of students’ learning and abilities - Observes/studies examples of lesson sequencing where smooth transitions between lessons are evident so that students can meet objectives and optimal learning outcomes are achieved - Asks questions how lesson plans detail outcomes, content, teaching and assessment strategies and timing - Reflects a knowledge of the teaching and learning - Can organise planning into logical steps sequential learning - Engages students through questioning and discussions to promote deeper thinking and - Writes lesson plans that detail outcomes, content, teaching and assessment strategies and timing - Planning reflects knowledge of the teaching and learning cycle and includes lesson evaluation and - with an understanding of the importance of linear sequencing for consolidation of content - Is well-prepared for lessons and incorporates students’ learning styles and supportive resources as part of the planning process - Implements lesson plans detailing objectives and outcomes, specifying content, pedagogy and assessment, as well as sequencing, in consultation with the supervising teacher - Utilises the host school’s scope and sequences and content overviews to plan appropriate lessons - Reflects with their supervising teacher on lesson/unit delivery to enhance student learning - Draws upon previous lesson delivery to plan and implement relevant, engaging and significant learning experiences - Takes into account the supervising teacher’s feedback in relation to content and student management to plan future learning - Pre-tests students on existing knowledge when designing learning sequences and plans - Draws upon academic expertise in a specific subject area and includes this in their planning to enrich students’ learning - Uses the strategy of independent learning to encourage students to gain understandings through peer collaboration
Standards-Assessment-Continuum-Evolving-3.docx