The following are some general non-subject specific musings I made after I delivered my first lesson in my first professional experience (PEx). The musing are heavily supported by scholarly literature to ensure that I can come back to them in future when I may need research-based guidance. They serve as a reminder to me and any other day 1 teacher that we grow with the learners.
Context
My first PEx was in a Prep classroom at a inner-city public primary school. It ran from the first day back in term 4 and lasted 15 days. My supervising teacher was exceptionally experienced and had been teacher for over 30 years.
In a lead-in meeting, I was asked to sequence three mathematics lessons over the holidays and provide detail of those lessons to my supervising teacher prior to PEx starting. The lessons were to be delivered on day 2, 3 and 5 of PEx. As such, I did not know the students’ individual capabilities in the initial planning phase and based my lesson plans on researched capabilities of 5 -6-year-olds (Bergin et al., 2018; McDevitt & Ormrod, 2010). The lessons were then adjusted as my knowledge of the students’ competency levels, strengths, weaknesses, likes and dislikes grew.
These musings are from the first lesson only.
School and year level
Churchill et al., (2019) argues that before deciding on lesson content, assessment, or pedagogy, I must first consider factors including that I am teaching in a public school to a single grade. Consideration of the school’s values and policy, parent expectations, and layout of the classroom are essential. As I had had the benefit of a few hours in the classroom during a lead-in meeting and was able to research the school; these considerations were at the forefront of my mind when planning. When designing lessons, learning objectives and success criteria are to be kept challenging yet achievable for students (Australian Institute of Teaching and Schooling Leadership [AITSL], 2018; AITSL, n.d.).
Backward design approach
Each of the lesson objectives were supplied by the supervising teacher. I then used backward design to choose the appropriate activities and materials so learners could meet those objectives (NSW Department of Education, 2021). Churchill and colleagues (2019) state that this approach is compatible with the Australian Curriculum.
Formative assessment
The formative assessment I chose played a critical role in informing future lessons based on observed understanding, acquired knowledge and skills of the students (AITSL, 2018; Churchill et al., 2019). It is important to have formative assessment at several points throughout the lesson as well as at the end of the lesson.
Evidence based planning
Gathering evidence of the knowledge and understanding learners are gaining throughout the teaching process is an important aspect of informing future lessons (Churchill et al., 2019; Victoria Education and Training, n.d.). Cavanagh and Prescott (2015) suggest that it is important to begin the lesson where the previous syllabus left off so as not to create gaps in student knowledge. This is synonymous with Bloom’s Taxonomy which suggests that educator’s lesson objectives should begin at the learner’s level (Armstrong, 2010).
Scaffolding and differentiation
Writing vocabulary or instructions on the whiteboard reduces learner’s cognitive load and assist with poor working memory (Bergin et al., 2018). Differentiated activates are structured to effectively meet the level of learners’ knowledge, skills and needs (Courey et al., 2013). Scaffolding activities ensure positive outcomes are within the reach of learners and assist to motivate them (Churchill et al., 2019).
The Australian Curriculum encourages that lessons and activities be based on a Universal Design for Learning (Center for Applied Special Technology [CAST], 2018) framework and differentiated instruction to ensure learner participation (van Kraayenoord, 2007). It is important to design activities that are engaging and at an appropriate competency level for Prep (Churchill et al., 2019).
Growth mindset
As noted by Dweck, it is important to create a growth mindset in students by praising learner’s efforts or perseverance – especially when the task was difficult. Learners are motivated by providing instructive feedback (Churchill et al., 2019).
Mathematics specific
Sparrow (2008) argues that the value of mathematics is enhanced when linked with real life context. In this case it was appropriate to include focus questions on why we need to know how to count. Reciting number names in the correct order are recognised learning challenges for Prep aged students (Department of Education Western Australia, 2013). Therefore, in a math lesson that focused on ACMNA001 it is appropriate to incorporate recaps on previous learning, even if that learning was earlier in the year. The counting on / counting back process starts with developing number sense. Identified growth points for students’ math learning include tasks such as counting by 1, rote counting, counting collections (AITSL, 2018; Doig et al., 2004). Queensland Curriculum & Assessment Authority (n.d.) encourages using number lines in Prep to develop number sense.
My next article will focus on the musing from my second lesson.
References
Armstong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy
Australian Institute of Teaching and Schooling Leadership. (2018). Australian Professional Standards for Teachers. AITSL. Melbourne. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf
Australian Institute of Teaching and Schooling Leadership. (n.d.). Learning intentions and success criteria. AITSL. Melbourne. https://www.aitsl.edu.au/docs/default-source/feedback/aitsl-learning-intentions-and-success-criteria-strategy.pdf?sfvrsn=382dec3c_2
Bergin, C.C., Bergin, D.A., Walker, S., Daniel, G., Fenton, A., & Subban, P. (2018). Child and adolescent development for educators (1st ed.). Cengage.
Cavanagh, M., & Prescott, A. (2015). Your professional experience handbook: a guide for preservice teachers. Peason Australia.
Center for Applied Special Technology. (2018). Universal design for learning. Wakefield. https://www.cast.org/impact/universal-design-for-learning-udl
Churchill, R., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M.C., & Shaw, K., with Rogers, J. (2019). Teaching: making a difference (4th ed.). Wiley.
Courey, S., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with Universal Design for Learning (UDL). Teacher Education and Special Education, (36)1, 7-27.
Department of Education Western Australia. (2013) First steps in Mathematics: Number – Book 1. http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-mathematics/
Doig, B., Groves, S., & Mulligan, J. (2004). Number learning in the primary years. In Perry, B., Anthony, G., & Diezmann, C. (Eds), Research in mathematics education in Australasia 2000-2003. (pp.245-264). Post Pressed. http://hdl.handle.net/10536/DRO/DU:30000678
McDevitt, T.M., & Ormrod, J.E. (2010). Child development and education (4th ed.). Pearson Education.
NSW Department of Education. (2021) Numeracy guide: Kindergarten to year 2: A guide to support conversations about evidence-based practice for leadership teams. NSW Government. https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/resources-for-schools/guides
Queensland Curriculum & Assessment Authority. (n.d.) Using number lines to enhance number sense in Prep -Year 3. Queensland Government. https://www.qcaa.qld.edu.au/downloads/aciq/general-resources/ac_gc_number_sense_using_number_lines_enhance_number_sense_P-3.pdf
Sparrow, L. (2008). Real and relevant mathematics: Is it realistic in the classroom? Australian Primary Mathematics Classroom, 13(2), 4-8.
van Kraayenoord, C.E. (2007). School and classroom practices in inclusive education in Australia. Childhood Education, 83(6), 390-394. https://doi.org/10.1080/00094056.2007.10522957
Victoria Education and Training. (n.d.). Formative Assessment Strategies. Victoria State Government. https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/Formative-assessment-strategies.pdf
