Evidence Set 1

Grow Your Vision

Effective Planning

Context
Effective planning within the classroom is essential for the achievement of academic growth whilst also helping teachers to execute their instruction well to achieve students’ learning outcomes. (Hussain, Zulfqar & Javaid, 2021). Effective planning is beneficial for many reasons, specifically, alignment with learning objectives, informing instruction, monitoring progress, individualised learning, and a wide range of support and resources, which ensures that students are given the best possible chance at success. Effective planning was one of my main focuses when taking on the role of a reception teacher for my 6-week teaching block. I wanted to give myself and my students the best possible chance at success through thorough and effective planning. This stemmed into all areas, effective planning of lessons, behavioural management, classroom management, communication with parents/caregivers and assessment.

Action
I used effective planning throughout my 6-week teaching block. I displayed effective planning using cohesive lesson plans which I made sure were engaging for my students and relevant to the curriculum. Ensuring that my planning was engaging for students was essential because engaging activities cater to students’ diverse learning styles and interests which makes learning more motivating and fun, (Schiefele, 1991). My lesson plans for mathematics and HASS were effective and engaging, (see figure 1.1 & figure 1.2).

When looking at the mathematics lesson in figure 1.2, it is apparent that there was effective planning when organising the lesson. Not only was the lesson plan done effectively, but I also ensured that the classroom was set up effectively and all the activities, the classroom layout, classroom management was also planned effectively.

Due to effectively planning my lessons, it meant I was able to utilise a selection of materials and resources and when this is done effectively, it makes the learning experience more engaging and productive, (Garet, Porter, Desimone, Birman & Yoon, 2001). This resulted in a smooth lesson where my students were calm, responsive to the content and completely engaged, all whilst learning, (see figure 1.3).

Effectively planning my lessons allowed me to ensure that my activities were able to be differentiated to stretch my students learning at the correct level. By using effective planning, I was able to meet the diverse needs of my students. Effectively planning for differentiated learning means that all my students had access to a curriculum that was challenging enough for them as individuals, (Tomlinson, 2001). (See figure 1.4).

Results
As a result of effective planning, my students were able to be successful within their assessments. Effective planning allows for the integration of summative and formative assessment into learning content which ensures that student progress is monitored by teachers, enabling adjustments to teaching strategies, when necessary. (Black and William, 1998). I also ensured that I effectively planned my summative assessments, for an example, (see figure 1.5). As a result of effectively planning my mathematics assessment and planning my lessons leading up to the assessment accordingly, my students did well on their assessment. 15 out of 25 were sitting where they needed to be, 8 out of 25 were sitting beyond where they needed to be and only 2 students were slightly behind where they needed to be. This was a remarkable success and demonstrated that I had planned my lessons effectively, resulting in a successful assessment result.

As a result of effectively planning my mathematics assessment and planning my lessons leading up to the assessment accordingly, my students did well on their assessment. 15 out of 25 were sitting where they needed to be, 8 out of 25 were sitting beyond where they needed to be and only 2 students were slightly behind where they needed to be. This was a remarkable success and demonstrated that I had planned my lessons effectively, resulting in a successful assessment result.

Effectively planning my HASS lessons to the relevant curriculum ensured my students knew and understood the content they needed too to be successful within their assessment. All my students received a ’developed’ grade, which is the equivalent to a ’working at’ grade. I believe this was because of my effective planning within my HASS lessons and activities.

Evaluation
Upon reflection and taking on board what feedback I was given during and upon completion of my 6-week teaching, there were things I could have done differently to be more effective within my planning. When examining the results from the mathematics assessment above, I could have done things differently and planned more effectively to ensure that those two students sitting at a ‘working towards’ grade were where they needed to be. This could have been helped with more effective planning to ensure my lessons were differentiated enough to suit those two students’ needs. There were lessons that I could have planned more effectively for, for evidence of this, (see figure 1.6).

Upon reflection, I believe that the level of engagement that I saw in majority of my lessons was due to my effective planning. I received feedback regarding my success within engagement and lesson content due to effective planning on numerous occasions, (see figure 1.7).

Overall, there is room for improvement on my level of effective planning. However, I am proud and content with how I did for my first real attempt at taking on the role as a full-time primary school teacher. It is important as educators that we ensure we effectively plan so that our students have the best possible chance at success inside and outside the classroom.

Figure 1.2: Mathematics lesson plan
Focus areas: 1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 4.2, 4.5
This mathematics lesson displays effective and engaging planning. Students took part in rotation activities which meant that they got to take part in a total of 4 activities throughout the course of my mathematics lesson. The numerous activities varied in interest and supported student participation. I based the activities upon my students’ interests, there was something for everyone. My students were aware that even if they did not love one of the activities, there were other activities. This taught my students patience and to give things a go, even if they thought that they would not like it. This lesson allowed students to socialise and work with one another. This lesson was a total hit with my students, and they got excited whenever I said we were doing rotation activities after this lesson.

Figure 1.1: HASS lesson plan

Focus Areas: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 3.7, 4.2, 4.5
This lesson plan displays effective and engaging planning. It requires students to be hands on, and learning is continued on from previous lesson. Hands on and creative learning is something that my reception class loved, I observed this from previous subjects/lessons. TfEL pedagogy utilised - 4.2 and 3.4. Connected to relevant curriculum. Connection to ‘show & tell’ which students have been doing since beginning of reception. Group discussion. Interest led as students can chose to make a model of any celebration from their past. Students that did not want to participate could create a model of any celebration (not necessarily from their past) or could draw a celebration. However, all my students wanted to join in on this activity. Students had the option to take their creations home. At the completion of this lesson, students were photographed with their models and these images were uploaded to seesaw for parents/caregivers to see with a small description of the task and what their child made.

Figure 1.3: Effective planning – classroom activity set up

Focus areas: 1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 4.2, 4.5
Referring to figure 1.3, it is evidence that by effectively planning my lesson, I was able to set up and organise an effective and engaging lesson with numerous activities, utilising varying resources and materials.

Figure 1.4: Differentiation
Focus areas: 1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 4.2, 4.5
Effective planning that enabled my activities to be differentiated and stretched my students learning to suit their needs. Some students were doing bonds of 10, whereas one of my reception students were doing bonds of 1000. This was possible due to my effective planning that enables the use of malleable materials and resources.

Figure 1.5: Mathematics Summative Assessment and Results.
Focus areas: 3.1, 3.3, 3.4, 5.1, 5.4, 5.5
I ensured that I effectively planned my summative assessment to correctly reflect the relevant curriculum. This also meant that my mathematics and HASS lessons had to be effectively planned to ensure my students the best opportunity to be successful within their assessment, when the time came.

Figure 1.5: HASS Summative Assessment and Results.
Focus areas: 3.1, 3.3, 3.4, 5.1, 5.4, 5.5
I ensured that I effectively planned my summative assessment to correctly reflect the relevant curriculum. This also meant that my mathematics and HASS lessons had to be effectively planned to ensure my students the best opportunity to be successful within their assessment, when the time came.

Figure 1.6: Feedback from colleagues on Mathematics Number line Lesson
Focus areas: 6.3, 7.4
When planning this lesson, I did not account for the fact that things may not go to plan. I assumed everything would run smoothly. The students were super engaged but the activity was not working how I had hoped. This was also my first visit from my university liaison. Although the lesson proved challenging and could have run a lot smoother if I had used more effective planning, I did still receive some good and useful feedback...no feedback is ‘bad’ feedback. Always room for improvement!

Feedback on HASS lesson plan from mentor teacher:

Feedback on science lesson plan from mentor teacher:

Figure 1.7: Feedback on Engagement due to Effective Planning

Focus areas: 6.3, 7.4

Standards

1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 3.7, 4.2, 4.5, 5.1, 5.4, 6.3, 7.4

Focus area 1.1 Physical, social, and intellectual development, and characteristics of students
Rotation activities, refer to figures 1.3 & 1.4. Rotation activities encourage socialisation between students and help them to develop important skills such as patience, socialising, and intellectual capabilities.

Focus area 1.2 Understand how students learn
Observing my students during activities and lessons to help plan effectively for the next lessons and activities. Understanding how students learn helped me to plan effectively.
Focus area 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Differentiating my lessons enabled my students to stretch their learning, see figure 1.4. Effectively planning my lessons enabled me to ensure that my activities could be altered to suit my students’ diverse needs.
Focus area 2.1 Content and teaching strategies of the teaching area
Refer to figures 1.1 & 1.2. I displayed knowledge within the relevant teaching areas to effectively plan my lessons for the topics I taught to my students. I used relevant and engaging strategies to teach those areas.
Focus area 2.2 Content selection and organisation
Refer to figures 1.1 & 1.2. I organised and planned the relevant content into an effective teaching and learning sequence.
Focus area 2.3 Curriculum, assessment, and reporting
Refer to figure 1.5. I effectively planned my lesson sequences with the end goal in mind of what my students needed to know to do well within their assessments. I ensured I used relevant curriculum within my planning to create engaging lessons and activities.

Focus area 2.5 Literacy and numeracy strategies
Refer to figures 1.1, 1.2, 1.3 & 1.4. I utilised literacy and numeracy within my planning effectively.
Focus area 2.6 Information and communication technology (ICT)
Refer to figure 1.3. The use of iPads in my table rotation activities for mathematics.
Focus area 3.1 Establish challenging learning goals
Refer to figures 1.1, 1.2, 1.3 & 1.4. I effectively planned my lessons to challenge my students accordingly based upon where they were at within their learning.
Focus area 3.2 Plan, structure, and sequence learning programs
Refer to figures 1.1, 1.2, 1.3 & 1.4. My lesson plans and activities display plan, structure, and sequence learning programs.
Focus area 3.4 Select and use resources
Refer to figures 1.3 & 1.4. It is evident that there were numerous carefully selected resources throughout my lessons. Effectively planning my lessons enabled me to use these resources to enable my students the best possible chance at success.

Focus area 3.7 Engage parents/carers in the educative process
Refer to figure 1.1. Parents/caregivers were involved via seesaw. Photos of their children were uploaded at the completion of the HASS lesson where parents could see a photo of their child with their creation and a brief explanation of what the lesson task was and what their child had created.
Focus area 4.2 Manage classroom activities
Refer to figures 1.3 & 1.4. Management of rotation activities for my maths lessons and management of the activity during my HASS lesson. Due to effective planning, managing classroom activities ran smoothly.
Focus area 4.5 Use ICT safely, responsibly, and ethically
Refer to figure 1.3. The use of iPads in my table rotation activities for mathematics. I ensured this was done safely by giving the students clear and simple instructions about how to use the iPads before starting. A close eye was also kept on this table during the rotation activities.
Focus area 5.1 Assess student learning
Refer to figure 1.5. It is evident that I assessed student learning to provide my students with an accurate grade for their summative assessments. I also had to assess student learning prior to the assessments to see what I needed to focus on more during my lessons.
Focus area 5.4 Interpret student data
Refer to figure 1.5. Results from my students’ summative assessment required me to interpret student data.

Focus area 6.3 Engage with colleagues and improve practice
Refer to figures 1.6 & 1.7. I effectively seeked constructive feedback from my colleagues to improve my practice.
Focus area 7.4 Engage with professional teaching networks and broader communities
Refer to figures 1.6 & 1.7. I actively engaged with the professional teaching network (staff members, mentor teachers, therapists, ESO’s) and broader communities (university liaison, catholic community).

References

Australian Institute for Teaching and School Leadership. (2017). Resource. AITSL. https://www.aitsl.edu.au/tools-resources/resource/australian-professional-standards-for-teachers
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5.

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Hussain, Dr. B., Zulfqar, Dr. A., & Javaid, M. A. (2021, June). Planning teaching and learning: Examining potential benefits as ... Planning Teaching and Learning: Examining Potential Benefits as Perceived by School Teachers. https://pssr.org.pk/issues/v5/2/planning-teaching-and-learning-examining-potential-benefits-as-perceived-by-school-teachers.pdf
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Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3-4), 299-323.