HOW I DESIGN, DELIVER & ASSESS
AusVELS standards were used with the e5 Instructional Model to design the curriculum at the appropriate level for the students. The standards were also used as an assessment tool at various stages of the learning sequence.
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)
Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037) |
I design and implement lesson sequences that utilise the e5 Instructional Model and Assessment Cycle.A sequence on Floating and Sinking with Grade 1 and 2 students was designed and implemented using the principles of the e5 Instructional Model. The concept of floating and sinking was chosen based on the interests of the students.
Assessment was ongoing and integrated into the lessons. As necessary the lesson sequence was modified to suit the needs of the students. Students explored the concept of floating and sinking through their predictions of whether certain objects would float or sink and explaining their thoughts. The final task was to create a vessel that would float and hold more than ten marbles. |
Relates to AITSL Standards for graduating teachers:
Standard 2.2 - Content selection and organisation.
Organise content into an effective learning and teaching sequence.(AITSL 2012)
Standard 2.3 - Curriculum, assessment and reporting.
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.(AITSL 2012)
Standard 4.1 - Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities. (AITSL 2012)
Standard 5.2 - Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.(AITSL 2012)
Standard 5.1 -Assess student learning.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.(AITSL 2012)
Standard 2.2 - Content selection and organisation.
Organise content into an effective learning and teaching sequence.(AITSL 2012)
Standard 2.3 - Curriculum, assessment and reporting.
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.(AITSL 2012)
Standard 4.1 - Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities. (AITSL 2012)
Standard 5.2 - Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.(AITSL 2012)
Standard 5.1 -Assess student learning.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.(AITSL 2012)