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Standard Addressed

Standard 3: Plan for and


implement effective
teaching and learning.
3.3.1 Include a range of
teaching strategies in
teaching.

Standard 4: Create and


maintain supportive and
safe learning
environments.
4.2.1 Demonstrate the
capacity to organise
classroom activities and
provide clear directions.

Standard 5: Assess,
provide feedback and
report on student learning.
5.1.1 Demonstrate
understanding of
assessment strategies
including, informal and
formal, diagnostic,
formative and summative
approaches to assess
student learning.

Annotations
This artefact is a daybook plan from my time in a Stage two class. It
shows planning and implementing of a range of effective teaching
strategies for a whole day of teaching. This artefact meets this focus
as it demonstrates a range of teaching strategies that were used for
a day of teaching.
Using a range of teaching strategies is an important teacher tool as
it acknowledges that students learn in different ways (McGrath &
Noble, 2005). It is evident in this daybook that I have planned for a
range of teaching strategies. I have used modelling and explicit
teaching in the sports lesson as a suitable way to correctly teach a
technique. I have used ability grouping in spelling and literacy
lessons. I also used ICT and hands on experiences in the maths
lesson to engage students and give them explicit skills with
equipment.
This artefact meets this focus as it demonstrates my ability to
organise classroom activities and to provide clear directions
throughout a whole school day.
The classroom activities designed for this daybook are of highquality lessons that each link to relevant learning outcomes. The
classroom activities have been organised in a range of styles. There
is independent learning in the morning reading, modelled activities
during sport and maths, hands-on activities using compasses, group
work for literacy and spelling, and floor work and table work at
various points throughout the day. Using a range of classroom
activities acknowledges different learning styles of the students
(McGrath & Noble, 2005).
Clear directions are important part of behaviour management as it
helps to establish effective communication (Marsh, 2010). Using
clear directions assists in keeping students on task (Marsh, 2010).
The day was able to work well as I used clear directions with my
students and organised my classroom activities effectively.
This artefact includes my various assessment strategies for the day.
This artefact meets this focus as it demonstrates multiple
approaches to assess students learning. Assessment is an
important process of the teaching and learning cycle and has many
forms (NSW Department of Education & Communities, 2012).
There are varied assessment strategies planned for in this daybook.
Informal assessment can be seen in all lessons through questioning,
discussions and teacher observations. Diagnostic assessment has
influenced the planning behind the daybook including the work and
support given to each literacy and spelling group. Diagnostic
assessment was used to guide the work given for the support
students during multiplication time. This was ongoing diagnostic
assessment used as formative assessment. Formative assessment
can be seen during spelling and literacy groups as I would use my
observations during this time to guide my planning for the groups
progress. The position lesson used summative assessment. Using
the students work samples I assessed the ability of the student to
fulfil the outcome. This assessment was moderated with the help of
the colleague teacher, with moderation being an important part of
assessment (NSW Department of Education & Communities, 2012).
As a supplementary document the assessment table is included.