Annotation

Note the focus area and standard

descriptor/s the artefact /
document reflects

3.3 Use teaching strategies

Include a range of teaching
strategies.

Note the type of

artefact / document

Describe the document / artefact and

indicate the possible impact or result of the
artefact / document on teaching and/ or
student learning

Describe how the document /

artefact meets the standard
descriptors you have identified.

The artefact
presented is a
teaching
strategies matrix
with presented
areas for tallying
when each
strategy has been
utilised. The table
was formed at the
beginning of my
practicum, and
has been
developed through
reflection of my
previous
practicum, in the
process of future
planning.

In setting it out in table form, I am

able to have a visual reminder of
the teaching and assessment
strategies I am using, so that I can
ensure that I use a wide variety. In
doing so, students will be provided
with different learning strategies
that cater to a variety of learning
styles and needs. A strategy that
was implemented during my
professional experience III part 1
was Traffic Light Counters, where
students had three coloured
counters (green, yellow, red) on the
front of their desk for self
assessment during tasks and as a
non verbal communication to let
me know their feelings and
understanding of the task at hand.

The strategies matrix

provided was developed
for implementation during
Professional Experience III
Part 1 & 2. Within the
strategies matrix there is a
comment and tally system
to keep track of the
strategies that have been
used, as well as noting the
effectiveness of the
strategy in regards to
students engagement.
(3.3)
Mentor Teaching Comment:
I was very impressed with
the traffic light strategy
Matthew introduced to the

The second
artefact presented
is a teaching
strategy resource
that was built from
the implemented
traffic light
counter strategy.

These counters have now been

developed into cards.

class and I intend to have

a go myself at this
strategy.

Artefact
TEACHING STRATEGIES MATRIX
Traffic Lights Counters

Mind Map

Think, Pair, Share

Comment:

Comment:

Comment:

Tally:

Tally:

Tally:

Problem Solving

Graffiti Sheet

KWL Chart
Comment:

Comment:

Comment:
Tally:

Tally:

Tally:

De Bonos 6 Thinking Hats

Surveys

Three Step Interview

Comment:

Comment:

Comment:

Tally:

Tally:

Tally:

Role Play & Simulation

Thinking Keys

Group Work

Comment:

Comment:

Comment:

Tally:

Tally:

Tally:

Venn Diagram
Comment:

Changing Environment
Comment:

Individual Work
Comment:

Tally:

Tally:

Teacher Directed

Tally:

Student Directed

Comment:

Comment:

Tally:

Tally:

Y/T Charts

Journals
Comment:

Tally:

Questioning

Work Stations
Comment:

Comment:

Comment:
Tally:

Tally:

Tally:

Work Samples
Comment:

Group Discussion
Comment:

Comment:

Tally:

Tally:

Tally:

Debating

Quiz

Storytelling

Imaginative Writing

Comment:
Comment:

Comment:

Tally:

Tally:

Tally:

Self-Assessment
Comment:

Concept Mapping
Comment:

Comment:

Tally:

Tally:

Tally:

Checklist

Flash Cards

Group Projects

Values Continuum

Comment:

Comment:

Comment:

Tally:

Tally:

Tally:

Traffic Light Cards

Reference:

Australian Institute for Teaching and School Leadership [AITSL] (2014), Australian Professional Standards for Teachers (Graduate). AITSL:
Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list