Writes lesson plan with detailed objectives, outcomes, sequences, and observation
3.3 Use teaching strategies
Include a range of teaching strategies
Demonstrate ability to plan and incorporate a range of teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Ozobots use sensors to follow lines and read Color Codes you make with markers and this can teach children about pattern system.
Learning simple coding techniques with Elsa.
Prepare children with the digital skills.
Knowing the most effective way to teach and assess student learning is equally vital for student success as a preservice teacher. Specifically, Standard 3.2 states that graduate teachers must plan lesson sequences using knowledge of student learning, content and effective teaching strategies. During my studies at ACU, I learnt the importance of taking individual learner needs into consideration when planning lessons to suit the needs of each student in the classroom. I pride myself on my creativity, organisation and planning skills when it comes to lesson planning. I like to adopt a variety of teaching strategies (Standard 3.3) to suit different learning needs and styles. I often experiment with a range of strategies and will cater my choices depending on children’s age, development, prior knowledge, experience, and abilities. I love creating resources, challenging and inspiring children and incorporating ICT within the environment using smart board, ipad and ozobot (evidence) to ensure that my teaching is engaging and effective. I often create my own resources as I like to ensure that the resource is directly related to my lessons, accessible to children and ensures maximum learning and understanding.
A recent study showed that children activities with integrated Science, Numeracy and technology KLAs during their preschool years performed better, and their interest in these subjects increased (Kermani & Aldemir, 2015). During the course, I acquired knowledge to teach literacy, numeracy, science and art by utilising Information Communications Technology (ICT) to young children. Standard 3.4 states that graduate teachers must demonstrate knowledge of a range of resources, including ICT that engage students in their learning. During my studies at ACU, I have learnt that the use of technology in the classroom can offer a virtual version of a concrete understanding. If used effectively, ICT can serve as a powerful teaching tool that can be used to develop students’ understanding in addition to facilitating practice (Siemon, et al., 2011).