Standard 3: Plan for and implement effective teaching and learning
Focus area: 3.4 - Select and use resources
Reflection
Standard 3.4.1 pertains to a teacher’s ability to implement quality resources into their lessons, something of which I achieved a grade of ‘demonstrated’. My aim when selecting resources for my lessons was to elevate student learning and engagement. With this in mind, I believe there is no more versatile nor valuable resource than picture books. While studies show the obvious benefits of picture books when it comes to student’s literacy development (Winch et al., 2020), they are also valuable resources to use in all other Key Learning Areas, as they make complex concepts more accessible (Carroll, 2019; Columbia, 2017). Therefore, I often introduced my History and Science lessons by reading a picture book that linked to the
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content of the lesson. I noticed that using quality picture books rich with colourful illustrations and creative vocabulary sparked curiosity and discussion, immediately engaging students in the lesson ahead (Scarparolo, 2019).
Another resource commonly used in classrooms is worksheets and graphic organisers. While graphic organisers can be a great way to scaffold learning, their limited range for differentiation means they are not always the best option for a classroom full of diverse learners (Whitton, 2015). As a result, when using worksheets or graphic organisers in the classroom, I supplied 2-3 different options, each one providing a different way for students to demonstrate their knowledge. Students completed the worksheet that was best suited to their individual learning needs and/or strengths. This established student agency and, as stated in my final report, using such resources meant all students were able to ‘feel a sense of achievement’. For instance, students with more creative strengths could draw a picture, whereas those more confident in written expression could write a sentence, thereby meeting and challenging each student at their individual learning level and/or strengths.
Another resource commonly used in classrooms is worksheets and graphic organisers. While graphic organisers can be a great way to scaffold learning, their limited range for differentiation means they are not always the best option for a classroom full of diverse learners (Whitton, 2015). As a result, when using worksheets or graphic organisers in the classroom, I supplied 2-3 different options, each one providing a different way for students to demonstrate their knowledge. Students completed the worksheet that was best suited to their individual learning needs and/or strengths. This established student agency and, as stated in my final report, using such resources meant all students were able to ‘feel a sense of achievement’. For instance, students with more creative strengths could draw a picture, whereas those more confident in written expression could write a sentence, thereby meeting and challenging each student at their individual learning level and/or strengths.
References
Carroll, J. (2019). Using picture books to develop language and literacies in HASS. In Green, D., & Price, D. (Ed.), Making humanities and social sciences come alive: Early years and primary education. (pp. 247-262). Cambridge University Press.
Columbia, L. (2017). The Power of Picture Books in Teaching Math and Science. (2nd ed.). Taylor and Francis.
Scarparolo, G. (2019). A differentiated approach to historical inquiry. Agora, 54(2), 8-15.
Whitton, D. (2015). Teaching and learning strategies. Cambridge University Press.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, Writing and Children’s Literature (6th ed.). Oxford University Press.
Carroll, J. (2019). Using picture books to develop language and literacies in HASS. In Green, D., & Price, D. (Ed.), Making humanities and social sciences come alive: Early years and primary education. (pp. 247-262). Cambridge University Press.
Columbia, L. (2017). The Power of Picture Books in Teaching Math and Science. (2nd ed.). Taylor and Francis.
Scarparolo, G. (2019). A differentiated approach to historical inquiry. Agora, 54(2), 8-15.
Whitton, D. (2015). Teaching and learning strategies. Cambridge University Press.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, Writing and Children’s Literature (6th ed.). Oxford University Press.