Standard 3 - Plan for and implement effective teaching and learning

 

Planning for learning requires the educator to consider what the students will aim to achieve at the completion of a learning sequence. It is essential that learning outcomes are challenging yet achievable for all students of varying abilities. Determining the learning goals before planning a unit of work ensures that the educator maintains the learning focus from the beginning to the end of the sequence (Mally, 2009).  By employing a range of strategies and resources to teach the content in a period of time the educator can ensure that the student has developed depth of knowledge which becomes transferable and meaningful to the student.

 

In order to assess the effectiveness of teaching and learning the educator must monitor students’ progression throughout the unit. The educator should be looking to identify points of strength and weakness in the unit that will inform future practice (Hollins, 2011). The educator must be reflective and flexible throughout the unit by monitoring the progression towards the learning goal and making any necessary adjustments.

 

As the primary educators of the child parents/carers are considered to be an invaluable resource by the educator. Research suggests that parent involvement in their child’s education is associated with increasing academic achievement and promotes positive behavior and attitudes towards schooling (Fan and Chen, 2001; Yoder and Lopez, 2013). It is essential that the educator advertise the role of parents in the classroom and wider school community. This can be done by involving parents in decision making processes and learning experiences in the classroom.