Standard 3
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Evidence:An ICT integration of this could be to give students a variety of digital resources and methods to use for their learning. For example using Google docs for group projects is a great utilisation of ICT and collaborative work, give the students the challenge to manage the document and find all the required resources that they will find useful. Make the learning relevant to them. Also maybe using a method such as this LAMS sequence, students can assess their own learning using the rating system and progress at their own pace.
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Evidence:
Standard 3.2 is about planning, structuring and sequencing learning programs so that it becomes effective for students learning and implements appropriate teaching strategies.
Using ICT deep learning can be achieved easily and learning can readily be catered to suit students of any learning type or preference. Using EDMODO as an example, students can choose to use discussions/videos/PowerPoint’s/etc. anything that can be essentially found online for their learning. They can share their thoughts and resources with their peers and it becomes an active social learning community that is accessible anywhere and anytime.
Attended a Professional Development session at the 2014 JLTASA Conference entitled "日本語で俳句を作ろう/Let's make Haiku in Japanese" where various strategies were discussed regarding a cultural approach for teaching Japanese effectively (Certificate can be found at bottom of this page)
Attended a Professional Development session at the 2014 JLTASA Conference entitled "Art and Craft Ideas for our Japanese Classroom" which was a practical session where I was able to learn a variety of different fun and engaging culturally appropriate Japanese crafts for use in the classroom which can be easily used within cultural programs (Certificate can be found at bottom of this page)
3.3 Use teaching strategies
Include a range of teaching strategies.
Evidence:
Standard 3.3 involves using a variety of teaching strategies and methods.
Using ICT teachers nowadays can effectively teach in a variety of different ways and using a range of technologies and devices.
Using an Ipad to control what the students see on the big screen in front of the classroom is an example of a teaching strategy that allows the teacher to step back and actually have the ability to walk around the classroom and observe specific groups while teaching and delivering material to the group as a whole. One fantastic resource that I was able to use on my practicums was Quizlet (www.quizlet.com) it is a great tool for language learning and practice. Students can create an account and test themselves on their knowledge of the vocabulary for example and their scores will be recorded. Could be used as a form of assessment also.
Attended a Professional Development session at the 2014 JLTASA Conference entitled "Creating an Effective Classroom for Teaching Nihongo" where various strategies were discussed regarding a variety of strategies for teaching Japanese effectively (Certificate can be found at bottom of this page)
Attended a Professional Development session at the 2014 JLTASA Conference entitled "日本語で俳句を作ろう/Let's make Haiku in Japanese" where various strategies were discussed regarding cultural approaches and various strategies for teaching Japanese effectively (Certificate can be found at bottom of this page)
3.4 Select and use resources
Demonstrate knowledge of a range of resources including ICT, that engage students in their learning.
Evidence:
Standard 3.4 is about selecting resources that are appropriate for the lesson/learning and using them in a way that facilitates students learning.
As there is a plethora of information and resources available on the Internet and at our disposal, there are many options when it comes to choosing resources to use. However as Tracy has mentioned at the beginning of this thread, since literally anyone can make something and post it online, you need to really analyse how correct your resource is. For example using Wikipedia as a reference for an essay is something that your students should be encouraged NOT to do as WIKI's are generally made by the general public and a lot of incorrect information can be readily found. Not only do teachers need to be able to fulfill this standard themselves when finding resources but students need to be instructed on how to select and use digital resources also.
Attended a Professional Development session at the 2014 JLTASA Conference entitled "Art and Craft Ideas for our Japanese Classroom" where I was able to gain many ideas for use in the Japanese classroom, these practical hands on craft activities will be a useful tool for encouraging students learning and motivation (Certificate can be found at bottom of this page)
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Evidence:
Standard 3.5 is about using effective classroom communication that demonstrates a range of verbal and non-verbal communication strategies that get students involved.
Setting up an online community is a great way to make learning more approachable and fun for students. Having a variety of different resources available in this community such as video links, articles, discussion boards, etc. is a great way to cater the learning to your students so that they can choose what is relevant for their own personal learning. It also gives students to be active participants in the learning process allowing them to upload or post their own resources that they have found useful or share their comments and opinions. This is a great method of assessment also; teachers can observe the communication between students and how they use the online community.
3.6 Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Evidence:
Standard 3.6: Evaluate and improve teaching Programs.
Assessing students learning through the use of digital resources is an effective tool in modern teaching. Nowadays students are more comfortable using technology, as it is part of their daily life and routines.
As teachers we should utilise this and promote learning and engagement in the classroom. As technology can be used to not only assess the students learning and understanding, but also the effectiveness of the lesson and the teaching style, there is potential for great outcomes and improvement.
Using a simple feedback system such as a Google form that students can access at any time teachers can create forms to assess learning of students as part of formative or even summative assessment, and also get instant feedback on a lesson so that it can be changed or topics could be rethought so that it becomes more effective for the students. Google forms also give an opportunity for students to provide anonymous feedback if they are shy about asking questions in class.
For example: A student may not have understood the Japanese phrase おつかれさま and needs to have it more clearly explained. They could put this down on the feedback form and the teacher could address it in the next class without the student being put on the spot. This way teachers can also see if there are similar problems that students are finding.
We are in an age of instant gratification, and this definitely has a place in modern classrooms. Making the learning accessible and relatable is essential for student learning, improvement and understanding.
3.7 Engage parents/carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
Evidence:
Standard 3.7 is about engaging parents/carers in the education process.
Through ICT is it now possible to actively include families into the educative process. Teachers can get in contact with families via emails to communicate learning plans or families could message with any concerns or comments that they have. This gives families the chance to engage in the process and also contribute to the learning.
I have had experience using students diaries as a way to communicate to parents and carers about their childs' learning progress and if their is information that they should be aware of (such as incomplete assessment or homework)
Certificate of Attendance: Creating an Effective Classroom for Teaching Nihongo
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Certificate of Attendance: Creating an Effective Classroom for Teaching Nihongo | |
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Certificate of Attendance: Let's make Haiku in Japanese
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Certificate of Attendance: Let's make a Haiku in Japanese | |
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Certificate of Attendance: Art and Craft Ideas for our Japanese Classrooms
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Certificate of Attendance: Art and Craft Ideas for our Japanese Classrooms | |
File Size: | 1128 kb |
File Type: | jpg |