PROFESSIONAL PRACTICE

Plan for and implement effective teaching and learning

  • 3.1 Establish challenging learning goals
  • 3.2 Plan, structure and sequence learning programs
  • 3.3 Use teaching strategies
  • 3.4 Select and use resources
  • 3.5 Use effective classroom communication
  • 3.6 Evaluate and improve teaching programs
  • 3.7 Engage parents/ carers in the educative process

    I set explicit learning goals to target students' learning needs, higher order thinking skills, general capabilities and understanding of core concepts. I scaffold the needed skills, building on prior learning and linking continuously to previous tasks. We begin with simple concepts and then add new components as the students develop confidence. I challenge the students over time to ensure they work in the zone of proximal development.
    When presenting a new task, I present a successful model and we reflect as a class on what we need to do to achieve our goal and maybe to better the model. I use both backwards and forward planning, using formative and summative assessment as a guide to modify the teaching sequence. In the final part of the lesson, I move around the class, assisting individual students. I provide feedback to particular students, testing their understanding of the concept against their progress in their work sample. I also use informal observations and checklists to evaluate students' learning and the effectiveness of my teaching. 
    I like to use a variety of resources in the classroom to engage students in their learning, but I have a preference for authentic materials from the target culture, such as songs, poems, movies, websites, forums and sometimes books from my own schooling.
    I adopt different techniques to communicate with students in the target language. These include verbal instructions, picture cues and posters. Together, the students and I have developed a set of classroom expectations. I use simple hand gestures and facial cues to help students understand what is expected from them. I have developed strategies and routines to engage students and help them to focus, participate and achieve success in classroom activities. I use ClassDojo as both a behaviour management tool and an engagement strategy, giving points for participation and making an effort to speak in the target language.
I give students and parents codes to view their ClassDojo profile, so they can both check progress and behaviour in the classroom.  I also email parents about unit topics, assessment tasks, language scholarships, competition opportunities, and cultural festivals, prompting their feedback and active participation in their children's language learning experience.
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Create and maintain supportive and safe learning environments

  • 4.1 Support student participation
  • 4.2 Manage classroom activities
  • 4.3 Manage challenging behaviour
  • 4.4 Maintain student safety
  • 4.5 Use ICT safely, responsibly and ethically
    In junior secondary often students don't want to be in a language course, but they need to. As I think about how students will engage with the curriculum, I try to plan and implement teaching strategies that are relevant to students' interests, abilities and developmental stage. I try and select teaching strategies that encourage active thought about the meaning and applications of what is being learnt. This can be especially challenging in a language class, as sometimes the students do not see the subject as relevant and lack motivation; however, the rich Italian history often offers opportunities to stimulate students' curiosity and cultural comparisons.
   I expect all students to focus consistently in classroom tasks, and I establish clear expectations at the start of lesson. Students are often reminded that every day is a learning day. My lessons are well paced and I follow the explicit teaching model, using a range of short activities to match the students' attention span. I use a Sand Timer app to give the students a time frame for each activity, and a Pick Me app (with students' photos for added fun) to ensure all students contribute and pay attention at all times. I often use the mini whiteboards, individually or in small teams, at the start of the lesson as a quick review tool, or in the consolidation phase to check for understanding. I make sure I touch base with every students during the lesson, and design formative assessments directly related to the summative assessment, so the students build their skills as well as the confidence they need to succeed in the summative assessment.
    I minimise the opportunities for students to misbehave by creating a relationship with them and I assist them as much or as little they need to achieve success. I address discipline issues before they escalates and with as little interruption to the learning as possible. In keeping the number of learning conversations high, the number of managing conversations lowers. Especially in the senior classes, students must set learning goals for themselves and they take responsibilities for achieving them. With some students, whose academic achievements have been low before entering my class, I adjust the content and organise lunchtime tutorials to support them in and outside the classroom and ensure they meet their goals.
    When I organise hands-on activities, such as games with the globe, I set my expectations on behaviour and safety at the start. As a mean of keeping students safe and on task, I use the AB tutor control installed on my laptop to check students' use of the internet. I explicitly remind junior students about cyber safety before starting a research task or a web quest, and I ask them to reference sources in their assignments.

Assess, provide feedback and report on student learning

5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

    I use a range of informal assessment methods (observations, checklists, running records) to assess students' learning. For example, when setting homework tasks on Language Perfect, I use the summary they send me to assess understanding and set teaching interventions, for example going back to topics/specific language that need to be revised. Furthermore, I use the data to identify students' strengths and weaknesses in receptive and productive skills, and focus more on one or the other accordingly. Language Perfect also allows me to set homework tasks, competitions and even tests, and students receive immediate feedback on their learning.
    I regularly provide individual feedback to students on writing tasks. I address specific issues students are having and provide pertinent feedback to assist them in enhancing their productive skills. Students are encouraged to act upon the feedback to get prepared for summative assessment tasks. In the International Baccalaureate classes, we keep our focus on the Year 12 exam, so the feedback is targeted on the IB requirements. I hold regular feedback sessions also to review the individual learning goals students set for themselves at the start of term. 
    I engage in the assessment moderation processes used at my school. These processes are used to achieve greater consistency in grading student assessment tasks. As an IB teacher, it is my duty to moderate students'  results with the International Baccalaureate Organisation (IBO) as well.
   I report on student progress in accordance with the school reporting process. I keep accurate and reliable records, and upload them on the school drive, as required by school policies. When reporting formally and informally to students and parents, I use a positive and respectful language.