Teaching Strategies Templates by qqd81568

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									Michael King                                                                                                                                                                                       Page 1                                                                                                                                                                                                                                                                             8/17/2011




Capacity Matrix: Professional Teaching Standards NSW. Graduate Teacher, Professional Competence and Professional Accomplishment
                                                                                                                                                                                                                                                                                                                                                                                                                                                              Evidence of Learning




                                                                                                                                                                                                                                                                                              Knowledge - I understand and can




                                                                                                                                                                                                                                                                                                                                                                                       Wisdom - I can apply this to other
                                                                                                                                                                                                                                                                                                                                                Know-how - I can do this on my
                                                                                                                                                                                                                                                            Information - I've hear of this




                                                                                                                                                                                                                                                                                                                                                                                                                            situations and teach others
                                                                                                      Learners Name:




                                                                                                                                                                                                                                                                                                                                 explain this
                                                                                                        Date Updated:                                                                                                                                                                                                                                                                                                                                              3-D Portfolio




                                                                                                                                                                                                                                                                                                                                                                                 own
    AIM                                                                      Capacity                                                                                       Capacity Breakdown                                                                                                                                                                                                                                                            (Demonstrate, Document, Defend)

                                                                             1.n.1 Knowledge of subject content         Knowledge of content/subject/areas
 HOW TO TEACH THAT CONTENT TO THEIR STUDENTS
  1. TEACHERS KNOW THEIR SUBJECT/CONTENT AND




                                                                                                                        Application to teaching activities
                                                                                                                        Application to teaching programming
                                                                             1.n.2 Knowledge of pedagogy                Research based knowledge of pedagogies of the contents/discipline(s)
                                                                                                                        Use of appropriate practical activities
                                                                                                                        Lesson sequences from basic facts to interpretation and higher order thinking skills
                                                                             1.n.3 Knowledge of NSW curriculum          NSW syllabus documents
                                                                             requirements                               Curriculum requirements of the Education Act
                                                                                                                        Student work samples reflect syllabus outcomes
                                                                                                                        Design and implementation of teaching and learning sequences
                                                                                                                        Contextually relevant teaching and learning experiences

                                                                             1.n.4 Knowledge of information and                                                                                                                       Operational skills
                                                                             communication technologies (ICT) in the                                                                                                      Information technology skills
                                                                             following areas:                                                                                                                                 Software evaluation skills
                                                                                                                                                                                                                            Effective use of the internet
                                                                                                                                                                                                         Pedagogical skills for classroom management.
                                                                                                                        Integration of ICT into everyday classroom practice
                                                                                                                        Use of ICT to meet syllabus outcomes
                                                                             2.n.1 Knowledge of and respect for the     Social, ethnic, cultural and religious backgrounds of students
                                                                             diverse social, cultural, ethnic and       Theoretical and practical knowledge
                                                                             religious backgrounds of students, and     Impact of diversity on learning needs
                                                                             the effects of these factors on learning   Application to lesson and program planning
                                                                                                                        Sensitive and inclusive language
                                                                             2.n.2 Knowledge of the physical, social    Stages of physical, social and intellectual development
                        2. TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN




                                                                             and intellectual developmental             Exceptions to general patterns
                                                                             characteristics of the age group(s) of     Identification of students with particular social, intellectual and physical learning needs
                                                                             students                                   Working collaboratively with external support
                                                                             2.n.3 Knowledge of students’ varied        Different approaches to learning
                                                                             approaches to learning                     Approaches to learning that enhance students' learning outcomes
                                                                                                                        Variety of teaching and learning strategies each with a clear rationale
                                                                             2.n.4 Knowledge of how students’ skills,   Knowledge of students' skills, interests and prior achievements
                                                                             interests and prior achievements affect    Impact of prior skills and achievements on learning
                                                                             learning                                   Communicate and consult with school experts/consultants
                                                                             2.n.5 Knowledge of strategies for          Strategies for teaching:
                                                                             addressing student needs                                                                                                     Aboriginal and Torres Strait Islander students
                                                                                                                                                                                                                 Students with Special Education Needs
                                                                                                                                                                                                            Non-English Speaking Background students
                                                                                                                                                                                                                 Students with Challenging Behaviours.




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                 2. TEACHERS KNOW THEIR STUDENTS A
        2.n.5 Knowledge of strategies for
        addressing student needs
Michael King                                                                                                                                                                                              Page 2                                                    8/17/2011



                                                                                                                              Seek advice, assistance and guidance
                                                                                                                              Development of individual education programs as required
                                                                              2.n.6 (Literacy)                                Literacy strategies to the meet the needs of all students including:
                                                                                                                                                                                                                   Aboriginal and Torres Strait Islander students
                                                                                                                                                                                                                         Students with Special Education Needs
                                                                                                                                                                                                                    Non-English Speaking Background students
                                                                                                                                                                                                                         Students with Challenging Behaviours.
                                                                                                                              Provide opportunities for students to talk, listen, read and write in all subjects
                                                                                                                              Use literacy support personnel where appropriate and necessary
                                                                                                                              Literacy instruction is explicit and structured
                                                                                                                              Grouping of students according to literacy needs
                                                                              3.n.1 Planning: Teaching and learning Identification of learning goals related to the curriculum
                                                                              goals                                 Articulation of clear learning goals
                                                                                                                              Planning and programming with clear and valuable learning goals
                                                                              3.n.2 Planning: Teaching and learning           Coherent and well structured lessons and lessons sequences
                                                                              programs                                        Enhancing student learning outcomes
                                                                                                                              Engaging learning opportunities
                 3. TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING




                                                                              3.n.3 Planning: Selection and                   Logical , sequential and structured
                                                                              organisation of content                         Structured teaching and learning program
                                                                                                                              Lessons and programs reflect syllabus requirements
                                                                                                                              Structured to appropriate learning goals
                                                                              3.n.4 Planning: Selection, development Appropriate and engaging resources and materials
                                                                              and use of materials and resources     Selection, development and use of resources
                                                                                                                              Resources appropriate to student needs
                                                                              3.n.5 Assessment: Linking assessment to Strategies to assess student achievement of learning outcomes
                                                                              learning                                Assessment that is clear, coherent and meaningful to students
                                                                                                                              Linking assessment strategies to syllabus documents
                                                                                                                              Formative and summative assessment cycles
                                                                              3.n.6 Assessment (Linking assessment            The link between outcomes and assessment strategies.
                                                                              to outcomes)                                    Explicit assessment criteria
                                                                                                                              Meeting Board of Studies and other system requirements
                                                                                                                              Communicating with students the link between their achievements and syllabus outcomes
                                                                              3.n.7 Assessment: Providing feedback to Giving helpful, timely and consistent oral and written feedback to students
                                                                              students                                Feedback to encourage students to reflect on and monitor their learning
                                                                                                                              Encouraging students with feedback
                                                                              3.n.8 Assessment: Monitoring of                 Rationale for keeping records of students' learning progress
                                                                              Students' progress and record keeping           Effective and efficient record-keeping system
                                                                                                                              Collection of student work samples
                                                                              3.n.9 Reporting                                 Reporting to student, parents and caregivers
                                                                                                                              Appropriate language, clear purpose, correct grammar and spelling
                                                                                                                              Reporting about student learning
                                                                                                                              Policies, guidelines and reporting systems that comply with BoS, systemic and school policies.
                                                                              3.n.10 Program Evaluation                       Student assessment results as a basis for evaluation and planning of teaching and learning programs
                                                                                                                              Use of student assessments as well as practical and theoretical knowledge for program evaluation
                                                                                                                              Collaboration with colleagues in program evaluation
                                                                              4.n.1 Effective communication and               Communicate clear directions to students about learning goals.
 MUNICATE EFFECTIVELY WITH THEIR




                                                                              classroom discussion (Directions and            Explain goals, content, concepts and ideas clearly and precisely
                                                                              explanations)                                   Use effective forms of explanation to support student understanding of their learning goals
                                                                              4.n.2 (Questioning)                             A range of questioning techniques (designed to support student learning)
                                                                                                                              Questions and discussion to probe students' understanding
    STUDENTS




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 4. TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR
Michael King                                                                                                                                                                                                                             Page 3                      8/17/2011

                                                                                                              4.n.2 (Questioning)

                                                                                                                                                               Questioning techniques to engage students in lively, sustained discussion
                                                                                                              4.n.3 (Discussion)                               Listen to students
                                                                                                                                                               Engage students in classroom discussion
                                                                                                                                                               Respond to student discussion to promote learning
                   STUDENTS




                                                                                                                                                               Encourage students to contribute to discussion and develop effective listening and speaking skills
                                                                                                                                                               Discussion to synthesise a range of views and ideas
                                                                                                                                                               Discussion to develop deeper understandings and different viewpoints
                                                                                                              4.n.4 Student grouping                           Structures to address teaching and learning goals
                                                                                                                                                               Variety of purposeful group structures
                                                                                                                                                               Grouping to enhance engagement and make content meaningful
                                                                                                                                                               Explicit teaching of how to participate effectively in groups
                                                                                                              4.n.5 Teaching strategies                        Teaching strategies to foster interest and support learning
                                                                                                                                                               Strategies and resources (including ICT) to foster interest and support learning
                                                                                                                                                               Strategies to make content meaningful to individual or groups of students
                                                                                                                                                               Student-centred and self directed work
                                                                                                              5.n.1 Create an environment of respect Strategies to develop rapport with all students
 VE THEIR PROFESSIONAL KNOWLEDGE 5. TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS




                                                                                                              and rapport                            Models consistent, fair and equitable interactions with students
                                                                                                                                                               Interactions that lead students to display respect in their interactions with one another
                                                                                                                                                               Inclusive strategies that ensure students are valued and treated with respect
                                                                                                              5.n.2 (Supportive learning                       Supportive learning environments
                                                                                                              environment)                                     Students feel safe to risk full participation
                                               THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS




                                                                                                                                                               Equitable participation in classroom activities through a supportive learning environment
                                                                                                                                                               Teaching and learning practices that value students' experiences, including their home culture
                                                                                                                                                               Respectful attitude towards students
                                                                                                              5.n.3 Establish a climate where learning Strategies to create a positive learning environment supporting student effort and learning
                                                                                                              is valued and students’ ideas are        Positive learning environments that encompass open mindedness, curiosity and honesty.
                                                                                                              respected                                Classroom strategies that emphasise student commitment to learning
                                                                                                                                                               Positive reinforcement of student effort and achievement
                                                                                                              5.n.4 Manage classroom activities                Clear directions for classroom activities
                                                                                                              smoothly and efficiently                         Engage students in purposeful learning activities.
                                                                                                                                                               Orderly and workable learning routines
                                                                                                                                                               Routines that ensure substantial student time on learning tasks
                                                                                                                                                               Classroom management strategies that maximise productive learning time
                                                                                                              5.n.5 Manage student behaviour and               Practical approaches to manage student behaviour
                                                                                                              promote student responsibility for               Manage student behaviour through engagement in purposeful learning activities
                                                                                                              learning                                         Strategies for promoting student responsibility for learning
                                                                                                                                                               Strategies for promoting acceptable student conduct
                                                                                                              5.n.6 (Classroom management and                  Principles and practices for managing classroom discipline
                                                                                                              discipline)                                      Encourage students to take responsibility for their actions
                                                                                                                                                               Handling discipline problems quickly, fairly and respectfully
                                                                                                                                                               Classroom and behaviour management strategies consistent with school policies

                                                                                                              5.n.7 Assure the safety of students              Specific requirements of student safety in schools and classrooms
                                                                                                                                                               Compliance with mandatory policies and procedures on Child Protection, EEO and OHS
                                                                                                                                                               Risk assessment and minimisation
                                                                                                                                                               Safe working practices to ensure student safety
                                                                                                              6.n.1 Capacity to analyse and reflect on Improving teaching and learning practices through analysis and critical reflection
                                                                                                              practice                                 Improving student learning outcomes through critical reflection on teaching practice
                                                                                                                                                               Seeking assistance and advice and adapting in response to such assistance/advice
                                                                                                              6.n.2 Engagement in personal and                 The professional standards framework
                                                                                                              collegial professional development               Identification of personal learning needs through the standards
                                                                                                              (Professional Standards)



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 RACTICE
 6. TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE
Michael King                                                                                                                                                                               Page 4                                                        8/17/2011

                                                                6.n.2 Engagement in personal and
                                                                collegial professional development
                                                                (Professional Standards)                        Strategies and planning to address professional learning needs
                                                                6.n.3 (Professional Development)                Participating in professional development opportunities within school and outside
                                                                                                                Planning for professional development
                                                                6.n.4 Capacity to contribute to a               Teamwork, in the educational context
                                                                professional community (Collegiality)           Collegial review of teaching strategies to refine professional practice
                          AND PRACTICE




                                                                                                                Sharing 'best practice' in teaching strategies, professional knowledge and practice
                                                                6.n.5 (Constructive feedback)                   Accepting constructive feedback to improve practice
                                                                                                                Offering constructive feedback to improve practice
                                                                                                                Participating in school meetings on educational / pedagogical issues
                                                                                                                Networks to support professional discussion
                                                                                                                Seeking constructive feedback to improve practice
                                                                6.n.6 (Professional dialogue)                   Preparation and contribution to professional discussions
                                                                                                                Formal and informal professional discussions with colleagues
                                                                                                                Professional networks that support professional learning
                                                                6.n.7 (Educational research)                    Explore educational ideas and issues through research
                                                                                                                Participation in focus groups, network groups, reviews and action research
                                                                                                                Commitment to continuous professional learning
                                                                                                                Accessing and critiquing relevant research to develop effective teaching, curriculum and assessment practices
                                                                6.n.8 (Educational policy)                      Range of policy documents with which teachers must comply
                                                                                                                Reflecting policies in classroom practices
                                                                7.n.1 Communicating with parents and            Communicate effectively with parents and caregivers, consistent with school protocols
 7. TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF




                                                                caregivers                                      Maintaining comprehensive records to be used in reporting to caregivers and other colleagues
  THEIR PROFESSION AND THE WIDER COMMUNITY




                                                                                                                Communication strategies that foster positive school-community relationships
                                                                7.n.2 (Home-school links)                       Effective home-school links
                                                                                                                Empathy and understanding in all communications
                                                                                                                Effectiveness of communication between school and home
                                                                7.n.3 Engaging parents and caregivers in Involving parents and caregivers in the educative process
                                                                the educative process                    Parents and caregivers involved in supporting their childrens' learning
                                                                                                                Two-way communication with parents and caregivers using school procedures
                                                                7.n.4 Contributing to the school and            Working with external professionals, teachers' aides and community personnel
                                                                wider community                                 Network with colleagues and community stakeholders
                                                                                                                Development of relationships between students, colleagues and the community
                                                                 7.n.5 Professional ethics and conduct          Regulations and education statutes related to students' rights
                                                                                                                Regulations and education statutes related to teachers' responsibilities
                                                                                                                Ethical behaviour respecting the privacy of students
                                                                                                                Ethical behaviour respecting the confidentiality of student information
                                                                                                                Professional and ethical contact with educational and wider community
                                                                7.n.6 (Professional image)                      Capacity to liaise, communicate and interact with parents, caregivers, colleagues, industry and community
                                                                                                                Professional image in communication and interaction




                                                                                                           Capacity Matrix developed by Michael King using template downloaded from www.qla.com.au/pages/Templates.html#anchor on 02 April 2007.
                                                                                                          Capacities derived from NSW Professional Teaching Standards published by the NSW Institute of Teachers at http://www.nswteachers.nsw.edu.au/




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