STANDARD 3- Plan for and implement effective teaching and learning

SOUTHERN CROSS UNIVERSITY FINAL PROFESSIONAL EXPERIENCE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2016)
Date:23/02/16

Tu W Th

Term: 1

Week: 4

Stage: ES1 Class: Kindergarten

School: XX

APST: Today 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
Time

Learning Intention
Learning Activities

10.00a
m

LI: In this lesson we will

understand how to write
numbers 1-10, how to sequence
them and how to identify them
out of sequence.

SC: You will show me how to

sequence your numbers from 110 playing teddy game, write
your numbers, and correctly
match the numbers to the
symbols. You will also be able to E
describe numbers 1-10.
O/S: MAe-4NA: counts to 30,
and orders, reads and represents
numbers in the range 0 to 20

1 to 20 song , Days of the week ,

Months of the year
(ALL URL ON GOOGLE SLIDE)
Sequencing numbers 1-10, musical
teddies (children wearing numbers,
found in whole number math tub).
Model what the numbers look like
using white board. Using number
rhymes from whole number tub.
Students practice numbers using mini
white boards.
Rotating maths stations:
- IPad - Board game
-Worksheet
- Photograph numbers
Discussion:
- What does ___ number look like?
- What comes before ____?
- What comes after ___?

Differentiation
considerations
XX-Extend by asking
more challenging
questions. What number
comes 3 after this
number?
XX- Needs explicit
modelling. Give IPad
first to warm up
XX- Can not focus on
colour coding sheet,
extend using extra time
with board game
(matching teddies to the
number).
Each ICT game had
modified levels to meet
the needs of individual
students.

Assessment for/ as
Learning
Check listWrite numbers
Engage discussion
Sequence
Counting

Collect students work

samples
ObservationWorking
collaboratively
Using ICT
responsibly

- Can you show me how to write a/an

_?

XX- Ask to write

numbers beyond 10.
Students are grouped in
mix groups. Also using
same teddy game, do
memory matching
instead of original game.

Signature of supervising teacher:

Date:

Note the focus area and standard

descriptor/s the artefact /
document reflects

1.5 Differentiate teaching to

meet the specific learning needs
of students across the full range
of abilities.
2.6 Information and
Communication Technology
(ICT)
3.3 Use teaching strategies
3.4 Select and use resources
3.7 Engage parents/ carers in
the educative process

Note the type of

artefact / document

Describe the artefact / document and indicate Describe how the artefact /
the possible impact or result on teaching
document
and/ or student learning
meet the standard descriptors you
have identified.

The artefact is a day

book from my
professional experience
in Kindergarten. The
lesson was
mathematics and
focused on whole
number (1-10). The
lesson is one of many
focusing on whole
number, this is the end
of the lesson
sequences. Most
students have a solid
understanding of the
numbers.

The lesson was a Mathematics lesson where

students explored a variety of ways to use
whole number, sequencing, writing,
identifying and describing the number 1-10.
Students were grouped in mixed ability
groups which aimed to ensure the off task
students stayed on task, and assisted those
students who needed encouragement.
The integration of ICT in the lesson assisted
the learners who learn through interactive
games, and incorporated modern teaching
strategies into the lesson. Each ICT game
had modified levels to meet the needs of
individual students.
The rotating stations ensured all students
engaged in a range of teaching strategies and
were able to use various resources to explore
the use of whole number.
The resources are carefully selected for the
students in this class, after weeks of
understanding how the students learn I have
selected and used the most appropriate
learning resources and strategies that best

By offering students a range of

learning stations that
accommodated for the
differentiated needs of all the
students in the class, the students
were able to obtain optimal
learning outcomes (1.5, 3.4).
Mentor teacher wrote: You have
used a variety of resources and
thoroughly engaged students in
exploring the numbers 1-10.
(3.4)
Using ICT in the work stations
engaged those students who learn
through digital technology, and
allowed for differentiated
learning, the selected number
games have various levels which
accommodated for all students
(1.5, 2.6)
Mentor teacher wrote: You have
clearly thought about XX when

suit the individual needs of students in the

class.
The check list used in this task was
discussed at the parent teacher interviews the
following week to discuss how the students
were progressing, and where they are
currently placed on the continuum.

planning this lesson, this has

demonstrated your understanding
of differentiating to meet the
needs of the students in the
classroom. (1.5)
Excellent integration of ICT, in
particular for XX and XX, they
were completely engaged and
demonstrated their understanding
of whole number. (1.5, 2.6)
There were a range of teaching
strategies and selected resources
which provided a variety of
learning opportunities for students
and did not limit any one child to
a single strategies/ resources
(3.4,3.3, 1.5)
Parents were informed about their
childs progress against the
numeracy continuum, this
prompted opportunities for
parents to be involved in the home
environment by utilising some
strategies discussed, including the
use of ICT (3.7).