Evidence set 2 
Planning for effective and engaging learning sequences 

Context 

As a teacher, engaging children in lessons is critical for their learning. This means creating dynamic ways of teaching, applying different forms of behaviour management. Effective planning is also critical to support different ways of learning involving their emotional and behavioural needs. This involves implementing the teaching and learning cycle into practice. Effective operation of the cycle involves planning and pre-assessment, developing learning, teaching assessing, reflection and feedback (AITSL, 2015). 

Action

When observing lessons, I noticed the children thoroughly enjoyed outdoor learning. I decided to incorporate the “Real World Learning Model” (Cincera et al, 2021) into my own teaching, which highlights the benefit of outdoor learning experiences. This is evident in (figure 3, 4), a shape hunt around the school. I created a checklist for each of the 2D shapes we had been learning. This was very engaging for the children and were able to apply their learning to real life experiences. For children who would not regularly notice pentagons or hexagons outside they were able to find them looking closely at the playground bolts and in wired fence shapes etc. When planning this lesson it involved a risk assessment that was assessed by myself and my mentor and then discussed these expectations and boundaries with the children. 

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Creating a positive classroom environment is one of my top priorities. Throughout my teaching practice it was evident that consistency in behaviour management is most effective. In early years my focus was rewarding positive behaviour with a point reward system. Children were excited to work towards this point system such as Class Dojo`s and the behaviour showed great improvement throughout the weeks. I utilised students' interests when working on individualised behaviour management. In particular some of the children benefited from short sensory box breaks and others by short movement breaks.  Often I would use popular characters e.g sonic, trolls on behaviour charts which represented different emotions (see figure 2). Using this approach helped motivate the child to follow the chart. 

Using a checklist system for assessment measured by working towards, working at standard, or exceeding standard. Allowed for clear indication of where the class was at allowing for differentiation for individual needs. Differentiation is critical to allow children to feel confident in their learning and that they are within their proximal zone of development (Vygotsky, 1978). The class was differentiated into four learning groups: the giraffes, hippos, monkeys and tigers. This allowed me to focus on key areas when teaching each group that met their level of readiness. 
 

Results 

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Creating a supportive environment and taking the time for planning while incorporating students' interests was successful promoting student engagement. Assessment allowed clear direction for each child's level of learning. Implementing the teaching and learning cycle I was able to see great progress in the overall class results. Continuous reflection on lessons and seeking advice from my mentor teacher, liaison, TRT teachers, and the deputy principal allowed me to improve my pedagogy. Being consistent in behaviour management and providing learning breaks showed great improvement with children completing tasks and processing information. 

Evaluation

I show strength in knowing my students and creating engaging lessons. My organisation led to detailed planning for successful lessons. I was highly focused on the engagement from the children, the more engaged the children were the less behaviour management needed. Mentor Teacher  - “Paige displayed an energetic start to the lesson engaging the children. The lesson was well sequenced and clearly built on the children's learning from the previous lesson. Paige is always alert with the ability to check in with all students, responding well to their individual needs.” I enjoy trialling new ways of teaching to support student engagement and try to offer experiences where children are excited to learn. 

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Standards 

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2.1 content and teaching strategies - Used the teaching and learning cycle involving planning, assessment and reflection strategies.  

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2.2 content selection and organisation - Content aligned with the Australian Curriculum reception standards and learning goals. 

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2.3 curriculum assessment and reporting - Pre, mid, and post assessment allowed me to focus on key areas that children needed further development in the shape unit. 

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3.4 select and use resources - Incorporated nature in outdoor learning into lessons and different forms of ICT to promote student engagement during lessons. 

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3.5 use classroom effective communication - Utilised the microphone especially during literary and phonics lessons for clear pronunciation, visual cues were important especially for receptions to help remember each step of the task. 

3.1 established challenging learning goals - Individual learning goals were based on assessment and observation which indicated what areas needed a further focus on for each child. .

3.2 plan, structure and sequence learning programs - Lessons were planned in reference to the teaching and learning cycle. Lessons were taught in a sequential order to allow for building knowledge from the previous lessons.

4.1 support student participation - Student interests were incorporated into lesson to help engage them and their willingness to participate  

4.2 manage classroom activities - Created independent learning task for other children when working directly with groups 

4.3 manage challenging behaviour - Used a character chart system where the child could earn 5 minute breaks with fidget toys to reregulate themselves

4.4 maintain student safety - Created expectations and boundaries to follow when children participated in outdoor learning. 

5.1 assess student learning - Used a checklist system for formal assessment

5.2 provide feedback to students on their learning - Provided direct feedback to children as they are in reception and can immediately see where they can fix problems.

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5.3 make consistent and comparable judgements - Looked and marked childrens work throughout lesson and provided help where needed

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5.4 interpret student data - Used assessment data to plan for differentiation