Clarity of instruction
CONTEXT
- The teacher education student is in the first year of a Master of Teaching degree.
- The teacher education student is completing his second teaching placement.
- This school is a small, comprehensive co-educational secondary school in a suburban area.
- The teacher education student reflects on his teaching goals with his supervising teacher both before and after a Year 7 History lesson he teaches on Ancient China.
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
EVIDENCE ANNOTATION
The teacher education student demonstrates 6.3.1 ‘Graduate achieved’ through:
- Setting realistic short-term goals with his supervising teacher for the immediate lesson: to focus on clarity of instruction and behaviour management.
- Asking for constructive feedback before the lesson in relation to the short-term goals and how the supervising teacher might measure or collect evidence of meeting these goals.
- Receiving constructive feedback in a positive and professional manner.
- Realistically analysing the extent to which he has achieved his learning goals, noting that he still needs to improve his clarity of instruction.
- Setting realistic long-term goals to continue improving his explicit instruction and also improving lesson preparation by creating sample student answers.
G: The goal for this teacher education student is 6.3.1.
R: The teacher education student has achieved 6.3.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate exceeds’ for 6.3.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help him achieve this goal?
G: To seek and apply constructive feedback from supervisors and teachers and to move up on the 6.3.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 6.3.1? Refer to recent feedback you have received from an observation or discussion.
O: What specific actions could you take to enhance your goal-setting and application of constructive feedback to improve your teaching practice?
- Could you set short-term teaching goals for your next observed lesson and suggest ways your supervising teacher/mentor could measure whether you have met those goals?
- Could you seek constructive feedback from other teachers in your context? What would you ask them to observe or measure?
- Could you set more long-term teaching goals as a result of feedback from your supervising teachers/mentors?
W: What is your next step in improving your goal-setting and application of constructive feedback to your teaching practice? Try to formulate a specific goal.