CONTEXT

  • The teacher education student is in the first year of a Master of Teaching degree.
  • He is completing his second teaching placement.
  • The school is a large, independent, non-selective Catholic boys’ school in an urban area.
  • This Year 8 Science lesson sequence focuses on energy and specifically involves students conducting and reporting on a scientific ‘coffee cup’ investigation.
SECONDARY

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

EVIDENCE ANNOTATION

The teacher education student demonstrates 1.2.1 ‘Graduate achieved’ through:

  • Applying research evidence about cognitive load theory and scaffolding to inform his strategies for supporting students’ creation of an investigative report.
  • The original assessment task required students to have a high level of understanding about the scientific method and report writing. Drawing on current research, the teacher education student created a new worksheet which made learning more manageable.
  • Using worksheet for scaffolding to support student learning.

G: The goal for this teacher education student is 1.2.1.

R: The teacher education student has satisfied 1.2.1 at graduate level.

O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate exceeds’ for 1.2.1?

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 demonstrate knowledge and understanding of research into how students learn and the implications for teaching as well as to move up on the 1.2.1 graduate continuum.

R: Which level of the graduate continuum are you currently at for 1.2.1? Refer to recent feedback you have received.

O: What specific actions could you take to demonstrate knowledge and understanding of research into how students learn and the implications of this for teaching?

  • Could you link current research evidence to your lesson plans more effectively?
  • Could you use your supervising teacher in combination with research evidence to plan subsequent lessons?

W: What is your next step in improving your knowledge and understanding of research into how students learn and the implications of this for teaching? Try to formulate a specific goal.

Start typing and press Enter to search