Differentiation, limits, and first principles
CONTEXT
- The teacher education student is demonstrating his ability to set challenging learning goals for a variety of capabilities and characteristics in a Year 11 Maths lesson.
- The teacher education student is completing the fourth week of his second placement.
- The school is a girls’ secondary school (n=805) in a suburban area.
- Recording lesson demonstrations is a useful activity as it allows teacher education students to reflect on their practice and ability to set challenging and achievable learning goals for students of varying abilities and characteristics.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
EVIDENCE ANNOTATION
The teacher education student demonstrates 3.1.1 ‘Graduate achieved’ through:
- Planning appropriate learning goals with respect to syllabus documentation and specific learning needs and/or varying abilities.
- Assessing and identifying when students have or have not attained a learning goal.
G: The goal for the teacher education student is 3.1.1
R: The teacher education student is ‘Graduate achieved’ for 3.1.1
O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate exceeds’ for 3.1.1?
W: What is the next step you would negotiate as a goal for him? What will you do as a Mentor to help him achieve this goal?
G: To set learning goals that provide achievable challenges for students of varying abilities and characteristics.
R: Which level of the graduate continuum are you currently at for 3.1.1? Refer to recent feedback you have received.
O: What specific actions could you take to demonstrate your ability to set challenging learning goals for students of varying abilities?
- Discuss ideas with your Mentor about setting explicit, challenging and achievable learning goals for all students.
- What are some feedback strategies you could employ to ascertain when students have or have not attained a learning goal?
- Seek feedback from your supervising teacher on the effectiveness of the learning goals in your next lesson.
W: What is your next step to demonstrate your ability to set challenging learning goals for students of varying abilities? Set yourself a timeline.