Little red hen
CONTEXT
- The teacher education student is in the fourth year of a Bachelor of Education degree.
- The teacher education student is completing his final teaching placement.
- This school is a large school in a semi-rural region.
- This lesson is about recounting the story of the little red hen.
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 exceeds’ through setting explicit, challenging and achievable learning goals for all students, specifically:
- Using a learning scale to make learning goals explicit and understandable for all students.
- Showing how to use the learning scale by demonstrating where students should put their pegs according to different scenarios.
- Using a learning scale with four levels from 1) “I don’t get it. I need help” to 4) “I’ve got it and I can teach it to a friend” in order to identify the learning needs of students.
- Challenging and encouraging students to self-asses and identify their own learning needs using the learning scale.
- Identifying whether a student has attained the learning goal or not by using the learning scale.
G: The goal for this teacher education student is 3.1.1.
R: The teacher education student has exceeded 3.1.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student teacher to help him move beyond graduate and towards ‘Proficient’ for 3.1.1?
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 set learning goals that provide achievable challenges for students of varying abilities and characteristics and to move up on the 3.3.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 3.1.1? Refer to recent feedback you have received from an observation.
O: What specific actions could you take to improve in setting explicit, challenging and achievable learning goals for all students?
- Could you use other strategies to set explicit, challenging and achievable learning goals?
- Could you apply the learning scale concept to a secondary class in your subject area?
- Could you encourage students to use the learning scale to identify their peers’ learning achievements and learning needs?
W: What is your next step to improve in setting explicit, challenging and achievable learning goals for all students? Try to formulate a specific goal.