JOELLE​PETERS

Attribute Seven

 

Design, facilitate and guide learning for each individual's success, using a wide range of context-appropriate strategies.

 

Please refer to the PDF 'Reflective Teaching Practice' for a diagram on my initial planning process, during which I consider the range of students I am likely to experience in a learning environment. 

 

I plan for my classes to have a range of differentiation and active learning experiences where possible. As an example when teaching my Bridging students we cover learning to learn skills, including note taking. When we are learning these skills we look at three different styles of note taking and students are then free to experiment and adapt these styles through a series of activities until they have found a system which best suits them. We also have regular sessions in a computer lab where students choose from a range of exercises and assessments that are underway throughout the course (including maths, stats and physics assessments) and work on their chosen task while I am available to help them if needed. 

 

I also keep running spreadsheets of all of the assessment undertaken in the course so I have clear records of who has attempted which assessments. I'm happy to work with students around due dates and extensions if they come and talk to me before assignmetns are due, and have discussions with those who have missed due dates about catch up opportunities and what percentage they may still be able to achieve. I also regularly hand out individualised progress slips for my students so they can see what overall percentage of the course they currently have, any assignments they have missed and what assignments are coming up.