INSTRUCTIONAL MODELThe instructional model has been a way for teachers to develop a consistency in their teaching practices, ensuring that content is successfully delivered to students. It also allows us to further develop our pedagogy and reflect more deeply on our teaching practices. Over the semester, elements of the instructional model were introduced, building up to the entire model being used.
|
Development of Hooks- Triad Meeting 1- 27/7/15
This meeting focused on developing hooks for our lessons. We had a series of discussions around the importance of hooks and how these could best be implemented for our upcoming topics. As an Arts teacher, I had already been implementing hooks into my lessons, so for me this was just about formalising that process.
I have included examples of hooks that I use for my classes, see below.
This meeting focused on developing hooks for our lessons. We had a series of discussions around the importance of hooks and how these could best be implemented for our upcoming topics. As an Arts teacher, I had already been implementing hooks into my lessons, so for me this was just about formalising that process.
I have included examples of hooks that I use for my classes, see below.
triad_1.pdf | |
File Size: | 106 kb |
File Type: |
examples_of_hooks.pdf | |
File Size: | 1180 kb |
File Type: |
PEER OBSERVATION & COLLABORATION
Over the course of the Semester, I had both Halley and Amanda from my triad, observe me on my use of implementing elements from the instructional model within my classes. Their observations and comments can be seen in the attached sheets.
I have worked closely with Sarah during the year on the Year 9 Exploring Art course. We constantly collaborated and consulted, reflecting on our classes and assisting each other. Sarah also team-taught with me for one of my Year 8 Art lessons, where I required an extra teacher in the room as I would be working outside. The lesson for this is underneath the 'Instructional Model Examples' and I have included a reflection below.
I have also worked closely over the year with Jamie, who is the other senior Photography teacher. During meetings and other curriculum days we have worked together on the Year 10 and VCE Photography course, evaluating its effectiveness and making changes accordingly. At the most recent 'Big Day In' we adapted some of the introductory lessons to the Instructional Model, which can be seen in the next section.
I have worked closely with Sarah during the year on the Year 9 Exploring Art course. We constantly collaborated and consulted, reflecting on our classes and assisting each other. Sarah also team-taught with me for one of my Year 8 Art lessons, where I required an extra teacher in the room as I would be working outside. The lesson for this is underneath the 'Instructional Model Examples' and I have included a reflection below.
I have also worked closely over the year with Jamie, who is the other senior Photography teacher. During meetings and other curriculum days we have worked together on the Year 10 and VCE Photography course, evaluating its effectiveness and making changes accordingly. At the most recent 'Big Day In' we adapted some of the introductory lessons to the Instructional Model, which can be seen in the next section.
7_art_observation.pdf | |
File Size: | 65 kb |
File Type: |
peer_observation_–_use_of_instructional_model.pdf | |
File Size: | 32 kb |
File Type: |
reflection.pdf | |
File Size: | 41 kb |
File Type: |
INSTRUCTIONAL MODEL EXAMPLES
I have adapted my existing lesson plans to fit into the instructional model and then developed the areas which needed refining.
7_art_mixed_media_unit_.pdf | |
File Size: | 76 kb |
File Type: |
yr_8_art_stencils_planning.pdf | |
File Size: | 49 kb |
File Type: |
10_photog_intro.pdf | |
File Size: | 51 kb |
File Type: |
|
|
REFLECTION AND EVALUATION TOOLS
I ensure reflection and evaluation on student progress is done both informally and formally in the classroom. At the end of the lesson, I will ask students to reflect on certain parts of the lesson or to evaluate how they went with new techniques or knowledge. They will be asked to respond verbally or to discuss with their peers. At the end of units of works, students complete more formal written evaluations which ask more in-depth questions. Examples of questions and also a student response is included below.