ASSIGNMENT 2: AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

PART A
STANDARD 1: KNOW STUDENTS

AND HOW THEY LEARN

1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching

to meet the specific learning needs of students across the full range of abilities (AITSL,
2011, p.9).
One subsection of standard one is standard 1.5, Differentiate teaching to meet the specific
learning needs of students across the full range of abilities (AITSL, 2011, p.9). Graduates focus
in this area needs to be upon displaying in-depth knowledge of various teaching strategies which
incorporate inclusion of all students. All teachers are required to provide support for all students
learning needs (Vaughn, Parsons, Gallagher & Branen, 2015). The lesson plan would achieve
this standard by providing a range of resources for students to utilise including the use of
pictures, videos and written text which caters for a wide variety of students learning needs.
Within planning, the lesson plan stated that the design selection was chosen to suit the needs of
students, therefore the teachers was endeavouring to be inclusive of all students.
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH

IT

2.2.1 Organise content into an effective learning and teaching sequence (AITSL, 2011,
p.10).
In standard two, subsection two indentifies, Content selection and organisation (AITSL, 2011,
p.10). Graduates focus in this area needs to be upon organising content into an effective
learning and teaching sequence (AITSL, 2011, p.10). Graduates have the responsibility to
assemble consecutive lesson plans in an appropriate formation which provides students with the

greatest opportunity to learn. Highly structured lesson plans which follow a clear sequence,
allow students comprehension of content to be greater (Lee & Takahashi, 2011). The lesson plan
provided incorporates a progression on content difficulty which requires students to reflect upon
what they have learnt.
STANDARD 4: CREATE

AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENT

4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions
(AITSL, 2011, p.14).
As part of standard four, subsection two states graduate teachers need to have the capacity to
organise classroom activities and provide clear directions (AITSL, 2011, p.14). Graduates need
to be able to organise every activity in a clear and thorough way to ensure all students understand
what is expected. All teachers must also provide clear directions during activities to minimise
confusion and distractions within the classroom. The lesson plan provided could achieve this
standard by being fully prepared for all lesson activities and having created modifications for
each. The creation of this lesson plan shows that that the teacher is organising activities for the
classroom.
STANDARD 5: ASSESS, PROVIDE FEEDBACK

AND REPORT ON STUDENT LEARNING

5.1.1 Demonstrate understanding of assessment strategies, including informal and formal,

diagnostic, formative and summative approaches to assess student learning (AITSL, 2011,
p.16).
One subsection of standard five which is incorporated into the lesson plan is assess student
learning (AITSL, 2011, p.16). As part of the graduate standards, graduates are required to

demonstrate understanding of assessment strategies (AITSL, 2011, p.16), consequentially

assessing learning of all students. Assessment data is information which is gathered to examine
students knowledge, skills and attitudes towards taught content (Marsh, 2014). Data can be
gathered either by formal or informal methods. Informal methods would be used in the lesson
plan. This is achieved through the lesson plan as it provides teachers with the ability to give
students feedback throughout the lesson duration.
PART B
Standard 1.5.1 Demonstrate knowledge and understanding of strategies for differentiating
teaching to meet the specific learning needs of students across the full range of abilities
(AITSL, 2011, p.9).
Graduate teachers can achieve this subsection of the standards by conducting in continual
research, providing resources for individual students and displaying multiple styles of teaching
(Orr & Hammig, 2009). Teachers need to constantly be acknowledging and supporting students
with disabilities and impairments, to ensure that are given equality within the classroom. One
strategy which supports learning disabilities, such as attention deficit disorder, dyspraxia, and
auditory-processing impairments, is the use of multiple styles of presentation. Moving away
from one size fits all approaches provides the opportunity for students to learn through different
means, allowing students with learning disabilities to have increased participation and
engagement (Orr & Hammig, 2009). Studies also indicate that students with learning disabilities
are seen to have increased content knowledge when small groups have taken place (Scruggs,
Brigham & Mastropieri, 2013). It is also indicated that learning is enhanced in hands on
activities and participating in class discussion (Scruggs et al, 2013). Therefore as graduate

teachers, it is endeavoured that these strategies are taken into consideration to meet the
requirements of this standard and to provide greater teacher quality to students.
Standard 2.2.1 Organise content into an effective learning and teaching sequence (AITSL,
2011, p.10).
As future teachers, it is important to recognise the significance of teaching for effective learning.
Once this is recognised, the consequences will be on how teachers teach. Teaching sequences is
the engagement of arranging students learning activities. Studies have shown teachers who
partake in effective designing and planning of lesson, have increase control and enhance learning
outcomes (Jones, Vermette & Jones, 2009). Therefore it is important for graduates to achieve this
standard though having increased knowledge about unit organisation and progression. However
teaching sequence becomes even more important when there are students with English as a
second language (ESL) in the classroom. Research has indicated that ESL students have betterquality results when sequences are used (Cook, 2013). Building upon previous activities and
increasing the difficulty of each activity, accepts students learning of the foundational knowledge
and then towards application (Cook, 2013). For instance, teachers may provide additional
resources for ESL students which work though stages of learning in a sequence which it more
readily understood. These resources could be workbooks, videos, PowerPoints, additional games
or the use of technology which translates into their dominant language. This allows students to
enhance their learning and build their knowledge throughout the lesson thus improving their
learning.
Standard 4.2.1 Demonstrate the capacity to organise classroom activities and provide
clear directions (AITSL, 2011, p.14).

As part of this standard, graduates have the responsibility to be fully prepared for each and every
lesson in which they delivery. To provide clear directions to students, teachers can employ
multiple strategies to enhance students results. An approach which graduates could employ
could include presenting students will clear instructions which are written on the whiteboard
about the objectives and outcomes at the beginning of lesson to inform students of the purpose
(Lucan, Villegas & Feedson-Gonzalez, 2008). Another strategy which would be beneficial to
enhance teachers direction within lessons could be including the progression of the entire unit at
the beginning of the lesson plan. This will allow teachers to understand the content of the single
lesson in relation to the rest of the unit. One particular group of students which benefit from
providing clear directions and instructions is students with different learning needs, such as those
who struggle with learning. Students, who are at lower levels of learning, tend to lower attention
spans during class and have deficits in short term memory, resulting in lower outcomes than
other students (Organisation for Economic Co-operation and Development, 2005). Teachers can
demonstrate this by breaking the lesson into smaller sections and providing understandable
instructions for all students.
Standard 5.1.1 Demonstrate understanding of assessment strategies, including informal
and formal, diagnostic, formative and summative approaches to assess student learning
(AITSL, 2011, p.16).
Graduate teachers have the responsibility to partake in creating assessments for all students. The
data collected from these assessments, allows teachers to evaluate students learning, and
therefore influence future teaching content and methods (Datnow & Hubbard, 2015). There are
two main forms of assessing students learning, formal and informal. Within the lesson plan
provided informal methods were utilised, however this method of assessment only accounts for

some student preferred assessment method. Informal assessment methods are best suited
towards students who are struggling learners as it clearly illustrates to teachers students who
have difficulties grasping concepts, allowing them to acknowledge misunderstanding within and
be able to modify explanations (Allsopp, Kyger, Lovin, Gerretson, Carson & Ray, 2008). This
approach to assessing students uses a holistic approach as it involves the observation of the
whole concept rather than separate components (Maxwell, 2001). Formal methods which could
be used in the lesson plan provided may be an examination or assignments. The lesson plan
provided fails to identify any formal assessment which may be conducted in the unit. This
inclusion of this however would be beneficial as it allows teachers to reveal students academic
strengths and weaknesses, concerning subject-matter taught (Brown, Irving, Peterson &
Hirschfeld, 2008). Students who are best suited towards this method of assessment include those
who have fine literacy skills and are able to communicate previously learnt information, which
requires a higher-order of thinking (Williams, 2002). Therefore for both students and teachers, it
is important to provide both informal and formal methods of assessment as this recognised the
inclusion of the majority of student and also to gather sufficient evidence of individual students
learning.

Upon reflection of the peer feedback give, revisions were made to the annotation, explanation
and consequently influenced the future considerations. In the feedback, it was indicated that
there was more focus was needed on how the focus areas would be address if there were
linguistically and culturally diverse groups, disabled or impaired, and those who make be
disinterested in the classroom. This feedback influenced the second section of these assignment,
were I addressed how changes could future be made to cater for all students within the

classroom. The feedback also identified that the standard descriptions needed to be included on
the lesson plan, I accepted this feedback and subsequently added this to the lesson plan, where
appropriate.

REFERENCES
Allsopp, D. H., Kyger, M. M., Lovin, L., Gerretson, H., Carson, K. & Ray, S. (2008).
Mathematics dynamic assessment: Informal assessment that responds to the needs of
struggling learners in mathematics. Teaching Exceptional Children, 40(3), 6-16.
doi:10.1177/004005990804000301
Australian Institute for Teaching and School leadership. (2011). Australian professional
standards for teachers. Retrieved from http://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf
Brown, G. T.L., Irving, S.E., Peterson, E. R., & Hirschfeld, G. H.F. (2008). Use of interactiveinformal assessment practices: New Zealand secondary students conceptions of
assessment. Learning and Instruction, 19(2), 97-111.
doi:10.1016/j.learninstruc.2008.02.003
Cook, V. (2013). Second language learning and language teaching. London, England: Routledge
Datnow, A. & Hubbard, L. (2015). Teachers use of assessment data to inform instruction:
Lessons from the past and prospects for the future. Teachers College Record, 117(4), 126. Retrieved from http://www.tcrecord.org.ezproxy.uws.edu.au/library/content.asp?
contentid=17848
Jones, K. A., Vermette, P. J. & Jones, J. L. (2009). An intergration of backwards planning unit
design with the two step lesson planning framework. Education, 130(2), 357-360.
Retrieved from http://search.proquest.com/docview/196414656?accountid=36155

Lee, Y. & Takahashi, A. (2011). Lesson plans and the contingency of classroom interactions.
Human Studies, 34(2), 209-227. doi:10.1007/s10746-011-9181-1
Lucas, T., Villegas, A. M. & Feedson-Gonzalez, M. (2008). Linguistically responsive teacher
education: Preparing classroom teachers to teach English language learners. Journal of
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Marsh, C. J. (2014). Marshs Becoming a Teacher. New South Wales, Australia: Pearson
Australia.
Maxwell, G. S. (2001). Teacher observation in student assessment. Discussion paper. Retrieved
from
https://www.qcaa.qld.edu.au/downloads/publications/research_qscc_assess_report_4.pdf
Organisation for Economic Co-operation and Development. (2005). Students with disabilities,
learning difficulties and disadvantages: Statistics and indicators. Paris, France: OECD
Publishing.
Orr, A. C. & Hammig, S. B. (2009). Inclusive postsecondary strategies for teaching students with
learning disabilities: A review of the literature. Learning Disability Quarterly, 32(3), 181196. doi:10.2307/27740367
Scruggs, T. E., Brigham, F. J., & Mastropieri, M. A. (2013). Common core science standards:
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Practice, 28(1), 49-57. Doi: 10.1111/ldrp.12002
Williams, D. (2002). Embedded formative assessment. Indiana, USA: Solution Tree Press

Vaughn, M., Parsons, S. A., Gallagher, M. A. & Branen, J. (2015). Teachers adaptive instruction
supporting students literacy learning. The Reader Teacher, 69(5), 539-547.
doi:10.1002/trtr.1426

Revised Lesson Plan Standards

For feedback
STANDARD 1.5.1
STANDARD 2.2.1
STANDARD 4.2.1
STANDARD 5.1.1

For submitted assessment

STANDARD 1.5.1
STANDARD 2.2.1
STANDARD 4.2.1
STANDARD 5.1.1