Lesson and Program Planning:
The Professional Internship (PI) is a transformational experience, both professionally and personally. Through this experience I learned the value of teacher preparedness. Preparedness is integral to the success of achieving high learning goals for students, and running a smooth learning program. Each teacher finds their own style of planning, though in my case it was a process of trial and error. I began the internship by planning each lesson with precision, listing every little detail of the VELS or ACARA outcomes I was hoping to achieve; each activity was scripted and timed. See an example of this below:
I quickly found the demands of this to be incredibly time consuming, ultimately taking my focus off what was important: the students. I also found the plans exhaustive detail to be a hindrance to the lesson rather than a teaching aid.
When referring back to the lesson plan during teaching, I found myself spending a few minutes finding my place, which did not result in a smooth lesson or grant me a great deal of confidence in my abilities. Upon advice from my Mentor Teacher, I changed to a shorter lesson plan format, using dot points and quick references. See and examples of this below:
I could now use the plan as a tool of reference during lessons with ease, and be much more flexible with timing, or a change of
direction – making notes if needed. Furthermore, it was much easier for
my Mentor Teacher to keep up with the lesson progression, and make
comments on the lesson plan itself for improvements and reflection.
By
the end of my PI, I was using a day planner (attaching the relevant
worksheets to be used for the day to the back of the planner) as well as expanded lesson plans.I also began planning my
program by the week in collaboration with my Mentor Teacher, 2 weeks ahead. Please see samples of this here:
Placing the weekly and daily planner together, I could see the 'wider picture' scope of my program which was effective in planning themes and topics to cover weeks. From this wider perspective of program, I also found that I could also emphasize cross curriculum activities to encourage deeper learning. I felt this was a valuable process of evolution in planning based on trial and error and one which I will use going forward as a professional teacher.
Recording Reflections:
Recording reflections during and after lessons was of immense value to me. By reflecting on my teaching practice, I could identify areas for improvement and celebrate success. During my PI, I ensured that I reflected at the end of each day, week and often at the end of single lessons. I also recorded reflections whilst observing parent/ teacher meetings and staff planning meetings. I used reflections to:
1. Improve teacher practice
2. Improve classroom management practice
3. keep a record of concepts for future lessons as a springboard from those delivered
4. make a note of lessons that simply did not work, and why
5. make a note of lessons that went surprisingly well, and why
6. reflect on feedback I might hear from my mentor teacher or supervisor
7. make a note of terrific practice I might see whilst observing other teachers
8. record student’s progress and anecdotal assessment of students.
The reflections were often done by hand as I felt that I was less edited in recording my thoughts this way. Please see some examples of reflections under the tab: "Professional Fieldwork Reports, Reflections and Observations."
