Goal Three

Plan contextually appropriate, connected lessons, with relevant learning intentions and success criteria, that relate to the learners involved, providing appropriate assessment and feedback and basing the next lessons off the next steps for each learner.

Reason

I think that knowing the students you teach (Whyte, 2015) is key to providing an environment where all students are able to achieve their learning goals. Knowing what students have learnt (through assessment, both formative and summative) and what they need to learn next is key to providing lessons relevant to the learning needs of individual students.

Steps to Achieve Goal

  • Plan lessons that link together, including Learning Intentions and Success Criteria (building in co-constructed success criteria)

  • Use different forms of assessment (summative and formative) to identify the next steps for learners

  • Provide feedback and feed forward to students to guide them in their future learning

  • Identify the next steps for learners based on assessment and discussion (with learners and AT) and plan the next lessons taking these into account

Standard

Design for Learning

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

Learning Objective

2. Apply and critically evaluate a range of effective strategies to promote learning making links with contemporary theory and practice

3. Plan, implement and critically evaluate sequenced learning plans for diverse learners, in particular, Māori and Pasifika learners