Reflection is an important part of planning for the teachers, especially the beginner teachers. It not only helps to see the successful part of teaching but also the gaps to improve teaching and learning. Reflection allows teachers to “create deeper understanding and insight, forming the basis for not only considering alternatives, but taking continuous action to improve practice throughout one’s teaching career” (Larrivee, 2009). In accordance, the following reflective paper will give an insight of my planning and implementation of a Unit plan. I will reflect on a number of factors such as how I planned to cater for individual student needs; how I adapted my teaching to cater to for individual student needs. My unit was based
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The most important and challenging part of planning was “the interconnectedness between curriculum, pedagogy and assessment” (EDU40005, 2015). I approached my mentor to help me achieve my new goals. I enthusiastically took interest in learning the principles of planning by looking through the school’s weekly planner and the assessment methods. That helped me to gain more confidence to plan my unit. I set up learning objectives for students according to their ability level (Appendix B,C,D). I included an art activity with students’ hand print(See Appendix F) in my unit plan as art was an important learning area in Australian Curriculum. Through art, students “create, compose, design, analyse, comprehend, discuss, interpret and evaluate their own and others’ artworks” (ACARA, 2014). Besides, I planned editing of letter (Appendix D) differently for different developmental group. The higher ability group was planned to edit by themselves and from dictionary before conferencing with me. However, the lower ability group was planned to do conferencing with me after their draft. Undoubtedly, the students’ different needs could met that way where they did the work according to their developmental level. Before implementing my unit, I discussed with my mentor about all the lesson plans within the unit. As she gave a very positive response and consent with some suggestions (Hemer, 2015), I was enthusiastic to implement my unit. I followed my mentor’s suggestion of “setting up different expectations from different groups” (Hemer, 2015) and made some changes in the learning objectives, for example, giving more time to the lower group, plan challenging activities for higher ability group (Appendix B,
The most important and challenging part of planning was “the interconnectedness between curriculum, pedagogy and assessment” (EDU40005, 2015). I approached my mentor to help me achieve my new goals. I enthusiastically took interest in learning the principles of planning by looking through the school’s weekly planner and the assessment methods. That helped me to gain more confidence to plan my unit. I set up learning objectives for students according to their ability level (Appendix B,C,D). I included an art activity with students’ hand print(See Appendix F) in my unit plan as art was an important learning area in Australian Curriculum. Through art, students “create, compose, design, analyse, comprehend, discuss, interpret and evaluate their own and others’ artworks” (ACARA, 2014). Besides, I planned editing of letter (Appendix D) differently for different developmental group. The higher ability group was planned to edit by themselves and from dictionary before conferencing with me. However, the lower ability group was planned to do conferencing with me after their draft. Undoubtedly, the students’ different needs could met that way where they did the work according to their developmental level. Before implementing my unit, I discussed with my mentor about all the lesson plans within the unit. As she gave a very positive response and consent with some suggestions (Hemer, 2015), I was enthusiastic to implement my unit. I followed my mentor’s suggestion of “setting up different expectations from different groups” (Hemer, 2015) and made some changes in the learning objectives, for example, giving more time to the lower group, plan challenging activities for higher ability group (Appendix B,