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Planning for Learning

 

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_ Planning for Learning, Beginning teacher narrative Planning for Learning, STELLA Link, Begin your planning What are pre-service teachers learning and how What are pre-service teachers learning and how are they learning? Goals, Evaluation Professional learning: obligation operspectives on curriculum development 7 8 9 10 Page 11 _
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planning for learning

bullet developing a sense of your long term goals , and grounding your professional practice in your growing sense of the complexities of language and learning. What theoretical justification can you give for the activities you are devising for your students? What theories of language and learning are you drawing on? How do you justify what you are doing with respect to ‘outcomes’ based curriculum such as the Victorian Curriculum and Standards Framework or other attempts to describe the sequential stages of a students’ learning?

bulletdevising means to evaluate your students’ language and learning . How might you gauge the quality of the stude nts’ engagement in the activities you have devised? What did they accomplish? How do you know? Did what they have accomplished match your expectations? If not, why not? Can you devise means by which students themselves might reflect on what they have learnt? Have you built in sufficient opportunities for them to learn about how they learn? Are they able to articulate what they have discovered about the nature of language (and their own capacities as language users) by participating in the activities you devised for them?

You may find it useful to revisit the examples of lesson plans prepared by student teachers in previous years and consider how well they reflect these principles.

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_ Planning for Learning, Beginning teacher narrative Planning for Learning, STELLA Link, Begin your planning What are pre-service teachers learning and how What are pre-service teachers learning and how are they learning? Goals, Evaluation Professional learning: obligation operspectives on curriculum development 7 8 9 10 Page 11 _
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voices
It’s funny how a little thing like negative public humiliation in school can affect you. By the time I was in Year 10, giving an oral presentation was a surreal experience fuelled by imagined exploding heads (mine) and uncontrollable hysterical laughter (everyone watching). I experienced nervousness beyond articulation which involved profuse sweating, my head turning into a beetroot, and trembling reminiscent of a long time Parkinson’s sufferer.

Monash pre-service teacher (2005)

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