Deep questioning within my teaching practice will enable me to ensure effective teaching and learning occurs to the best of my ability. This is achieved through continuous reflection and evaluation of lessons plans, programs, and formative and summative assessment data. This will be used to support the continuous development and attainment of quality teaching, planning, and programming. AITSL Standard 6 promotes professional learning and development which strives to improve the teaching practice for all teachers. Standard 6.3 promotes collaboration and networking with peers and stakeholders across the teaching community to promote the provision of constructive feedback which is essential to improving teaching practices and strategies.

Strategies which can support deep learning in the classroom include, the provision of well-developed activities and resources which provide learners with a range of learning experiences and allows students to draw on their creative, critical, analytical and problem-solving skills. Setting clear learning intention and success criteria facilitates learning by informing students about the overall expectations, and requirements of the lessons and reinforces students understanding of what they are working towards and why. This is an effective communication strategy which can be employed both in a classroom or when online learning. The provision of timely feedback is a strategy which can be used to measure student learning and development, whilst recognizing learning opportunities which can be further developed, which allows the opportunity for teachers and students to set clear and measurable learning goals.

This week we focused on the Tuning In activities and discussed engaging hook tasks which can be used as an introductory lesson activity to engage and obtain the attention of learners . This lesson was particularly beneficial in providing a range of effective tools and strategies which can be used to introduce a lesson or a new unit of work, while engaging students and promoting focus and engagement commencing a lesson. The Visual Arts KLA group focused on the Picture Talk activity. We discussed this activity highlighting the features and benefits of this activity. As a group, we considered it to be an effective and suitable resource which can be employed in the visual arts classroom.

Picture talk is a valuable tool which can also be used as an informal diagnostic assessment, used to assess and inform teachers about students’ comprehension of art. It is also indicative of a learner’s prior knowledge and understanding of specific artworks relating to various art movements, cultures, genres, and periods. This activity promotes collaborative learning and allows students to share, discuss, and exchange knowledge, ideas, and information relating to a particular work of art.

In the week 10 tutorial groups, we addressed Topic 1. Creating a Cooperative Classroom. Educator Bill Rogers addresses the essential skills which are required to become leaders in a collegially environment. This topic addressed and discussed skills which directly link to managing challenging behaviours and attitudes and provides strategies a which allows teachers to establish classroom co-operation. The strategies focus on building a cohesive learning community, with effective relationships between teachers and learners.

This approach considers the importance of an effective communicative approach when dealing with young people. Employing a communication style which engages in dialogue, inquire and support students who may not be participating in class tasks caters to an open dialogue which allows the teacher to support and respond to the learner challenges in a positive manner which may be of a social, emotional, or intellectual matter.

Classroom management requires a comprehension of the factors which provoke students to misbehave as opposed to using an authoritative teaching style. Influencing factors may include home variables, psychological factors, behaviour needs including emotional & behavioural issues and learners unconscious needs.

This strategy meets AITSL standards 1, 3 and 4 in establish, cooperative, trusting environment which enables teachers to get to know their students and how they learn. This approach employs a variety effective and reflective teaching practices which carefully considers how students will respond to, trust, and respect the teacher in the classroom. On the contrary, a weakness in the strategy is that students become reliant on teacher guidance and support and be less autonomous. Students can also take advantage of situations if they perceive the teachers’ strategies not to be firm enough. This is one of many tools and strategies that can be drawn upon in the classroom, informing a pre-service teacher’s classroom and behavior strategies which can be applied in the classroom.

Assessment is used to measure student learning in the classroom and to support students physical, social, emotional, and cognitive development. Assessment is used to monitor and assess students’ overall knowledge, understanding and abilities which have been developed throughout a unit of work. Assessment promotes student learning and development and is indicative of a learner’s performance and achievement of the learning outcomes. Assessment provides various opportunities for learners to demonstrate their critical, creative, analytical, problem-solving and collaborative skills and abilities.

The role of assessment is an imperative practice in the classroom, as it allows teachers to determine students’ development and progress. The results, information, and data help to inform teaching practices. Assessment facilitates curriculum planning and reporting procedures and informs the decision making when planning and programming. Assessment data allows teachers to develop content, resources, learning experiences, and teaching strategies which supports the various learner levels in the classroom. Assessment practices align with the AITSL standard 1, knowing your students and how they learn. Standard 5 assess, provide feedback and report on student learning caters for opportunities which allows the provision of feedback in a formal or informal manner. This allows students the opportunity to self-assess, set learning goals and identity aspects of learning which can be further developed.

Assessment’s rubrics and criteria allows for effective benchmarking and moderation strategies to be employed across an assessment task ensuring equity is attained the marking and grading process. Thus, helping teachers and departments to make decisions and amendments according to learners needs and catering for differentiation. Assessment occurs in the modes of diagnostic assessment, formative, and summative assessment allowing for the provision of feedback in a timely manner. Feedback and reporting information enable teachers reflect on professional teaching practices which improve teaching and learning.