Teaching Editing and Proof Reading Services

Teaching Editing and Proof Reading Services

Part- A Annotations

Based on the National standards for teachers there are seven stages to the effective teaching assignment process which a teacher should be acquainted with in order to know about students and content which needs to be taught in the classroom. The four focus areas identified in the present context of standard teaching for the teachers can be given as below:

1^st focus area – Year 10 Geography

As a part of the first lesson plan which was focused on Geography subject in order to impart students’ deep learning of Australian Geography, a teaching plan was developed which includes theoretical knowledge, discussion, tools for practice and self practice session. I planned to teach buddies by first providing the theoretical knowledge with the help of PowerPoint slides and notes so as to develop the basic understanding. Later on class discussion would be held in order to take up individual issues and clarify doubts if any. Further with the help of tools such as Geo Puzzles practice session would be conducted which would give higher student engagement and self practice problems would be given to the students so that they can devote higher time for the particular lesson plan. The prime focus of the lesson plan would be to intellectual quality so that deeper understanding can be given and quality learning environment would be provided in order to gain higher student engagement. Informally the present lesson plan would involve imparting theoretical notes, Geo puzzles for practice and interactive worksheet for self practice while as a part of the formal assessment for the present lesson plan content from the present lesson would be included in the annual exams so as to check student understanding on the captioned subject.

2^nd focus area- Physical environment assessment for Australian Continent

The present lesson plan would involve geography as the underlying subject area where in Australia’s physical environment would be assessed. The present lesson plan would demand higher focus on the understanding part in order to share more & more knowledge about the physical environment in Australia. The teaching part for the present lesson plan would include class lecture, practice session and final assessment. Class lecture would develop better understanding of the geographical information pertaining to Australian continent and explains the processes which are included in the formation of geographical environment in Australia. The major role of the practice session would be to gain understanding for students and develop student engagement with the help of question & answer sessions. Assessment would be made based on the practice session conducted in the class and during the final examination where in 20% marks would be allotted for the class practice sessions and rest 80% marks would be allotted based on the final examination. The present lesson plan would develop knowledge among the students for Australian continent pertaining to the geographical perspective. During the class lecture session’s scientific information which was involved during the process of geographical processes such as continental drift and plate tectonics would be explored.

3^rd focus area- Year 9 Geography

The aim of present lesson plan would be to assess the geographical information pertaining to Australia and its neighbor in order to assess surrounding for the continent. In order to develop the lesson plan major focus would be made to provide information pertaining to the population data management, pie graphs and digital images for better understanding of students. Overall teaching criteria would be developed for the present lesson plan which involves class learning, quizzes, brainstorm session, practice session, self evaluation and final examination etc. Evaluation through so many parameters would not only check the theoretical concept knowledge for students but also would explore for better practical aspect information being imparted to the students. In order to make assessment for the present lesson plan brainstorm session, quizzes and final examination would be checked where in 50% weightage would be class engagement activities and 50% for the final examination. Higher emphasis on the class activities would not only demand for the better student engagement but also for the day to day studies which would make the understanding part better. Usage of ICT tools would be a compulsory element for the present lesson plan as with the help of tools such as the computers, Microsoft smart art and movie making digital material would be explored for the practice and better understanding of students.

4^th focus area- Physical geography

Focus for the present lesson plan would be on physical geography assessment where in with the help of charts and maps information pertaining to the physical geography would be collected and processes which form & transform the geographical environment would be studied in detail. The present lesson plan would dwell student knowledge on the technical aspects pertaining to the physical geography such as evidences, types of plate margins and folding & faulting pertaining to the plate tectonics. In order to impart complete knowledge for the present subject interactive PowerPoint slides as well as visual information would be used so that students can gain complete process for the geographical environment formation. Assessment for the present lesson plan would be done through mind mapping where in first of all pre-existing knowledge pertaining to the current subject would be checked and later on post lecture session knowledge check would be made so to check the change which has taken place through lecture sessions.

Part- B report

Executive summary
The present report would provide detail for the selection of activities and resource are required for the present lesson plan development and role which these lesson plans would play in order to accomplish the students learning needs. Further peer feedback received would be inculcated in the annotations in order to develop an integrated plan for the learning process of students.

Selection of activities and resources in lesson plan

Activities and resources selected in the lesson plan were having specific purpose in the overall program development for inculcating learning among the teachers. Selecting activities based on several parameters would provide practical insights for the teachers in order to understand and analyze the learning needs of students while resources have specific role where in they give first hand practical experience for the teachers to understand students with better insight (OECD, 2009). Further activities and resources utilized for the teachers helps in order to get student participation as active participation from the students can be obtained based on the activities and resources used in the lesson plan (Barber & Mourshed, 2007). Further it would be easier for the students to correlate theoretical knowledge with the activities performed and these activities once performed by the students would be able to create long lasting image where in students would not forget the lesson plan which would be accomplished through activities (Barber & Mourshed, 2007).

Activities performed in order to develop better student participation in the lesson plan would be an effective tool where in different kind of activities can be planned so that students with different capabilities can be indulged in the lesson plan with special attention to the students with disabilities (MCEETTYA, 2008). Activities would be such that students with different capabilities of the students would get addressed and based on the student’s capabilities their learning needs can be easily identified by the teachers.

Role of activities and resources in learning needs for students

Learning needs for the students would be different based on the several parameters which differentiate one student from other such as capabilities, mental status, grade and age. Based on these parameters for the different students it is important for the teachers to first understand kind of learning needs as required by the students. Further students would be having several learning needs such as literacy needs, cultural & linguistic learning need and individualized learning need such as indigenous. These learning needs for the students needs to be understand in first stage with the help of suitable assessment tool which would provide access to the learning needs among the students (Hattie, 2003). Based on the assessment of learning needs among the students activities would be designed & implemented so that suitable activities & resources developed can help the teachers to gain access to student learning needs where in learning needs for every individual based on his capability can be well addressed without any hurdles as each individual has different set of capabilities and accordingly activities required would be different for the individuals (COAG, 2008).

First of all activities would be carried out in order to understand the learning needs among the students as activities used in the teaching environment would work as dual fold where in firstly these activities would help in order to understand the learning needs for the students while at other side these activities would fulfill the learning needs of the students (Hattie, 2003). For example literacy needs among some of the students would be high while cultural & linguistic needs among some other set of students would get higher preferences and activities would be helpful in order to assess these needs among the students.

Incorporating peer feedback into revised annotations

The annotations selected in order to highlight focus areas for the present lesson plan development in order to highlight the process of learning program development among the teachers so as to address specific learning needs for the students. There were mainly four focus areas which were addressed for the learning needs of the students. Based on the peer feedback received these annotations would be revised as there are several critical elements which needs to be inculcated among the annotations selected earlier (Yinge & Hendricks-Lee, 2005). These essential elements for the annotations selected are selection of specific standards, appropriateness of the standards for lesson plan, usage of activities & resources for the lesson plan and catering student needs through activities & resources included in the lesson plans. Based on these four parameters annotations would be revised so as to answer these critical parameters which are essential to the development of lesson plan in accordance with the student needs. Further the annotations developed would be as per the lesson plans provided focusing on the key area to be explored. Revised lesson plans would carefully examine the peer feedback document and any suggestions and advise provided to improve the particular annotation would be checked and implemented in order to improve the annotations.

Appendix- A

Peer feedback document
The present document provides details for the peer feedback which has been shared by the four peers on the annotations developed on four focus areas on lesson plans.

1. Did the annotations justify why the specific standards were selected and how they directly related to the lesson plan? Comment
Yes the annotation provided justifies the specific standards for development of lesson plan in order to meet the learning needs for the students. Selection of standard would be directly related with the lesson plan as essential elements for the lesson plan development would determine the success of lesson plan and learning needs for the students. There were several standards selected in order to provide the understanding, practice and assessment which were justified based on the individual lesson plan and area focused. For example in the first lesson plan for the Year 10 geography puzzle games and self practice sheets were given so that students can easily practice and develop for better understanding for the concept.

2. Were the standards selected appropriate to the lesson plan? Why?
Each of the standard selected for the lesson plans were in accordance looking at the demand for the lesson plan so that appropriate mode of learning can be adopted which not only would help the students to get engaged into studies but would give overall knowledge pertaining to the captioned subject. There were varying standards into each lesson which were in harmony with the demand of theoretical knowledge, practical sessions or assessment for the particular subject.

3. Did the annotations describe why the student teacher selected the activities and resources that were used?
Annotation for the four focus areas selected in the present context describe usage for each of the resource and activity being used in the lesson plan and importance which particular tool such as ICT tools, Geo puzzles and self practice sheets have in order to develop better understanding among the students. Usage of resource as per the demand is very important as it can help in order to curb the demand for every element of learning.

4. Have they indicated how they have catered for their students’ learning needs?
Assessment part was the major criteria in order to understand that student learning needs were fulfilled with the usage of different tools. Assessment was made based on the class sessions along with final examination and student performance in the assessment part would help in order to understand catering the learning needs for each student.

Appendix- B

Revised lesson plan annotations
Revised lesson plan annotations are similar to the annotations originally being provided due to the reason that peer feedback received on the annotations is completely positive in nature where in annotations have been appreciated for the proper usage of resources, tools and methods in order to impart knowledge for the particular subject are while no negative feedback has been received from the peers on the annotations developed for the four focus areas.

1^st focus area – Year 10 Geography

As a part of the first lesson plan which was focused on Geography subject in order to impart students’ deep learning of Australian Geography, a teaching plan was developed which includes theoretical knowledge, discussion, tools for practice and self practice session. I planned to teach buddies by first providing the theoretical knowledge with the help of Powerpoint slides and notes so as to develop the basic understanding. Later on class discussion would be held in order to take up individual issues and clarify doubts if any. Further with the help of tools such as Geo Puzzles practice session would be conducted which would give higher student engagement and self practice problems would be given to the students so that they can devote higher time for the particular lesson plan. The prime focus of the lesson plan would be to intellectual quality so that deeper understanding can be given and quality learning environment would be provided in order to gain higher student engagement. Informally the present lesson plan would involve imparting theoretical notes, Geo puzzles for practice and interactive worksheet for self practice while as a part of the formal assessment for the present lesson plan content from the present lesson would be included in the annual exams so as to check student understanding on the captioned subject.

2^nd focus area- Physical environment assessment for Australian Continent

3^rd focus area- Year 9 Geography

The aim of present lesson plan would be to assess the geographical information pertaining to Australia and its neighbor in order to assess surrounding for the continent. In order to develop the lesson plan major focus would be made to provide information pertaining to the population data, pie graphs and digital images for better understanding of students. Overall teaching criteria would be developed for the present lesson plan which involves class learning, quizzes, brainstorm session, practice session, self evaluation and final examination etc. Evaluation through so many parameters would not only check the theoretical concept knowledge for students but also would explore for better practical aspect information being imparted to the students. In order to make assessment for the present lesson plan brainstorm session, quizzes and final examination would be checked where in 50% weightage would be class engagement activities and 50% for the final examination. Higher emphasis on the class activities would not only demand for the better student engagement but also for the day to day studies which would make the understanding part better. Usage of ICT tools would be a compulsory element for the present lesson plan as with the help of tools such as the computers, Microsoft smart art and movie making digital material would be explored for the practice and better understanding of students.

4^th focus area- Physical geography

Conclusion

From the present report which is based on the development of lesson plan for the teachers based on the student learning needs it can be concluded that activities & resources are selected in order to address the special learning needs for the students and to develop a long lasting impression on students for activities carried out in curriculum. Further it has been noted that incorporating peer feedback in the annotation would help in order to improve the annotation so that objectives selected in the lesson plan can be attained with the help of lesson plan for the learning needs of the students.

References

Hattie, J 2003, ‘Teachers make a difference: what is the research evidence?’ paper presented to Australian Council for Educational Research Annual Conference, Melbourne
Yinger R & Hendricks-Lee, MS 2005, The language of standards and teacher education reform, Educational Policy, 14(1), 94–106, http://epx.sagepub.com/content/14/1/94
Council of Australian Governments (COAG), 2008, National partnership on improving teacher quality, Canberra, http://www.coag.gov. au/intergov_agreements/federal_financial_relations/docs/national_partnership/ national_partnership_on_improving_teacher_quality.pdf
OECD, 2009, ‘Teacher evaluation: a conceptual framework and examples of country practice’, paper presented at the OECD-Mexico workshop, Towards a teacher evaluation framework in Mexico: international practices, criteria and mechanisms, Mexico City, 1-2

Teaching Editing and Proof Reading Services