Professional Practice Standard 3

Informed Practice Statement

A classroom is a dynamic environment and planning relevant to class context requires a multi-dimensional and flexible approach. For effective teaching and learning, the planning phase requires decisions about selection of challenging goals, involving students and parents in learning programs, structuring and sequencing whereas the implementation phase requires decisions about teaching strategies (explicit teaching or scaffolded or independent learning), resources, effective communication to relay the intended message and sustained engagement.

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Planning is informed by an educational philosophy aligned with learning objectives. To develop higher-order skills that are transferable to real-world situations and are student-centered, a constructivist approach for deep learning is preferred over the traditional approach to learning (Skamp &Preston 2018;  Woolfolk & Margetts 2013; Ground- Water Smith, Ewing, Le Cornu, 2015). Therefore, in order to plan effectively with a constructivist approach allowing students to take an active part in their learning, collaboration with all stakeholders (students, parents, other teachers, school leadership) is essential. Wide-ranging knowledge about students (interest and abilities, learning styles, working with groups and limitations of school and community)  is particularly important in planning, as suggested by Woolfolk & Margetts (2013, p.434), as this knowledge is encompassing of other components of effective planning (goal setting, strategies, structuring ). Teaching and learning can only be effective if contextualized to particular class profiles so collaboration with other teachers is another way to plan effectively and holistically (Woolfolk & Margetts 2013, p.434). It allows integrating knowledge, understanding, and skills of experienced teachers with a clear advantage of the opportunity to reflect on their teaching practices for considerable years. Reflection and evaluation of the teaching and learning cycle is one of the significant factors to build capacity for teachers and cannot be overemphasized (Le Cornu 2015).

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For the implementation phase, a sustained engagement ensures students taking charge of their own learning, and practicing self-regulation is a key factor for the success of learning programs as it is then translated into developing valuable skills. Selection of challenging learning goals and a variety of resources like ICT would be a way for sustained engagement. For goal selection other than being in the zone of Proximal Development i.e. achievable range of goals with assistance from knowledgeable adults, the criterion of greater engagement is transferability and relatability of skills in a real context. In the current scenario of expanding use of technology for the last few decades as proposed by Gu, Zhu and Guo (2013, p. 392) new millennium learners need to be challenged with a range of resources for consistent engagement especially authentic use of Information technology. McCarthy, J (2014) suggests a way of authentic integration of ICT in expanding and deepening learning opportunities for all students by using technology for instructional purposes (Schoology, Google classroom)as well as collaborative learning opportunities, enhancing critical thinking skills of the student by sharing ideas with teachers, other students and experts in different fields through platforms like LinkedIn or Twitter and video conferencing. Also, connecting students to an authentic audience engage them further by understanding curriculum links with real world situations. Sites like ‘Schoology’ and ‘wikis’ provide them with the opportunity to practice sharing their work internally before it is shared publicly.