PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
Many of these Standards are supported by the evidence I have already provided for Standards 1 & 2, so some discussion may be minimal.
3.1 SET EXPLICIT, CHALLENGING AND ACHIEVABLE GOALS FOR ALL STUDENTS.
As shown in the program examples so far, lessons are sequenced and structured with an end goal in sight. Students are introduced to the final goal early on, and given intermediate targets to achieve. These goals are explicitly shared, with expectations made clear. The nature of Drama as a subject makes continual learning and improvement part of the experience, and so every task can be a challenge when students are encouraged to push the limits of their abilities. Likewise, tasks are achievable because individual performance skills are unique and the scaffolding provided gives support to students with limited ability.
I have provided additional evidence of scaffolding and with possibility for extension in Evidence 13 Task Outlines.
3.2 PLAN AND IMPLEMENT WELL-STRUCTURED LEARNING AND TEACHING PROGRAMS OR LESSON SEQUENCES THAT ENGAGE STUDENTS AND PROMOTE LEARNING.
3.3 SELECT AND USE RELEVANT TEACHING STRATEGIES TO DEVELOP KNOWLEDGE SKILLS AND ATTRIBUTES REQUIRED BY THE APPLICABLE CURRICULUM OR EDUCATIONAL PROGRAMME.
Refer to evidence supplied for Standards 1 & 2, Year 7 Voice Unit (Evidence 2), Year 9 Greek Theatre Program (Evidence 8). Through these two examples, planning for well-structured learning activites can be seen, which promote learning and achievement and demonstrate relevant teaching strategies to develop student skills and knowledge required by the curriculum.
3.4 SELECT AND/ OR CREATE AND USE A RANGE OF RESOURCES, INCLUDING ICT, TO ENGAGEE STUDENTS IN THEIR LEARNING.
I've chosen a range of items to use as evidence for this point.
Some examples of In class poster resources:
Since 2018, I have presented to all classes using content from my own independent theatre publicity and marketing experiences. Through my preparation, modeling and discussion of authentic examples, the students are able to apply themselves with a greater understanding of the applications. This has led to better execution of learnt skills in future years, such as Year 10 students this year who were tasked with designing the images and marketing for their Showcase.
The Prezi i created and use for this presentation is FOUND HERE.
The YouTube example and inspiration that I selected for the Year 7 Vocal Task can be FOUND HERE.
An example sound file I created for the Year 8 Sound Design Task can be heard here:
An example resource sheet I created for Year 10s learning about a physical theatre practitioner with complicated movements we explored in class is Evidence 14 Frantic Assembly Handout.
3.5 USE EFFECTIVE VERBAL AND NON-VERBAL COMMUNICATION STRATEGIES TO SUPPORT STUDENT UNDERSTANDING, PARTICIPATION, ENGAGEMENT AND ACHIEVEMENT.
I have strong skills in verbal and non-verbal communication in person, and regularly check in with students to ensure understanding and participation.
Over this year in particular (due to COVID), my written communication strategies to support participation and learning have been strengthened after our time online learning. This can be seen through accessing the School platform Teams. Example provided here to link with Evidence 11 & 12.
3.6 EVALUATE PERSONAL TEACHING AND LEARNING PROGRAMS USING EVIDENCE, INCLUDING FEEDBACK FROM STUDENTS AND STUDENT ASSESSMENT DATA, TO INFORM PLANNING.
At Butler College in the English Department, we used pre and post testing to evaluate student learning needs for a unit of study on grammar improvement. Unfortunately I can't access my evidence for this at present, but it was a great tool I would use again.
In my Drama classroom at St Hilda's I have used student board-work or poster work to access prior knowledge and link to future learning experiences.
One of my key policies is incorporating a reflective practice, and noting where students are deeply engaged or needing a change in approach. I regularly check in with students for feedback on learning experiences, and use this information to inform my teaching practices and programs. Evidence 15 Yr 7 Taster Course Reflection is an example of encouraging reflective practices in students as well as gaining insight into the students' experience in my classroom.
An anecdotal comment evidencing feedback from students to inform planning:
Year 9 Drama class, 2019. Last year's program for Year 9s had them revising work from earlier in the year for their Showcase performance. After observing their attitudes in rehearsal I opened a discussion with them post-show on what they did or did not enjoy. I took their feedback into account in devising the task for the Year 9 Showcase this year (2020), where having an entire change in the activity was very successful and students remained invested in the task.
3.7 PLAN FOR APPROPRIATE AND CONTEXTUALLY RELEVANT OPPORTUNITIES FOR PARENTS/ CARERS TO BE INVOLVED IN THEIR CHILDREN'S LEARNING.
During online learning some parents were willing and able to be involved in their childrens' activities, but this is not something we can easily incorporate into a Drama classroom. I try to involve parents in other ways, through support of the cocurricular offerings at the School. Having parents assist with costuming, makeup, building, painting and backstage has been an invaluable way to build relationships and encourage their investment in their child's learning in my subject area.
13. Task Outlines
This poster for Character Analysis covers details explored in multiple year groups. Senior years can use it as a reminder of processes and use it as a prompt, whilst younger students can be introduced to terminology with simplified statements making their meanings more understandable.
The three posters below I made for reference for the Year 11 and 12s, looking at the stylised designs of current practitioners they need to refer to in curriculum. Students can use these as inspiration, reminders, prompts, etc.
These are small examples of the St Hilda's girls I created for the Languages department to add to their content and help promote engagement in St Hilda's girls as 'world-wide' learners for their subject area.