Note the focus area and standard Note the type of Describe the artefact / document and indicate
icate Describe how the artefact / document meets the
descriptor/s the artefact /
document reflects
1.5 Differentiate teaching to
meet the specific learning needs
of students across the full range
of abilities
Demonstrate knowledge and
understanding of strategies for
differentiating teaching to meet
the specific learning needs of
students across the full range of
abilities.
2.6 Information and
Communication Technology
(ICT)
Implement teaching strategies
for using ICT to expand
curriculum learning
opportunities for students.
3.3 Use teaching strategies
Include a range of teaching
strategies.
3.4 Select and use resources
Demonstrate knowledge of a
range of resources, including
artefact / the possible impact or result on teaching and/
document or student learning.
This This document is an example of a series
document is a of lessons taught with differentiation and
daybook of innovation as the key motivator behind
lesson plans the content. It demonstrates many of
including the key concepts of the Maker Model for
literacy, differentiated teaching (Maker, 1986).
numeracy and The learning environment, process,
visual arts, content and product have all been
taken from a adjusted to suit a range of diverse
Grade 3 / 4 students by learning in groups and
class during teaching with a flexible, student focused
practicum. approach. I also programmed these
lessons to include some kind of
meaningful connection for the students
in my class, whether it was a poem
about soccer, an interest in fitness and
technology or the designing cool new
sneakers. One of my tacit beliefs
(Churchhill et. Al, 2013) is that there
should be a relevance and connection to
the learning material for it to become
engaging for students.
A.J. Juliani (2014) believes that
standard descriptors you have identified.
This document highlights my ability to create
and implement innovative, differentiated
lessons across numerous KLAs. By utilising
the Maker Model (Maker, 1986), I was able to
make accommodations within my lessons to
suit a variety of learning styles (APTS 1.5). A
highly mobile, student centred learning
environment was created, allowing students
to work and move in a variety of groups and
flexible seating arrangements throughout the
day. The learning process was also adapted
to include a freedom of choice, such as
during the poetry rotations, where students
worked individually, yet in groups on poetry
activities, which were designed to suit a
variety of learning styles (APTS 3.3). The
mathematics data lesson was designed to be
innovative with the focus on creating
connections to real life for the students by
allowing them to collect data that was
relevant to them and input it into computer
programs they will be utilising to record data
in the real world, such as Excel (APST 2.6).
Real world connections were also made
ICT, that engage students in
their learning.
innovative teaching is an approach during the Pop Art lesson, where students
available to all teachers, no matter their undertook designing their own sneakers,
level of experience or the constantly using the influences of Lichtenstein. Further
changing outcomes, technology and understanding of the cultural significance of
standards for teachers. I have adapted Pop Art was demonstrated through a visual
some of his Commandments of slide show, which I verbally narrated and
Innovating Teaching to my own lessons allowed a two-way dialogue of questions to
by making my lessons fun, challenging occur. Throughout the day, the students were
and utilising technology with a purpose. exposed to visual, interactive, audial,
My data lesson was fun because I took technological, physical and creative
relatively dry content and presented it in experiences, all which combined to form a
an engaging, hands-on style, by rich learning experience for the students in
incorporating fitness and technology. my classroom (APTS 3.4).
Students made a meaningful connection
with the data they had collected and
enjoyed inputting it using relevant
technology instead of a traditional
approach of drawing a graph in their
books. Additionally, high expectations
were set for students to create, critique
and analyse poetry during the literacy
session of my lessons. The methods of
reporting were differentiated and varied
however, giving students flexible options
for analysing and critiquing. My Pop Art
lesson also included innovative elements
by engaging students in a project that
encouraged individual design, connected
 to their interest in sneakers and was
scaffolded enough for less confident
artists to find success.

References

APST (Australian Professional Standards for Teachers). (2014). Retrieved from: http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/list

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Mackay, J., McGill, M., Nagel., M., Nicholson, P., &
Vick.,M. (2013). Theorising about teaching practice. In Teaching: Making a difference (pp. 508-547). Wiley: Australia.

Juliani, A.J. (2014). 10 Commandments for Innovative Teaching. Retrieved from: http://ajjuliani.com/10-commandments-innovative-
teaching/

Maker, J. (1986). Teaching Models in Education for the Gifted. Retrieved from:
https://learn.scu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_138107_1&content_id=_3989105_1