The PoLT are made up of siz principles which should guide the way in which we effectively plan our teaching so that our students remain stimulated and challenged, and that a safe and supportive learning environment is provided. My teaching experiences so far have provided me with the opportunity to engage with these principles and incorporate these principles into my everyday teaching.
1. The learning environment is supportive and productive
She was quick to observe the students personalities and knew how to help and challenge them in the classroom.' (Katrin Gasser, P.S of Alpnach, semester 2, 2014)
2. The learning environment promotes independence, interdependence and self-motivation
'Amanda planned for multiple lessons and her lesson plans displayed an understanding of the students needs, knowledge of the curriculum and appropriate activities for this age group. She took into account our physical space when planning and considered carefully how the lesson would be structured before teaching.' (Kaitlyn Wait, Glen Waverley South P.S, semester 1, 2015)
3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program
'Amanda quickly got to know the students and made a wonderful effort to understand their backgrounds and learning abilities. She would actively seek feedback and advice when creating lessons for the students, being careful to cater to the needs of all.' (Kate Tierney, Glendal P.S, semester 1, 2014)
4. Students are challenged and supported to develop deep levels of thinking and application.
'Amanda used graphic organisers to help students make sense of their thoughts and ideas and used open ended activities to allow students to push their own learning.' (Kate Tierney, Glendal P.S, semester 1, 2014)
5. Assessment practices are an integral part of teaching and learning.
'Amanda used a range of assessment strategies. She conferenced with students during reading and writing, made observations throughout all lessons and completed checklists during maths that she created herself.' (Kaitlyn Wait, Glen Waverley South P.S, semester 1, 2015)
6. Learning connects strongly with communities and practice beyond the classroom.
'She included a range of hands on activities and used concrete materials in order to make the learning fun.' (Kaitlyn Wait, Glen Waverley South P.S, semester 1, 2015)
1. The learning environment is supportive and productive
She was quick to observe the students personalities and knew how to help and challenge them in the classroom.' (Katrin Gasser, P.S of Alpnach, semester 2, 2014)
2. The learning environment promotes independence, interdependence and self-motivation
'Amanda planned for multiple lessons and her lesson plans displayed an understanding of the students needs, knowledge of the curriculum and appropriate activities for this age group. She took into account our physical space when planning and considered carefully how the lesson would be structured before teaching.' (Kaitlyn Wait, Glen Waverley South P.S, semester 1, 2015)
3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program
'Amanda quickly got to know the students and made a wonderful effort to understand their backgrounds and learning abilities. She would actively seek feedback and advice when creating lessons for the students, being careful to cater to the needs of all.' (Kate Tierney, Glendal P.S, semester 1, 2014)
4. Students are challenged and supported to develop deep levels of thinking and application.
'Amanda used graphic organisers to help students make sense of their thoughts and ideas and used open ended activities to allow students to push their own learning.' (Kate Tierney, Glendal P.S, semester 1, 2014)
5. Assessment practices are an integral part of teaching and learning.
'Amanda used a range of assessment strategies. She conferenced with students during reading and writing, made observations throughout all lessons and completed checklists during maths that she created herself.' (Kaitlyn Wait, Glen Waverley South P.S, semester 1, 2015)
6. Learning connects strongly with communities and practice beyond the classroom.
'She included a range of hands on activities and used concrete materials in order to make the learning fun.' (Kaitlyn Wait, Glen Waverley South P.S, semester 1, 2015)