Form B: EPR100 A copy of this form should be kept by the pre-service teacher and may be used to contribute towards evidence in his or her electronic portfolio to be presented at the completion of the course. Completed form needs to be sent to Pre-Service Teacher: Click here to enter Teacher Student No: Click here to enter student id School: Click here to enter school State Or Territory: Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader (Where Applicable) Click here to enter Mentor Teacher Date of Completion: PREPARE, TEACH AND RETEACH A LESSON PLAN Highly comprehensive Detailed evidence Satisfactory evidence More evidence required Lesson Preparation Lesson plan is carefully thought through, is engaging and uses a wide variety of appropriate resources and strategies to assist learning. Activities are well-structured, sequential, within a realistic time frame with appropriate assessment embedded Lesson plan reflects a detailed discussion with mentor prior to delivery. Activities are sequential and interesting and relevant to age and ability level. Timings are realistic. Assessment of learning links with curriculum outcome. Lesson plan reflects a discussion of details with mentor prior to delivery. Lesson template completed in detail, including: description of pupil prior knowledge related to curriculum outcome, learning sequence, timings, and assessment included Some detail in lesson plan with links to More detail required on lesson plan template. Curriculum outcomes and assessment are vague and/or unrelated. Student cohort described insufficiently in of learning goal. Reflection On First Lesson Pre-service teacher identifies specific areas of the lesson resulting in learner achievement and areas in need of pedagogical improvement. Reflection is detailed, drawing on wide academic reading and relevant classroom experience. Lesson reflection includes sections on what can be done better or different, less or more and reflection describes areas for success and improvement in detail. Lesson adaptions are justified. Reflection considers the extent of learners’ achievement against curriculum outcomes. Discussion of lesson delivery identifies areas of teaching success and areas in need of improvement with focus on how lesson could be changed for a better result for student. of loosely based on The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes.
greater clarity, depth and/or breadth in some areas of the lesson plan. Few links to are Reflection On Second Attempt Lesson adaptation results in higher student engagement, improved learning outcomes and encompasses a discussion linking learning pedagogy and improved learning outcomes, justified by academic readings and specific anecdotes. Assessment of learning includes specific anecdotes and a description of the of pedagogy that were adapted to get the better results. Assessment of students’ learning includes detailed discussion of teaching adaptions attributed to improving student outcomes. Second attempt of the same or subsequent lesson leads to obvious improvements in student achievement of curriculum outcomes. Assessment of learning includes learning experience anecdotes and particular areas of pedagogy that were adapted to get the better results. Lesson student but could be more of student links better with Assessment of student learning still vague or unrelated to curriculum outcomes. More specific detail on developing learning opportunities through lesson adaptions is required. Mentor Teacher Comment: Click here to enter Mentor Teacher comments