Focus area 3.1 - Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Each student should be seen as an individual; an individual with a unique personality and their own distinct way of learning to their full potential. Establishing learning goals can be extremely beneficial for both the student and teacher as it allows the educator to plan for their learning and for the student to also sense where they are up to as a learner. During one of my chemistry units for a year 3/4 class, I was focusing on the properties of what makes a solid, liquid and gas and how they can change. In this class I had a range of mixed abilities, so the aim of this task was to make it suitable for all students needs.
As seen in the file attached below, the intention for the lesson was for students to be able to identify the properties of a solid, liquid and gas, and to investigate how adding or removing heat can change a items state of matter. Students were provided with ice cubes, Milo powder, sand, candle wax, sugar, salt, water and milk. Before conducting the investigation, I went through the lesson intention with the students ( I also had this written on the board and a drawn example) of what the success criteria looked like. This allowed students to understand what they needed to achieve. To further the needs of all students, I had set a separate extension activity on seesaw for student to investigate whether adding or removing heat to an object can also be a reversible change. When coming to obtaining responses, for students who had difficulty writing, I asked them just to draw their responses, and I wrote down their answers/ explanations which they provided with me verbally.
As seen in the file attached below, the intention for the lesson was for students to be able to identify the properties of a solid, liquid and gas, and to investigate how adding or removing heat can change a items state of matter. Students were provided with ice cubes, Milo powder, sand, candle wax, sugar, salt, water and milk. Before conducting the investigation, I went through the lesson intention with the students ( I also had this written on the board and a drawn example) of what the success criteria looked like. This allowed students to understand what they needed to achieve. To further the needs of all students, I had set a separate extension activity on seesaw for student to investigate whether adding or removing heat to an object can also be a reversible change. When coming to obtaining responses, for students who had difficulty writing, I asked them just to draw their responses, and I wrote down their answers/ explanations which they provided with me verbally.
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