3.3 Using teaching strategies

Through research and practice, I have developed a range of teaching strategies that can be used to meet the diversity of student needs.

I believe that I have met the criteria of standard 3.3 Use teaching strategies by doing the following:

  • During my final practicum in 2013, I undertook a research project at a school in which I explored the Reggio Emilia approach. I looked at how it’s key elements, in particular, Inquiry and how it assists students in development and understanding about Eco-Literacy. I worked closely with the Eco-Literacy teacher across the years of 1-4, documenting students work and reflecting on student development over time. In the development of a design for the front of the school, students explored through research, Inquiry, collaboration, reflection and hands-on activities. Students developed a range of skills, in particular creative and critical thinking and problem solving skills. 



Above, top is an example of one of the students works in progress, a model of the proposed garden to be constructed at the entrance to the school. Above shows students learning hands-on out in the garden.

Eco Literacy Inquiry Notes

The link above is an example of one of the Inquiry lessons and the notes I put together as part of the development of the following lessons. The notes were used as a tool for assessing student learning and development as well as a basis for deciding where to go next.

  • In 2012, with a diverse group of Year 3 students, I facilitated an integrated Dance/Numeracy/Music project that spanned my 4 week practicum. The project was highly engaging. The project was student led. I acted as a facilitator, students constructed their own learning. Students listened to a piece of music and developed a set of moves around the music. We then worked collaboratively to develop the dance moves by counting the bars in the music. The dance was a great success with all students able to contribute, working together and expressing high levels of motivation.


The image above shows an example of the way in which the students constructed their dance. The move cards were laid in order and were very helpful for students who needed extra support in remembering the order of the moves. Students developed a range of skills, in particular, creative thinking.

  • As part of my research and practice, I developed lesson plans based on a range of teaching strategies. Through interactive teaching in Science, students developed problem solving skills. Through hands-on learning in Art, students explored through making and reflection. I also created lessons that involved students learning through movement and response to music.

Lesson Plan Art Year 1

Interactive Teaching Plan Science Year 4

The links above are example of my lesson plans. The first link shows an example of a lesson I planned for year 1 Art. Students developed an understanding of the links between art and the environment. They represented their local area using colours and textures in a recycled and/or fibre-based weaving. The Interactive teaching in Science lesson, involved year 4 students exploring through problem solving, materials, their properties and uses with a focus on sustainability.

PE Lesson Plan Foundation

Reflection PE Lesson

The links above show a Foundation lesson I planned for exploring dance through rhythm and body parts. I reflected on the lesson after implementation, assisting in my growth and understanding around the suitability of teaching strategies used.

  • In 2012, I worked with a colleague to develop a research project with a focus on the Montessori method of teaching.

Montessori Method

The link above will take you to a project I developed with a colleague. We looked at the Montessori method of teaching, summarised in the form of a poster.

Excerpts From Professional Experience Reports 2012/2013:

Planning and Teaching

“Heidi was well aware of the learning needs of individual students and planned accordingly. Planning was sequential and relevant to the students’ needs, theme appropriate and in line with S.A.C.S.A and or Australian Curriculum outcomes. All planning was carried out through a variety of teaching strategies and resources providing opportunities for all students. Heidi used an effective pro-forma that worked well and was clear to work from. She consulted the mentor about student needs and embraced all points that had been discussed prior to planning”. Year three mentor teacher, 2012

“During her practicum Heidi has shown that she can be flexible and change her methodology to maximise the learning for the children. Keeping the children engaged and spending individual time supporting them with tasks meant that each child achieved in each of her learning tasks. As her behaviour management improved so did the outcomes of her lessons” Foundation mentor teacher 2013.

Where to Next?

In order to meet students needs, I will seek out opportunities to observe fellow teachers in their classrooms. I will document successful strategies and continue to grow my own skill-set in terms of my teaching strategies that will support students within my class.

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