Australian Professional Standards for Teachers

Resourceful teaching


About this Illustration of Practice

A teacher of mathematics assists her students to confront new, larger numbers by utilising physical resources to help with their equations. The teacher observes the students’ thinking and problem solving abilities during the lesson in order to plan further teaching. Students are challenged to show how they solved the problem, not just their answers. At the end of the lesson, students discuss their various solutions so that those at different levels of learning can see how others approached the problem. The teachers' analysis of the value of resources to her teaching and learning is both original and perceptive.

Standard 2
Know the content and how to teach it
Focus area 2.1
Content and teaching strategies of the teaching area
Career stage
Proficient
Descriptor
Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
Other descriptors
Standard 3
Plan for and implement effective teaching and learning
Focus area 3.4
Select and use resources
Career stage
Proficient
Descriptor
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Standard 4
Create and maintain supportive and safe learning environments
Focus area 4.1
Support student participation
Career stage
Proficient
Descriptor
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
  1. What strategies can you use to analyse your students thought processes and learning?
  2. What resources can you use to develop lessons that are appropriate for students of varying abilities?
  3. What resources can you use to physically illustrate abstract maths problems?
School
Wooranna Park Primary School
Victoria
Year level
Year 2
Related subject
Mathematics
Stage of schooling
Primary
School type
Government
School location
Metropolitan
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Wooranna Park Primary School emphasises students accepting responsibility for their learning, along with learning through collaboration with their peers. The school has adopted an interdisciplinary, research based approach, to the development of curriculum, with an emphasis on deep and authentic learning experiences. The teacher utilises elements of this approach in her mathematics class, where her students are invited to predict which resources will enable them to solve a problem, and then use these to test their suitability for the purpose.

Content provider
Organisation
AITSL Australian Institute for Teaching and School Leadership

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.