Domains of teaching |
Standards |
Use of machinima |
Professional Knowledge |
Standard 1:
Know students and how they learn |
Pre-service
teachers can view the actions of “students” in the machinima from
various backgrounds and reflect on how to engage them in productive
learning. They can plan how to structure their lessons to meet the
physical, social and intellectual development and characteristics of
their students.
Pre-service teachers can create machinima to use with their students or
get their students to create machinima. Both actions will engage the
pre-service teacher in the process of learning and understanding of the
processes involved. |
Standard 2:
Know the content and how to teach it
|
Pre-service teachers can plan how to incorporate active learning strategies around the discipline content.
The use of machinima allows pre-service teachers to experience the use
of technology in learning. Annotation of the machinima provides
evidence of the development of ICT skills in pre-service teachers. The
making of machinima also provides the pre-service teacher skills in
relation to the content of their lesson and how to teach the lesson.
The viewing of machinima provides the pre-service teacher with ideas on
how to develop the lesson to incorporate into their own resources. |
Professional Practice |
Standard 3:
Plan for and implement effective teaching and learning
|
Pre-service
teachers are able to practise making learning engaging through the
analysis and critiquing of machinima. They can plan how to develop
appropriate communication techniques for on task and off task classroom
activity. |
|
Standard 4:
Create and maintain supportive and safe learning environments |
Pre-service
teachers can develop a repertoire of effective teaching strategies and
discuss how these might be used to implement effective learning
activities in the classroom after viewing the machinima. They can
evaluate their own and others’ teaching practices by reflecting on the
machinima to ensure they will meet the learning needs of their real
students. |
|
Standard 5:
Assess, provide feedback and report on student learning |
Pre-service
teachers can plan assessment tasks around the lessons demonstrated in
the machinima and develop feedback skills when viewing the performance
of others. |
Professional Engagement |
Standard 6:
Engage in professional learning |
Pre-service
teachers can model effective approaches to learning by using self and
peer feedback, analysis and critique. Group discussions about machinima
facilitate the development of reflective analysis skills as well as how
to interact with colleagues. |
|
Standard 7:
Engage professionally with colleagues, parents/ carers and the community
|
After
viewing and reflecting on the machinima, pre-service teachers are
better placed to engage professionally with parents/carers and the
community on topics of on and off task classroom intervention
strategies. |