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Sequential analysis
THE ANALYSIS OF A SEQUENCE OF TEACHING AND LEARNING

The Analysis of a Sequence of Teaching and Learning focuses on the cycle of planning and teaching, assessing and reflecting that a teacher undertakes on a regular basis.

The Task

The Analysis of a Sequence of Teaching and Learning requires provisionally registered teachers to:

  • select a 10-15 hour sequence of their teaching program
  • document the teaching and learning plan for this component or unit of work
  • provide a school and community context for the teaching and student learning
  • profile two students whose learning progress will be monitored over the teaching program
  • select two teaching and learning activities and samples of work from each student for each activity
  • reflect on the learning progress of students and effectiveness of the teaching and learning activities
How much should I write?
  • Comments and reflections can be recorded in dot points.
  • Keep documentation relevant and to the point.
  • Annotated working documents should be included.
Preparing the Analysis
  1. Select the sequence of learning, the class group and two students
  • Select an important concept you plan to teach over approximately 10-15 hours. You should choose a unit which provides enough time for activities to be developed, completed and assessed. This unit should be part of your normal practice and should not be additional to your usual work.
  • Select the class or group of students for whom this work will be planned and the two students.
  • Select two students who represent the range of learning needs and challenges within the broader class group whose learning you will profile.
  1. Describe the context for your teaching

Effective teaching programs take into account the broader student, school and community factors that influence teaching and learning and how they can be used to make student learning more meaningful.

Describe those contextual factors that will directly influence your teaching context. Consider:

  • aspects of the school’s philosophy or ethos, policies, priorities, or program initiatives which will influence your work
  • characteristics of your students that may affect their learning; eg. socio-cultural factors, language and literacy backgrounds
  • the teaching challenges presented by the class or students; eg. student engagement, classroom management and student learning histories
  • the physical learning environment
  • any other factors
A Teaching and Learning Plan
  1. Comment on the grade/year level/faculty plan you are using.

Planning is an essential component of effective teaching and is the basis for finding and implementing solutions to issues such as student engagement and assessment and reporting.

The plan should include a response to a number of key questions:

  • What should students know and be able to do at the completion of the learning sequence? (i.e. the learning aims)
  • How are they going to achieve this? (i.e. the teaching and learning activities)
  • How am I going to know what they have learnt? (i.e. formal and informal assessment strategies)

Use the following questions as a guide to comment on the teaching and learning plan you are using.

  • Is it clear what the students should know (the content) and be able to do at the completion of the learning sequence of approximately 10 – 15 hours?
  • What prior knowledge and/or skill do students need?
  • What teaching and learning activities will enable the students to engage with and achieve the learning aims?
  • Will the learning environment need to be changed or organised differently throughout the unit of work to assist student learning and address safety, logistical and/or practical factors?
  • How will the learning activities enable you to monitor student learning and the effectiveness of your teaching?
  • What assessment tasks will you use to tell you about what students have learnt and the effectiveness of your teaching?
Analysis of Student Learning
  1. Analyse samples of student work.

Analysing samples of student work provides an opportunity to evaluate your teaching program and student learning. It will provide you with some insight into the effectiveness of your teaching program and the complexity and depth of the student learning which has occurred.

Select samples of work from two students for two of the teaching and learning activities from your teaching and learning plan.

Samples could range from a picture or single sentence produced by a Prep student to a multiple page essay from a student in Year 12. Where the samples are products, models or performances, you may wish to photograph or videotape them, or provide assessment records from the activity and annotate the photographs or assessment sheets.

Include student work samples from two activities for each of your students. Comment on what their work shows about their learning.

  • What is important to know about the student and their history as a learner, to understand and interpret their work sample?
  • What does the work sample tell you about the student’s progress towards the learning of the key concepts?
  • Did the student achieve what you expected?
  • What feedback was/could be given to support their learning?
  • What does the work tell you about the effectiveness of this activity and your teaching and learning plan?
Privacy Policy

Maintaining the privacy of students is important and you will need to follow your school’s privacy policy in completing this task.

Reflection on the Teaching and Learning Plan
  1. Analyse the effectiveness of the learning sequence.

Reflection on teaching and learning is an essential element of improving the quality of teaching and student learning. It provides a means for teachers to evaluate the effectiveness of their teaching to improve student learning outcomes.

You might like to consider the following questions in your reflection.

  • What worked well in the teaching program to progress student learning? Why?
  • What did not work as well as expected for both you and the students? Why?
  • What would you do differently given the opportunity to teach this idea or concept again?
  • Did the learning activities provide you with enough information to assess student learning?
  • What changes will you make to your teaching as a result of this analysis?
  • In reflecting on this component of your work, which areas of professional learning would you like to investigate further?
Checklist for the Analysis of a Sequence of Teaching and Learning

Have you:

  • selected a sequence of your teaching and learning program you plan to teach in approximately 10-15 hours?
  • selected a class or group of students and two students whose learning progress you will analyse?
  • described the contextual factors that may influence your teaching?
  • attached and commented on the teaching and learning program for the sequence of learning?
  • collected two samples of work from each student from the two activities they have undertaken?
  • ensured students’ privacy is maintained?
  • analysed the student work samples and the effectiveness of the teaching and learning plan for this sequence of learning?
  • annotated and attached the student work samples?
  • prepared your reflections on the teaching and learning program?

Downloads

  • Sequential analysis of teaching and learning Download: PDF or Word doc