STANDARD 3.5
Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
My demonstration of AITSL Standard 3.5 is evidenced through two complementary artefacts that showcase diverse verbal and non-verbal communication strategies designed to support student engagement across different learning contexts and preferences.
My in-class verbal strategies, non-verbal visual cues, and digital resource sharing create multiple pathways for student engagement while accommodating diverse processing needs. Garrison and Kanuka (2004) argue that blended learning environments enhance engagement through multiple interaction opportunities, and I observed increased student confidence when they could revisit digital resources to clarify understanding or extend learning beyond classroom time.
This comprehensive approach illustrates that effective 21st-century classroom communication requires strategic integration of traditional and technological methods to create inclusive, engaging learning environments that support diverse student needs while maintaining clear connections to learning objectives.
artefact 1:
mentor's observations
Artefact 1 - mentor feedback notes- demonstrates my ability to use in-class communication strategies through the E5 Instructional Model.
My mentor's observation notes highlight how I effectively utilized the E5 Instructional Model (Engage, Explore, Explain, Elaborate, Evaluate) to structure meaningful classroom communication. During the 'Engage' and 'Explore' stages, I drew on personal experiences to connect with students and provided positive reinforcement to increase engagement, particularly when communicating inquiry-based and creative thinking approaches. My mentor noted that this personal connection strategy enhanced students' willingness to generate and share ideas.The feedback revealed areas for growth in the 'Explain' and 'Elaborate' stages, where improved scaffolding could reduce the need to backtrack and enable clearer communication of learning goals. The 'Evaluate' stage was implemented through written portfolio reflections and brief class discussions, promoting reflective communication skills through empathetic practices such as paraphrasing and acknowledging student feelings to demonstrate understanding and validation (Rogers, 1983).
A particularly effective non-verbal communication strategy I developed was creating a 'help list' on the whiteboard for practical-task-based lessons. This system allowed students to communicate their need for assistance while ensuring fair turn-taking, and unexpectedly created opportunities for peer support when confident students noticed classmates' names on the board and offered help to those who might not have asked directly.
artefact 2:
google classroom posts
Artefact 2 demonstrates my implementation of Google Classroom as a multimodal communication strategy that extend learning beyond traditional classroom boundaries.
According to Kirschner et al. (2020), non-verbal communication through physical or digital worked examples effectively demystifies creative processes by providing clear, step-by-step guidance that builds both theoretical and practical knowledge.
Through uploading worked examples, resources, assessment briefs, and lesson plans, I created a comprehensive communication ecosystem addressing varied learning preferences and accessibility needs. Hew and Cheung (2014) emphasize that effective digital communication tools must provide multimodal learning opportunities, and my systematic approach creates visual, textual, and interactive channels supporting different learning styles simultaneously.
This digital strategy reflects research-supported practices of explicit modeling, scaffolding, and differentiated instruction (Killen, 2016; AERO, n.d.). Following AERO's guidance on gradually withdrawing scaffolding as students develop proficiency, my Google Classroom resources transition from worked examples to opportunities for independent problem-solving and practical exploration.