Standard 1: Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Critical Reflection
The professional relationship that a teacher builds with their students is essential for learner success. Knowing your students is crucial, as teachers are able to create a physiologically safe environment for their students, gain knowledge of students’ abilities and learning styles and identify ways that they can increase engagement (Powell & Kusuma-Powell, 2011). Woollacoot, Booth and Cameron (2014) further state, “that the better you know the students you are teaching the better placed you are to help them in their learning” (p. 748).
Teachers need to have knowledge of students’ intellectual, social and physical development in order to cater for all students and plan appropriate learning experiences. This is evident in artefact 1, a grade prep lesson plan and an excerpt of an essay, as I realised that too much sitting and listening was inappropriate for students and that a student centred approach was much more beneficial. I have also demonstrated this in artefact 2, the individual learning plan, as I have demonstrated knowledge of effective teaching strategies to help support student participation.
Understanding how students learn and having knowledge of teaching strategies to cater for students with diverse backgrounds is essential. To cater for the diversity of students’, a variety of teaching strategies, including cooperative, interactive and hands on learning are needed (Allison & Rehm, 2011). Artefact 3, the literacy unit of work, demonstrates my understanding of how students learn and how to cater for a range of students. I have used a range of different teaching strategies to enhance student participation and cater for EAL learners.
Teachers need an understanding of legislation for students who have a disability and of students from diverse backgrounds, so they are able to use strategies to support full participation of students. I demonstrated this in artefact 4, the Aboriginal history assignment, as it demonstrates my understanding of Indigenous culture and history. Artefact 6, the letter to the principal, also displays that I have knowledge of appropriate legislative requirements and strategies to support a child with attention deficit hyperactivity disorder (ADHD).
Differentiating teaching by modifying and adapting activities is crucial (Tomlinson & McTighe, 2006). Artefact 5, the math’s unit of work, demonstrates my ability to differentiate teaching to meet the needs of all students through the use of enabling and extending prompts.
References
Allison, N., & Rehm, L. (2011). English language learners: Effective teaching strategies, practices for FCS teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/887105715?accountid=8194
Powell, W., & Kusuma-Powell, O. (2011). How to Teach Now : Five Keys to Personalized Learning in the Global Classroom. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD). Retrieved from http://www.ebrary.com.ezproxy2.acu.edu.au
Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, US: Association for Supervision & Curriculum Development (ASCD). Retrieved from http://www.ebrary.com.ezproxy2.acu.edu.au
Woollacott, L. l., Booth, S., & Cameron, A. (2014). Knowing your students in large diverse classes: a phenomenographic case study. Higher Education, 67(6), 747-760. doi:10.1007/s10734-013-9664-2
Evidence
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Critical Reflection
The professional relationship that a teacher builds with their students is essential for learner success. Knowing your students is crucial, as teachers are able to create a physiologically safe environment for their students, gain knowledge of students’ abilities and learning styles and identify ways that they can increase engagement (Powell & Kusuma-Powell, 2011). Woollacoot, Booth and Cameron (2014) further state, “that the better you know the students you are teaching the better placed you are to help them in their learning” (p. 748).
Teachers need to have knowledge of students’ intellectual, social and physical development in order to cater for all students and plan appropriate learning experiences. This is evident in artefact 1, a grade prep lesson plan and an excerpt of an essay, as I realised that too much sitting and listening was inappropriate for students and that a student centred approach was much more beneficial. I have also demonstrated this in artefact 2, the individual learning plan, as I have demonstrated knowledge of effective teaching strategies to help support student participation.
Understanding how students learn and having knowledge of teaching strategies to cater for students with diverse backgrounds is essential. To cater for the diversity of students’, a variety of teaching strategies, including cooperative, interactive and hands on learning are needed (Allison & Rehm, 2011). Artefact 3, the literacy unit of work, demonstrates my understanding of how students learn and how to cater for a range of students. I have used a range of different teaching strategies to enhance student participation and cater for EAL learners.
Teachers need an understanding of legislation for students who have a disability and of students from diverse backgrounds, so they are able to use strategies to support full participation of students. I demonstrated this in artefact 4, the Aboriginal history assignment, as it demonstrates my understanding of Indigenous culture and history. Artefact 6, the letter to the principal, also displays that I have knowledge of appropriate legislative requirements and strategies to support a child with attention deficit hyperactivity disorder (ADHD).
Differentiating teaching by modifying and adapting activities is crucial (Tomlinson & McTighe, 2006). Artefact 5, the math’s unit of work, demonstrates my ability to differentiate teaching to meet the needs of all students through the use of enabling and extending prompts.
References
Allison, N., & Rehm, L. (2011). English language learners: Effective teaching strategies, practices for FCS teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/887105715?accountid=8194
Powell, W., & Kusuma-Powell, O. (2011). How to Teach Now : Five Keys to Personalized Learning in the Global Classroom. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD). Retrieved from http://www.ebrary.com.ezproxy2.acu.edu.au
Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, US: Association for Supervision & Curriculum Development (ASCD). Retrieved from http://www.ebrary.com.ezproxy2.acu.edu.au
Woollacott, L. l., Booth, S., & Cameron, A. (2014). Knowing your students in large diverse classes: a phenomenographic case study. Higher Education, 67(6), 747-760. doi:10.1007/s10734-013-9664-2
Evidence
In my second year of uni, I completed a 3 week placement block in a prep classroom. I developed an understanding that too much sitting and listening was inappropriate as students get very distracted and lose focus. I now plan my lessons in short spans to take into account students' cognitive and physical characteristics, realising that too much sitting and listening would be inappropriate. Through experience and reflection with my mentor, I now understand that a less teacher centered approach is much more effective for students as it promotes student engagement and participation, this is essential when improving student learning.
Artefact one displays the structure of my lesson and how much time I allocate for an introduction, for students to complete their work and a reflection. Artefact one also has an excerpt of an essay I wrote in my fourth year about the student centred approach.
Descriptor: 1.1
Unit Title: EDFD221: Creating Inclusive, Safe, and Supportive Schools.
Assignment 3- Catering for individual differences.
For this assignment we had to work in a group and plan a matrix and an individual learning plan for a student who has been bullied. We had to consider the students physical, social and intellectual development and characteristics and implement strategies to improve the student's learning.
Descriptors: 1.1
Assignment 3- Catering for individual differences.
For this assignment we had to work in a group and plan a matrix and an individual learning plan for a student who has been bullied. We had to consider the students physical, social and intellectual development and characteristics and implement strategies to improve the student's learning.
Descriptors: 1.1
Unit Title: EDLA309 - Literacy Learning 2
Assignment 3 - Rationale and Unit of work.
For this assignment, we were all required to plan a year 5 literacy unit of work based on an aspect of My Place . It was developed to teach a specific text type (persuasive text) that needed to include a variety of oral language activities to cater for English as second/additional language learners.
Descriptors: 1.2 and 1.3
Assignment 3 - Rationale and Unit of work.
For this assignment, we were all required to plan a year 5 literacy unit of work based on an aspect of My Place . It was developed to teach a specific text type (persuasive text) that needed to include a variety of oral language activities to cater for English as second/additional language learners.
Descriptors: 1.2 and 1.3
Unit Title: HIST106: Australian Indigenous Peoples- Past and Present
Assignment 4: Site Visit and Analysis
One of my assessment tasks required me to visit a site and create an essay identifying the most important messages about the Australian Indigenous history presented at the site. The site that I went to visit was the Royal Botanic Gardens, Melbourne.
This assignment developed my understanding of the Aboriginal and Torres Strait Islander people and their culture. It also helped me gain a greater respect for the Indigenous people, their culture and linguistic background. I believe it is vital for teachers to have an understanding of Aboriginal and Torres Strait Islander people and their culture in order to design and implement effective teaching strategies within the classroom.
Descriptor: 1.4
Assignment 4: Site Visit and Analysis
One of my assessment tasks required me to visit a site and create an essay identifying the most important messages about the Australian Indigenous history presented at the site. The site that I went to visit was the Royal Botanic Gardens, Melbourne.
This assignment developed my understanding of the Aboriginal and Torres Strait Islander people and their culture. It also helped me gain a greater respect for the Indigenous people, their culture and linguistic background. I believe it is vital for teachers to have an understanding of Aboriginal and Torres Strait Islander people and their culture in order to design and implement effective teaching strategies within the classroom.
Descriptor: 1.4
Unit Title: EDMA310: Mathematics Learning and Teaching 2
This artefact is a mathematics unit of work, for a year 3 grade on algebra. This artefact shows a range of teaching activities which caters for all students. The enabling and extending prompts that I have in each session demonstrates my ability to differentiate teaching to meet the learning needs of students in my classroom.
Descriptor: 1.5
This artefact is a mathematics unit of work, for a year 3 grade on algebra. This artefact shows a range of teaching activities which caters for all students. The enabling and extending prompts that I have in each session demonstrates my ability to differentiate teaching to meet the learning needs of students in my classroom.
Descriptor: 1.5
Unit Title: EDFD221: Creating Inclusive, Safe, and Supportive Schools.
For one of my assignment tasks, I had to create a letter from a parent to a principal, responding to a school that is refusing enrolment. The child has an attentions deficit hyperactivity disorder (ADHD). The letter includes many frameworks, such as the National Safe Schools Framework and legislative requirements that support participation and learning of children with a disability. The letter also discusses many strategies that the school can implement to support their child in their learning.
Descriptor: 1.6
For one of my assignment tasks, I had to create a letter from a parent to a principal, responding to a school that is refusing enrolment. The child has an attentions deficit hyperactivity disorder (ADHD). The letter includes many frameworks, such as the National Safe Schools Framework and legislative requirements that support participation and learning of children with a disability. The letter also discusses many strategies that the school can implement to support their child in their learning.
Descriptor: 1.6