Standard 2: Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understanding and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
Critical Reflection
All teachers need to have proficient content and pedagogical knowledge in order for students to succeed. It is vital that teachers have this knowledge in order to plan meaningful learning experiences for students and to teach students effectively (Ball, 2000). Teachers need to represent their knowledge by using a variety of teaching strategies that are appropriate to the content area (Kleickmann, Richter, Kunter, Elsner, Besser, Krauss & Baumert, 2013).
It is essential that teachers understand the content and how it is linked to the curriculum. I have demonstrated this in artefact 1, the exposition on Poverty and artefact 2, the year 3 algebra unit. Teachers who have explicit knowledge of the content that they are teaching are able plan an effective teaching and learning sequence. This is evident in artefact 2 and artefact 3, a literacy unit of work. Both artefacts demonstrate my understanding and ability to design a logical sequence of learning activities. Having an understanding of and respect for Aboriginal and Torres Strait Islander is also essential, this is represented in artefact 4 as I have conducted research about Aboriginal Music Sticks and Aboriginal culture and history.
Implementing numeracy and literacy strategies within the classroom to support student learning is essential. The implementation of numeracy strategies help students develop an understanding of mathematics, its role in real life contexts and mathematical skills to solve practical everyday problems (Goos, Dole & Geiger, 2012). Artefact 2 demonstrated this, as I have used a range of numeracy strategies to promote student learning. Teachers need to use a range of strategies that engage students in reading and writing. Effective teachers provide students with many opportunities to read and write for a range of purposes and they also give explicit instruction in reading and writing skills (Cantrell, 1999). Artefact 2, shows my ability to use a variety of literacy strategies to develop writing and vocabulary.
Technology now plays a big part in both teaching and learning. Facer (2011) emphasises the importance of integrating ICT in the classroom as it is interactive, promotes student engagement, motivates students and helps facilitate student learning.
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References
Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-47. doi:10.1177/0022487100051003013
Cantrell, S. (1999). The effects of literacy instruction on primary students' reading and writing achievement. Reading Research and Instruction, 39(1), 3-26. doi:10.1080/19388079909558309
Facer, K. (2011). Learning Futures: Education, Technology and Social Change. Retrieved from http://www.eblib.com
Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the curriculum. Australian Mathematics Teacher, 68(1), 3-7. Retrieved from http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=052217827670486;res=IELHSS
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 116-126. doi:10.1016/j.tate.2010.07.008
Evidence
Unit Title: EDSS428: Connecting Society and Environment: Curriculum for Learning
For this assignment, I demonstrated my understanding of the relevant content knowledge, concepts, and teaching strategies for Humanities and its relation to the Victorian Curriculum. I wrote an exposition on how a social issue relates to the domains of Humanities. The social issue that I chose to write my exposition on was Poverty.
Descriptor: 2.1
For this assignment, I demonstrated my understanding of the relevant content knowledge, concepts, and teaching strategies for Humanities and its relation to the Victorian Curriculum. I wrote an exposition on how a social issue relates to the domains of Humanities. The social issue that I chose to write my exposition on was Poverty.
Descriptor: 2.1
Unit Title: EDMA301: Mathematics- Learning and Teaching 2
This assignment required me to create a unit of work based on my research on algebra for Level 3. This sequence of lessons was aimed to introduce students to the concepts and understandings of growing patterns, by using a range of teaching and assessment strategies. The AusVELS Curriculum, content, and teaching strategies were used to design an appropriate teaching sequence, which would support and extend the student's learning.
Descriptors: 2.1, 2.2, 2.3 and 2.5
This assignment required me to create a unit of work based on my research on algebra for Level 3. This sequence of lessons was aimed to introduce students to the concepts and understandings of growing patterns, by using a range of teaching and assessment strategies. The AusVELS Curriculum, content, and teaching strategies were used to design an appropriate teaching sequence, which would support and extend the student's learning.
Descriptors: 2.1, 2.2, 2.3 and 2.5
Unit Title: EDLA309: Literacy Education 2
This unit of work demonstrates my understanding and ability to design a logical sequence of learning and teaching activities. I was able to use a range of activities and resources, including ICT, to support the students' learning. I also used a number of different literacy strategies that are relevant and effective to cater for students with various learning needs.
Descriptors: 2.2, 2.5, and 2.6
This unit of work demonstrates my understanding and ability to design a logical sequence of learning and teaching activities. I was able to use a range of activities and resources, including ICT, to support the students' learning. I also used a number of different literacy strategies that are relevant and effective to cater for students with various learning needs.
Descriptors: 2.2, 2.5, and 2.6
Unit Title: EDSS428: Connecting Society and Environment: Curriculum for Learning.
For this assignment, I had to select an artefact from the Melbourne museum that has specific application to students learning in the Primary Humanities classroom. The artefact that I chose is Aboriginal Music Sticks. I had to annotate the artefact, explain its relevance to the teaching and learning of Primary Humanities and then devise a set of questions that I would pose to students about the artefact.
Artefact 4 demonstrates that I have an understanding of and respect for Aboriginal culture and history.
Descriptor: 2.4
For this assignment, I had to select an artefact from the Melbourne museum that has specific application to students learning in the Primary Humanities classroom. The artefact that I chose is Aboriginal Music Sticks. I had to annotate the artefact, explain its relevance to the teaching and learning of Primary Humanities and then devise a set of questions that I would pose to students about the artefact.
Artefact 4 demonstrates that I have an understanding of and respect for Aboriginal culture and history.
Descriptor: 2.4