Standard One: Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
This I gauged through early observational planning and regular discussions with my mentor. During each of my placements, which were in a range of contexts, I quickly developed an understanding of the learners’ backgrounds, learning abilities, and personalities. This became easier during the course of my study. This information is important for understanding the dynamics of the students and how to appropriately plan and prepare lessons while ensuring the application of effective teaching strategies for a range of learners.
There are a number of teaching strategies and ways of incorporating lesson tasks that aim to cater for all students and promote their physical, social and intellectual development. Within my teaching practice I incorporate Vygotsky’s Zone of Proximal Development (ZPD) theory. During my lessons I offer support and scaffolding to assist students towards a better understanding of the task or learning intention and ultimately a greater independence in the learning process. An example of this would be the use of the ‘show and tell’ strategy I used during the capacity lesson at Ross Park where I modelled how to measure the volume of various containers. A second example was applied during a guided reading lesson when on my placement in Warburton. Here I drew upon students’ prior knowledge, experiences and ideas that related to the texts that they were reading. Here I provide an example of a lesson plan to demonstrate this.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
The theory, which accompanied the course, in combination with my practical experience, has assisted me in developing an understanding of the range of ways students learn. This has developed through careful observation as well as feedback from the students themselves. I am aware that there are numerous learning styles and that my planning of lessons must adapt accordingly. Staying up to date with educational literature is also essential for my professional development in this area.
During the course of my degree I have explored research and theory behind how students learn. When planning maths lessons I take into account Vygotsky’s recognition that there needs to be collaborative learning which involves peer work. In the course of my lesson planning I acknowledged that lessons require flexibility and include effective learning content that will apply to both low and high achieving students. It is valuable to have support teachers, including those with specialist maths skills, to provide one-on-one support for students needing extra assistance with numeracy.
A teaching approach I used in the Grade 2 class at Friends’ was the use of the constructivist approach as proposed in Bruner’s research. I designed a series of lessons on the different aspects of ‘writing a report’. This involved students getting the basic ideas and functions of writing a report, what resources to use and then to complete a final piece of work. The lesson was structured so that aspects of how to create a report were simplified and then revisited at a more complex level. I was there to facilitate the learning, to be a guide and resource for the learners.
I have also designed Learning Management Plans for both individuals and student groups which allow me to gather information on students’ existing knowledge, what the learners need to achieve and the best ways for students to learn through the implementation of effective and specific teaching strategies (See Standard 3.1 for evidence of an LMP example).
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Given that I had the opportunity to undertake my teaching placements at a range of schools, my awareness of diversity in learners is astute. This is particularly relevant to teaching in the Northern Territory with such a diverse population including a high number of Indigenous students. I ensure that I create an environment in which the students feel comfortable to share information about their backgrounds in the classroom and promote an understanding that different backgrounds will impact how individuals learn. As well as being aware of backgrounds, I also regularly encourage students to explore different cultures through lessons, informal discussions during circle time or when introducing, for example, poetry written by local Indigenous writers. Essential for this standard is to also be aware of students for whom English is a Second Language. I had experience of this during my teaching placement in Warburton, WA, where English was a second language for the Ngaanyatjarra students. In order to increase my understanding of students’ backgrounds I consider it important to also value my relationship with their parents or carers.
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1.4
Strategies
for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Having been a Youth Worker for 4 years in a remote Aboriginal community in Western Australia I feel that I have a strong understanding of appropriate ways of developing relationships with Aboriginal students. I am also very aware that teaching strategies and techniques sometimes need to be modified to take into account cultural differences and where English is a second language for Aboriginal and Torres Strait Islander students (ATSI). When doing my placement in Warburton this included working closely with the Aboriginal Education Officers (AIEO) to monitor students during learning activities to ensure students understood all the instructions to complete tasks.
During my placement in Warburton I came to understand the importance of becoming familiar with the context of the Ngaanyatjarra students in order to ensure that the content of the classes was relevant. An enjoyable cultural experience for the students during the right season was to ‘go out bush’ to collect kampurarr (bush tomatoes). This was incorporated into a maths lesson I taught during my time there. The objective was to have an excursion to pick bush tomatoes and before the students ate them, to bring them back to the class and use them for some basic addition and division tasks. This included grouping the students and asking them to add the total number bush tomatoes collected in the group, getting them to consider the number of family members in their home and working out how many bush tomatoes they would have for each member, amongst other small tasks. They were then allowed to consume what they had collected!
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Having been a Youth Worker for 4 years in a remote Aboriginal community in Western Australia I feel that I have a strong understanding of appropriate ways of developing relationships with Aboriginal students. I am also very aware that teaching strategies and techniques sometimes need to be modified to take into account cultural differences and where English is a second language for Aboriginal and Torres Strait Islander students (ATSI). When doing my placement in Warburton this included working closely with the Aboriginal Education Officers (AIEO) to monitor students during learning activities to ensure students understood all the instructions to complete tasks.
During my placement in Warburton I came to understand the importance of becoming familiar with the context of the Ngaanyatjarra students in order to ensure that the content of the classes was relevant. An enjoyable cultural experience for the students during the right season was to ‘go out bush’ to collect kampurarr (bush tomatoes). This was incorporated into a maths lesson I taught during my time there. The objective was to have an excursion to pick bush tomatoes and before the students ate them, to bring them back to the class and use them for some basic addition and division tasks. This included grouping the students and asking them to add the total number bush tomatoes collected in the group, getting them to consider the number of family members in their home and working out how many bush tomatoes they would have for each member, amongst other small tasks. They were then allowed to consume what they had collected!
1.5
Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. During the course of my diploma I’ve become increasingly aware of the diversity of learning needs within a single year group. In order to address these different needs I have familiarised myself with various pedagogy and learning styles in order to be able to structure my lessons to cater for the variety. I have composed my lesson to ensure a range of teaching strategies so all students benefit. For example, during the maths lessons I delivered at Ross Park, I included group activities as well as independent learning strategies to ensure students who strive on different ways of learning all develop confidence in the classroom. |
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1.6
Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
I was involved in supporting a number of students with disabilities during my placements. Two of these were students with diagnosed on the Autism Spectrum Disorder (ASD). In order to ensure they were engaged in the lessons, I spent time learning about their needs from my mentor and then incorporating slightly alternative activities which suited their learning style. During one lesson in literacy at Friends’ where the other students were working on a ‘Homophones’ exercise I created a homophone cards game which engaged the student through visual interactive learning. This was a very successful strategy as it encouraged the student to involve herself in the lesson and identify the words displayed on the cards through individual interaction with me.
In my final placement I also worked with a student who had very specific learning needs. One of his strengths was playing chess so when he needed calming down I suggested he find a place to play chess with either myself or one of the support staff. Where possible, it’s essential to engage support workers to assist in supporting students with disabilities while at the same time ensuring they are not alienated from the rest of the class. Another way of supporting them is to set up a buddy system so the other students are also part of their learning and provide peer support.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
I was involved in supporting a number of students with disabilities during my placements. Two of these were students with diagnosed on the Autism Spectrum Disorder (ASD). In order to ensure they were engaged in the lessons, I spent time learning about their needs from my mentor and then incorporating slightly alternative activities which suited their learning style. During one lesson in literacy at Friends’ where the other students were working on a ‘Homophones’ exercise I created a homophone cards game which engaged the student through visual interactive learning. This was a very successful strategy as it encouraged the student to involve herself in the lesson and identify the words displayed on the cards through individual interaction with me.
In my final placement I also worked with a student who had very specific learning needs. One of his strengths was playing chess so when he needed calming down I suggested he find a place to play chess with either myself or one of the support staff. Where possible, it’s essential to engage support workers to assist in supporting students with disabilities while at the same time ensuring they are not alienated from the rest of the class. Another way of supporting them is to set up a buddy system so the other students are also part of their learning and provide peer support.