Standard Two: Know the content and how to teach it
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2.1
Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
I have learnt that content needs to be relevant, practical and engaging. In a maths for a unit on ‘Location’ I designed a lesson whereby students had to plan and identify various routes on a school map. The objective of the lesson was for students to identify directional language and describe routes using landmarks which is a good practical skill to develop for real life situations and successfully incorporated maths and geography skills.
When planning my lessons I regularly referred to the Australian Curriculum content and added relevant descriptors to my planning documents. As a teacher it is important to identify, acknowledge and incorporate the Curriculum content into lessons where learning intentions and success criteria are explicitly taught to achieve curriculum outcomes. Reference to the curriculum was also beneficial for providing guidance and ideas for lessons.
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
I have learnt that content needs to be relevant, practical and engaging. In a maths for a unit on ‘Location’ I designed a lesson whereby students had to plan and identify various routes on a school map. The objective of the lesson was for students to identify directional language and describe routes using landmarks which is a good practical skill to develop for real life situations and successfully incorporated maths and geography skills.
When planning my lessons I regularly referred to the Australian Curriculum content and added relevant descriptors to my planning documents. As a teacher it is important to identify, acknowledge and incorporate the Curriculum content into lessons where learning intentions and success criteria are explicitly taught to achieve curriculum outcomes. Reference to the curriculum was also beneficial for providing guidance and ideas for lessons.
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2.2
Content selection and organisation
Organise content into an effective learning and teaching sequence.
In my final placement I met with mentor and team teacher weekly and together we planned the following weeks teaching which incorporated the lessons I was to deliver. This helped me prepare for and organise my week of teaching. It assisted me to prepare my resources and communicate the schedule lesson with students and support staff on daily basis.
In my final placement I created a unit plan document for the poetry unit I delivered which included sequenced lessons, learning intentions, activities and assessment tasks. The final individual assessment task was assessed using a rubric. A selection of the limericks were presented during the school assembly by the students who wrote them, other work samples related to the unit were also displayed on the classroom wall and in students’ workbooks.
Organise content into an effective learning and teaching sequence.
In my final placement I met with mentor and team teacher weekly and together we planned the following weeks teaching which incorporated the lessons I was to deliver. This helped me prepare for and organise my week of teaching. It assisted me to prepare my resources and communicate the schedule lesson with students and support staff on daily basis.
In my final placement I created a unit plan document for the poetry unit I delivered which included sequenced lessons, learning intentions, activities and assessment tasks. The final individual assessment task was assessed using a rubric. A selection of the limericks were presented during the school assembly by the students who wrote them, other work samples related to the unit were also displayed on the classroom wall and in students’ workbooks.
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
In my final placement I assisted my mentor and team teacher in administrating and marking the spelling and basic numbers facts tests. The data collected from these tests gave us valuable information on students’ literacy and numeracy strengths for specific areas of work and helped us design or revisit lessons to cater for individual needs.
Also in this placement I assisted my mentor with assessing students on their reading and comprehension skills by using the Prose, Reading, Observation, Behaviour and Evaluation (PROBE) assessment tool. PROBE evaluates reading accuracy, reading behaviour and in-depth reading comprehension of students which assesses AusVELS (Victorian Essential Learning Standards) Levels 3 to 10 of students through specific text.
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2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
At Richmond Primary I wrote a narrative about the Aboriginal students in Warburton, their school and their culture. Then, using a compare and contrast lesson the students had to identify similarities and differences between themselves and the students in Warburton. I extended the lesson by asking the Richmond students to write a post card with a short description of themselves and their life in Fremantle which I took back with me to share with students of the same age in Warburton.
During my final placement in NAIDOC week I assisted the school AIEW to involve the year 5/6 class by supporting them to create an artwork to be added to the display in the school hall. During the lesson I discussed the importance of NAIDOC week, what it represents and how the students had the opportunity to develop their awareness of this special celebration.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
At Richmond Primary I wrote a narrative about the Aboriginal students in Warburton, their school and their culture. Then, using a compare and contrast lesson the students had to identify similarities and differences between themselves and the students in Warburton. I extended the lesson by asking the Richmond students to write a post card with a short description of themselves and their life in Fremantle which I took back with me to share with students of the same age in Warburton.
During my final placement in NAIDOC week I assisted the school AIEW to involve the year 5/6 class by supporting them to create an artwork to be added to the display in the school hall. During the lesson I discussed the importance of NAIDOC week, what it represents and how the students had the opportunity to develop their awareness of this special celebration.
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2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
In recognising the need to improve/extend a number of students’ multiplication skills in the Ross Park 5/6 class I designed a outdoor maths game which incorporated aspects of physical education to improve students’ engagement in numeracy. It involved students solving timetables algorithms and identifying the answers on grids sketched in chalk on the basketball court. Multiplication charts were also stuck on students work tables to assist them when working on more complex maths concepts which involved multiplication skills.
During my first placement in Warburton I used guided reading as a strategy to help students read text independently. The text was chosen at an appropriate level for the students so as they could be supported and challenged . The content was chosen so as to be familiar and of interest to the students. During the lessons my objective was to develop their basic print literacy and to engage in scaffolded discussions about the text based on prior knowledge and experiences of students. Students also used art to create images of characters taken from the text. For this I also referred to resources available on the Secretariat of National Aboriginal and Islander Child Care (SNAICC) and Indigenous Literacy Foundation (ILF) websites.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
In recognising the need to improve/extend a number of students’ multiplication skills in the Ross Park 5/6 class I designed a outdoor maths game which incorporated aspects of physical education to improve students’ engagement in numeracy. It involved students solving timetables algorithms and identifying the answers on grids sketched in chalk on the basketball court. Multiplication charts were also stuck on students work tables to assist them when working on more complex maths concepts which involved multiplication skills.
During my first placement in Warburton I used guided reading as a strategy to help students read text independently. The text was chosen at an appropriate level for the students so as they could be supported and challenged . The content was chosen so as to be familiar and of interest to the students. During the lessons my objective was to develop their basic print literacy and to engage in scaffolded discussions about the text based on prior knowledge and experiences of students. Students also used art to create images of characters taken from the text. For this I also referred to resources available on the Secretariat of National Aboriginal and Islander Child Care (SNAICC) and Indigenous Literacy Foundation (ILF) websites.
2.6
Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Throughout my placements I have incorporated the implementation of numerous ICT strategies to create interesting and relevant lessons, which address various learning abilities. In Warburton I incorporated computer-based literacy games such as Reading Eggs and maths games which helped the students build on their literacy and numeracy skills. The Internet is an important tool in this context to provide students with learning about other cultures and experiences from which they are geographically far removed.
During my final placement I used a variety of ICT resources to create a rich and diverse learning experience through sharing video clips and music for the poetry unit. I used example of poems from well know writers such as Roald Dahl and presented poems in written format using electronic visuals. Poetry lesson plans included use of resources such as ipads and laptops. Using ICT in all learning areas both formally and informally provided students with good experience in developing their technology skills which is vital in the current learning conditions.
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Throughout my placements I have incorporated the implementation of numerous ICT strategies to create interesting and relevant lessons, which address various learning abilities. In Warburton I incorporated computer-based literacy games such as Reading Eggs and maths games which helped the students build on their literacy and numeracy skills. The Internet is an important tool in this context to provide students with learning about other cultures and experiences from which they are geographically far removed.
During my final placement I used a variety of ICT resources to create a rich and diverse learning experience through sharing video clips and music for the poetry unit. I used example of poems from well know writers such as Roald Dahl and presented poems in written format using electronic visuals. Poetry lesson plans included use of resources such as ipads and laptops. Using ICT in all learning areas both formally and informally provided students with good experience in developing their technology skills which is vital in the current learning conditions.