1.1 – Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of student’s and how these may affect learning.
During my time at university, I have undertaken a number of subjects that have broadened my understanding of student’s physical, social and intellectual development and how this can affect student learning. I have come to the understanding that all students are unique and develop at different individualised ways. Due to this, every student will also have very diverse ways of learning that need to be catered for by the teacher.
Alongside my university studies, I have also developed my understanding of this standard through my employment as a support worker, assisting a boy with special needs in a preschool setting, during 2012. By undertaking this position I gained first-hand experience in regards to the understanding of how a child’s development can affect their learning. In this case, the child’s development was behind that of other children which meant he had to be provided with extra activities to bring him up to a developmentally appropriate stage. To assist him with this I needed to research the appropriate developmental milestones as well as strategies to assist him with his learning. This was especially important when assessing his school readiness. For this a checklist was developed to determine his physical, social and intellectual development before going to school.
While on my upper primary practicum I also had the chance to experience what it is like to teach gifted and talented students whose physical, social and intellectual development was beyond that which is expected of stage three students. This experience led me to the understanding that student development in these areas can also mean that they need enrichment activities to meet their developmental needs. This is due to the fact that many gifted and talented students can become frustrated and bored with curriculum they are already achieving. It must also be noted that some gifted and talented students may only be advanced in one specific area and have average or below average ability in other areas.
Through my internship and casual teaching experiences at a small school, I have had first hand knowledge of the variety of abilities that can be present in one class and how this can impact learning. The multi-stage aspect of teaching in a small school, in addition to the varying abilities - physically, socially, and intellectually, has improved my skills in developing lessons that engage students at an appropriate skill level. While on my internship, I began implementing mathematics rotations on the 3-6 class group, as a way to meet individual learning needs and styles. This greatly improved the learning of the students, as they were able to access the content at their individual levels and take part in a variety of activities that included hands-on activities, group activities, technology, and independent work, that they could not access fully during whole group mathematics lessons.
Due to these understandings, I am of the belief that all schools and classrooms will be diverse and that all students will have different developmental needs that will affect their learning. I believe that it is essential that teachers get to know their students, assess their needs and plan lessons that will provide students with the skills and knowledge that they need through differentiation.
1.2: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
I believe that all students are unique and because of this will have different preferences for the way in which they learn.
Howard Gardner proposed a model of learning which suggests that there are multiple intelligences, which are key to student’s preferred learning style. The theory suggests that some students may be visually and spatially intelligent, while other student’s may be kinaesthetically intelligent. Due to these differing intelligences, students are going to learn more if they are taught through their preferred intelligence; for example a student who is musically intelligent may find it easier to learn concepts if they are taught through songs and chants, compared to rote learning that may work for a student with linguistic intelligence. Due to this theory I believe it is important that teachers develop lessons that cater for the multiple intelligences by offering a variety of ways for concepts to be gained.
Another theory concerned with how students learn is the constructivist theory which suggests; that students do not just absorb new information; they make meaning from their previous experiences and what they already know about the topic. For this reason, I believe it is important that teachers choose activities that will build upon and respect their student’s prior experiences and that are meaningful, interesting and reflect student interests.
Collaborative and shared learning is another way students learn as it allows students to be exposed to other student’s views and allows them to express their own ideas for others to comment on.
All students will learn in unique ways, just as their development is unique to them. For this reason it is very important that teachers have understandings of multiple theories in regards to the way students learn and that they know their students so that they can implement lessons that meet the needs of all students in the class. By doing this the teacher is able to differentiate the curriculum in a way that reflects the way individual students learn in the class.
1.3: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
All students come from diverse backgrounds including those from diverse linguistic, cultural, religious and socio-economic backgrounds. I believe that teachers need to recognise and plan for this diversity through effective lessons and teaching strategies such as;
· Differentiating the curriculum.
· Direct instruction.
· Cooperative learning.
· Incorporating student’s culture, home language, prior experiences and background knowledge into lessons.
· Grouping students so they can scaffold each other’s learning.
· Writing individual learner outcomes to meet student’s needs.
· Respecting students as unique individuals who all have something to contribute to the classroom.
It is important that teachers make all effort to support students from diverse backgrounds to achieve the outcomes set out in the curriculum while also respecting and including their backgrounds into the classroom setting.
The teaching strategies that teachers employ should be based on the idea of inclusion and social justice which aims to maximise the educational outcomes of all students, regardless of race, ability, sexual orientation, language background, culture or gender.
All students should be given opportunities to extend their learning through the teaching strategies and lessons that teachers employ and to do this teachers needs to be receptive to all students needs in the class.
1.4: 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.
During my time at university, I have undertaken two subjects that have broadened my understandings of Aboriginal and Torres Strait Islander perspectives. Through these subjects I have learnt about the Aboriginal and Torres Strait Islander culture and the history and impact that white settlement has had on their lives and their education.
From these subjects I have developed knowledge of Aboriginal and Torres Strait Islander perspectives on education, which has helped with my ability to develop strategies to effectively teach Aboriginal and Torres Strait Islander people so that they can achieve to the best of their ability. Through learning about Aboriginal and Torres Strait Islander perspectives, I have also developed an understanding of how to incorporate these perspectives into the lessons I teach.
Due to these subjects and the understandings, knowledge and skills I have developed, I will aim to encourage cultural identity and pride for all within my classroom, integrate Indigenous perspectives into the curriculum I am to teach, use strategies such as the ‘8 Ways’ Indigenous learning model in my lessons and provide culturally relevant lessons.
I will do this as I believe that it is important that all students receive an education that is respectful to their needs and provides a place where they can belong and reach their full potential. To do this, teachers need to have an understanding of Aboriginal and Torres Strait Islanders past, present and future and strategies that can help improve performance and retention rates of Indigenous students.
1.5: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Students develop at different rates. No two students are going to be identical in their abilities and for this reason effective teachers need to differentiate the curriculum.
Curriculum differentiation is a term that is in reference to the adaptations that are made to the content and presentation of a lesson to meet the individual needs of all students in the class.
It is important to differentiate the instruction of lessons so that all the students are able to take away something from the lesson. This may mean providing intervention lessons to the tertiary prevention group who have sustained learning difficulties (5%), providing additional assistance to students in the secondary prevention group who need minor intervention to achieve the required outcomes (15%), while also catering for the needs of the students in the primary prevention group who are working at the required level with the current instruction (80%). Extension activities will also be required for gifted and talented students.
Teachers need to develop and use strategies to be able to successfully differentiate instruction for all students in the class, some of which are based on the PASS variables;
· Prioritise instruction – look at what is necessary that all students learn and what is the content that goes beyond what students need to learn to meet the curriculum outcomes and create specific learner outcomes that address the priorities identified.
· Adapt instruction, materials or the environment – look at the lesson, materials, environment and the individual characteristics of children. Does anything need to be adapted or changed to ensure that all students can achieve their learner outcomes?
· Systematically teach with the SCREAM variables –
Structure lessons so that students are building on their knowledge as they work their way through the lesson. Start with teacher explicit instruction, modelling, guided practice, independent practice and then a review/assessment. Making sure to clearly communicate to students the goals of the lesson at the beginning and how they will be able to achieve the goal.
Clarity is important in delivering lessons and can be achieved by speaking clearly and directly, getting straight to the point of the lesson. This can also be achieved through the vocabulary that is used and making sure that all students will be able to understand the way that the lesson is being presented.
Reinforcing the most important aspects of lessons through different teaching methods is an important technique to allow all students to get a grasp of the content that is being covered. Teaching and reinforcing ideas with enthusiasm will encourage all students to listen and be engaged in the class lesson.
Using effective questioning techniques that allow all students the ability to answer in some way is another technique of instruction that will meet the needs of all students in the class. Providing feedback and praise that furthers student learning is also important to make sure that all students are receiving the instruction that they need.
It is also important that teachers cover content at an appropriate rate that will meet the needs of students, that isn’t too fast or slow for their needs. The instruction should also be engaging for students so that the maximum time on task can be established for all lessons.
· Systematically evaluate the outcomes of instruction – teachers should frequently measure students’ progress and evaluate their lessons to ensure that the instruction is meeting all students’ needs.
To be successful in differentiating the curriculum to meet all learning needs of students, it is important that teachers implement a student-centred approach to instruction. Teachers need to be responsive to the needs of all students, so that they can achieve to their maximum potential.
1.6: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability
The Australian Governments Disability Standards for Education were created to ensure that all students would be able to participate and achieve in any educational setting and would not be discriminated against due to their disability. These standards have required educational settings to;
· Be flexible in how they encourage children to participate.
· Provide alternative activities to increase participation.
· Be willing to negotiate, come to an agreement and implement programs that allow maximum participation for all.
· Changes and modifications to the school environment that allows all students to access resources.
· Additional assistance for students to meet learning outcomes.
· Appropriate and relevant substitute activities for students who are unable to participate.
· Implement activities in the classroom and extra-curricular activities that are inclusive of all students.
This is to allow maximum participation from all students.
Teachers and educational settings are also required to make adjustments and modifications to the curriculum, teaching materials, assessment, teaching and learning activities, and the way the content is delivered.
Teachers are also required to work with the school, the student and the students’ families to create an individual education plan to ensure that the needs of the student are being met. The individual education plan will have individual learner outcomes that the teacher will help the student master over a given period of time.
It is important that every students needs are catered for and that every student is given the assistance that they need. I believe that it is a teacher’s responsibility to assess and look after the needs of all students in the class and to provide an inclusive, caring and respectful environment where all students can reach their full potential.
During my time at university, I have undertaken a number of subjects that have broadened my understanding of student’s physical, social and intellectual development and how this can affect student learning. I have come to the understanding that all students are unique and develop at different individualised ways. Due to this, every student will also have very diverse ways of learning that need to be catered for by the teacher.
Alongside my university studies, I have also developed my understanding of this standard through my employment as a support worker, assisting a boy with special needs in a preschool setting, during 2012. By undertaking this position I gained first-hand experience in regards to the understanding of how a child’s development can affect their learning. In this case, the child’s development was behind that of other children which meant he had to be provided with extra activities to bring him up to a developmentally appropriate stage. To assist him with this I needed to research the appropriate developmental milestones as well as strategies to assist him with his learning. This was especially important when assessing his school readiness. For this a checklist was developed to determine his physical, social and intellectual development before going to school.
While on my upper primary practicum I also had the chance to experience what it is like to teach gifted and talented students whose physical, social and intellectual development was beyond that which is expected of stage three students. This experience led me to the understanding that student development in these areas can also mean that they need enrichment activities to meet their developmental needs. This is due to the fact that many gifted and talented students can become frustrated and bored with curriculum they are already achieving. It must also be noted that some gifted and talented students may only be advanced in one specific area and have average or below average ability in other areas.
Through my internship and casual teaching experiences at a small school, I have had first hand knowledge of the variety of abilities that can be present in one class and how this can impact learning. The multi-stage aspect of teaching in a small school, in addition to the varying abilities - physically, socially, and intellectually, has improved my skills in developing lessons that engage students at an appropriate skill level. While on my internship, I began implementing mathematics rotations on the 3-6 class group, as a way to meet individual learning needs and styles. This greatly improved the learning of the students, as they were able to access the content at their individual levels and take part in a variety of activities that included hands-on activities, group activities, technology, and independent work, that they could not access fully during whole group mathematics lessons.
Due to these understandings, I am of the belief that all schools and classrooms will be diverse and that all students will have different developmental needs that will affect their learning. I believe that it is essential that teachers get to know their students, assess their needs and plan lessons that will provide students with the skills and knowledge that they need through differentiation.
1.2: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
I believe that all students are unique and because of this will have different preferences for the way in which they learn.
Howard Gardner proposed a model of learning which suggests that there are multiple intelligences, which are key to student’s preferred learning style. The theory suggests that some students may be visually and spatially intelligent, while other student’s may be kinaesthetically intelligent. Due to these differing intelligences, students are going to learn more if they are taught through their preferred intelligence; for example a student who is musically intelligent may find it easier to learn concepts if they are taught through songs and chants, compared to rote learning that may work for a student with linguistic intelligence. Due to this theory I believe it is important that teachers develop lessons that cater for the multiple intelligences by offering a variety of ways for concepts to be gained.
Another theory concerned with how students learn is the constructivist theory which suggests; that students do not just absorb new information; they make meaning from their previous experiences and what they already know about the topic. For this reason, I believe it is important that teachers choose activities that will build upon and respect their student’s prior experiences and that are meaningful, interesting and reflect student interests.
Collaborative and shared learning is another way students learn as it allows students to be exposed to other student’s views and allows them to express their own ideas for others to comment on.
All students will learn in unique ways, just as their development is unique to them. For this reason it is very important that teachers have understandings of multiple theories in regards to the way students learn and that they know their students so that they can implement lessons that meet the needs of all students in the class. By doing this the teacher is able to differentiate the curriculum in a way that reflects the way individual students learn in the class.
1.3: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
All students come from diverse backgrounds including those from diverse linguistic, cultural, religious and socio-economic backgrounds. I believe that teachers need to recognise and plan for this diversity through effective lessons and teaching strategies such as;
· Differentiating the curriculum.
· Direct instruction.
· Cooperative learning.
· Incorporating student’s culture, home language, prior experiences and background knowledge into lessons.
· Grouping students so they can scaffold each other’s learning.
· Writing individual learner outcomes to meet student’s needs.
· Respecting students as unique individuals who all have something to contribute to the classroom.
It is important that teachers make all effort to support students from diverse backgrounds to achieve the outcomes set out in the curriculum while also respecting and including their backgrounds into the classroom setting.
The teaching strategies that teachers employ should be based on the idea of inclusion and social justice which aims to maximise the educational outcomes of all students, regardless of race, ability, sexual orientation, language background, culture or gender.
All students should be given opportunities to extend their learning through the teaching strategies and lessons that teachers employ and to do this teachers needs to be receptive to all students needs in the class.
1.4: 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.
During my time at university, I have undertaken two subjects that have broadened my understandings of Aboriginal and Torres Strait Islander perspectives. Through these subjects I have learnt about the Aboriginal and Torres Strait Islander culture and the history and impact that white settlement has had on their lives and their education.
From these subjects I have developed knowledge of Aboriginal and Torres Strait Islander perspectives on education, which has helped with my ability to develop strategies to effectively teach Aboriginal and Torres Strait Islander people so that they can achieve to the best of their ability. Through learning about Aboriginal and Torres Strait Islander perspectives, I have also developed an understanding of how to incorporate these perspectives into the lessons I teach.
Due to these subjects and the understandings, knowledge and skills I have developed, I will aim to encourage cultural identity and pride for all within my classroom, integrate Indigenous perspectives into the curriculum I am to teach, use strategies such as the ‘8 Ways’ Indigenous learning model in my lessons and provide culturally relevant lessons.
I will do this as I believe that it is important that all students receive an education that is respectful to their needs and provides a place where they can belong and reach their full potential. To do this, teachers need to have an understanding of Aboriginal and Torres Strait Islanders past, present and future and strategies that can help improve performance and retention rates of Indigenous students.
1.5: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Students develop at different rates. No two students are going to be identical in their abilities and for this reason effective teachers need to differentiate the curriculum.
Curriculum differentiation is a term that is in reference to the adaptations that are made to the content and presentation of a lesson to meet the individual needs of all students in the class.
It is important to differentiate the instruction of lessons so that all the students are able to take away something from the lesson. This may mean providing intervention lessons to the tertiary prevention group who have sustained learning difficulties (5%), providing additional assistance to students in the secondary prevention group who need minor intervention to achieve the required outcomes (15%), while also catering for the needs of the students in the primary prevention group who are working at the required level with the current instruction (80%). Extension activities will also be required for gifted and talented students.
Teachers need to develop and use strategies to be able to successfully differentiate instruction for all students in the class, some of which are based on the PASS variables;
· Prioritise instruction – look at what is necessary that all students learn and what is the content that goes beyond what students need to learn to meet the curriculum outcomes and create specific learner outcomes that address the priorities identified.
· Adapt instruction, materials or the environment – look at the lesson, materials, environment and the individual characteristics of children. Does anything need to be adapted or changed to ensure that all students can achieve their learner outcomes?
· Systematically teach with the SCREAM variables –
Structure lessons so that students are building on their knowledge as they work their way through the lesson. Start with teacher explicit instruction, modelling, guided practice, independent practice and then a review/assessment. Making sure to clearly communicate to students the goals of the lesson at the beginning and how they will be able to achieve the goal.
Clarity is important in delivering lessons and can be achieved by speaking clearly and directly, getting straight to the point of the lesson. This can also be achieved through the vocabulary that is used and making sure that all students will be able to understand the way that the lesson is being presented.
Reinforcing the most important aspects of lessons through different teaching methods is an important technique to allow all students to get a grasp of the content that is being covered. Teaching and reinforcing ideas with enthusiasm will encourage all students to listen and be engaged in the class lesson.
Using effective questioning techniques that allow all students the ability to answer in some way is another technique of instruction that will meet the needs of all students in the class. Providing feedback and praise that furthers student learning is also important to make sure that all students are receiving the instruction that they need.
It is also important that teachers cover content at an appropriate rate that will meet the needs of students, that isn’t too fast or slow for their needs. The instruction should also be engaging for students so that the maximum time on task can be established for all lessons.
· Systematically evaluate the outcomes of instruction – teachers should frequently measure students’ progress and evaluate their lessons to ensure that the instruction is meeting all students’ needs.
To be successful in differentiating the curriculum to meet all learning needs of students, it is important that teachers implement a student-centred approach to instruction. Teachers need to be responsive to the needs of all students, so that they can achieve to their maximum potential.
1.6: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability
The Australian Governments Disability Standards for Education were created to ensure that all students would be able to participate and achieve in any educational setting and would not be discriminated against due to their disability. These standards have required educational settings to;
· Be flexible in how they encourage children to participate.
· Provide alternative activities to increase participation.
· Be willing to negotiate, come to an agreement and implement programs that allow maximum participation for all.
· Changes and modifications to the school environment that allows all students to access resources.
· Additional assistance for students to meet learning outcomes.
· Appropriate and relevant substitute activities for students who are unable to participate.
· Implement activities in the classroom and extra-curricular activities that are inclusive of all students.
This is to allow maximum participation from all students.
Teachers and educational settings are also required to make adjustments and modifications to the curriculum, teaching materials, assessment, teaching and learning activities, and the way the content is delivered.
Teachers are also required to work with the school, the student and the students’ families to create an individual education plan to ensure that the needs of the student are being met. The individual education plan will have individual learner outcomes that the teacher will help the student master over a given period of time.
It is important that every students needs are catered for and that every student is given the assistance that they need. I believe that it is a teacher’s responsibility to assess and look after the needs of all students in the class and to provide an inclusive, caring and respectful environment where all students can reach their full potential.