Graduate Standard One
Graduate Standard 1: 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 1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 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. 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. 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. |
Focus Area 1.1- Physical, social and intellectual development and characteristics of students.
I completed a subject called Education Foundations at the University of Canberra. Here, I learnt about students physical, social and intellectual developments and characteristics of students. The Assignment 'Education Foundations Assignment Two' demonstrates my understanding of physical, social and intellectual development and characteristics of students, linking what I observed in my teaching practicum to the psychological theories that we learnt in this unit, then reflecting on how this affects student learning. In this assignment I also developed an understanding of focus area 1.2- How students learn. Both of these focus areas are annotated in this assignment.
1.2 Understand how students learn
There are a range of theories on learning which have influenced my understanding of students. In the document Education Foundations Assignment Two I have annotated a variety of learning theories that I saw on one of my teaching practicums. I used these theories in my teaching practicums as a guide to understanding the best possible way to teach my students.
Note: this annotated assignment only identifies some learning theories I used and applied to understand how students learn. Another learning theory which I consistently use in my teaching practices is Bloom's Taxonomy. Blooms taxonomy promotes higher forms of thinking in education, such as analysing and evaluating, rather than just remembering facts. I believe that by using Bloom’s Taxonomy in the classroom, teachers can assess students on multiple learning outcomes that are aligned to teaching objectives. Within each level of the taxonomy, there are various tasks that move students through the thought process. I have consistently referred to Blooms taxonomy when creating lesson plans and units of work. Below is the revised Bloom's taxonomy. 1.3- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
In my teaching practicum in 2012 I encountered
students from diverse linguistic, cultural and socioeconomic backgrounds. As a
result, I made sure that the content I was teaching would be respectful to
their values and beliefs. In my classroom I
had students who were from lower socioeconomic backgrounds. I supported these
students by assigning the whole class a research assignment which would be
completed in class on the computers which ensured equality for each student. Students participating in Ramadan were supported as I
allowed these students to have a break or rest if they felt exhausted
throughout the day. These are further demonstrated by my mentor teachers comments from my 2012 report. (To view this whole practicum report click the practicum comment)
In my 2013 teaching practicum I taught a variety of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. In one of my year 8 classes I taught a student who was ESL. He had arrived in Australia only a few months previous and had no English speaking skills. With this student I broke down tasks for him and consistently checked his understanding of content and skills by asking him questions. I used visual aides to help him understand class work. I also allowed him to sit next to a friend who was happy to help him out by working with him to complete tasks. As my mentor teacher discusses in his comments from my practicum report- I helped students from low socioeconomic backgrounds by volunteering to tutor them after school. (To view the whole practicum report click on the practicum comment) Focus Area 1.4- Strategies for teaching Aboriginal and Torres Strait Islander students.
At the University I completed a subject called 'Indigenous Education' which focused on strategies for teaching Aboriginal and Torres Strait Islanders. In this subjects I received a Distinction which demonstrates that I carry knowledge and understanding in regards to strategies for teaching Aboriginal and Torres Strait Islanders. Attached is my Annotated Indigenous Education Assignment which discusses issues that arise when teaching Indigenous students and how best to teach Indigenous students.
Focus Area 1.5- Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
On my 2013 teaching practicum I taught a year 12 Modern History class comprised of a broad range of learning abilities. This class was mixed ability whereby two of these students had special needs and another student was gifted and talented. In order to teach this class effectively I had to differentiate my teaching to meet specific learning needs across the wide range of learning abilities. In one lesson I assigned students a task to research a Historian and present it to the class as a small group in the form of a poster or other presentation. To differentiate this task I allowed students to pick their groups and group size (eg two to four people). I also differentiated my teaching by giving the students options of how they wanted to research the task. They were given books about the Historians or if they enjoyed using the computer they could research the Historian. The students could present their Historian in any format that they wished- whether they hand wrote the information or typed it out on the computer. Once the task and instructions were given to them (I wrote these on the board and explained the task verbally as well to cater to all learning styles) I saw each group and talked to each student individual to check their understanding. For students that struggled organising their thought process I gave them an in-depth table to fill out. This table not only organised the task in a simple manner but it gave in-depth instructions for students who struggled with encoding the Historian task. After students completed this task they then presented their work to their classmates. I differentiated this task because those students who struggled with literacy/ comprehension skills were given the opportunity to present their Historian instead.
RESULT: All of the students completed their work creatively and all of the students worked together as a group which I informally assessed throughout the lesson. Focus Area 1.6- Strategies to support the full participation of students with disabilities.
At the University of Canberra I have completed three subjects centered around students with disabilities. These subjects include; Students with Severe Disabilities, Disorders in Development and Responding to Individual Needs in Education (RINE). In these subjects I received a Distinction or High Distinction. During the study of these subjects I learnt;
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