1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
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.
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.
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
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.
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.
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Reflection
With the first AITSL standard for teachers being ‘know your students and how they learn’, without this knowledge as a teacher you wouldn’t have a solid foundation for your teaching and have positive outcomes within your classroom. Being thrown into a class and expected to teach right away made me feel very nervous as I didn’t have the knowledge and not yet built a solid relationship with the students, learn about their interests, understand their strengths and weaknesses. Without this I wouldn’t have the ability to provide lessons that were challenging, achievable and engaging.
Getting to know the students
I had the opportunity to spend the first two weeks of term 1 in the classroom. The two weeks allowed me to meet the students, get to know them and what was expected in the classroom learning and teaching wise. When I came back for my final practicum in term 2, I felt I had known the students but not to a level where I felt I connected with them or built a solid relationship. With this, my lessons were not really engaging at first and I found that students were not engaging with what I was teaching.
After reflecting on my own and with my mentor teacher I had reflected that I really needed to get to know the students on a deeper level. The discussion consisted of morning discussions with the students and asking what they did on the weekend. The following week I had started to implement this into the morning routine, I could see that it really helped me build that relationship with the students, they were expressing what they had done, and I learnt a little more about them. With this information I used it to connect with the students and showed an interest in what they had to say, which I found very helpful.
Catering for diversity
Throughout my final practicum in term 2, I got to experience and plan for a variety of abilities. Majority of the students in the class were ESL students but did not need an education assistant at all times, though in some subjects there were extra support for the class, subjects such as Science, HASS and Maths.
When catering for diversity, especially in maths, I found that doing a pre-assessment for specific concepts that I was teaching helped with determine where the students were at. From there I had used the results from the pre-assessment to create math groups, grouping the students by their ability and their understanding of the concept. This also gave me an overview of the ability and understanding of the students in the class. I did find it challenging when grouping the students as I had little knowledge on how to go about it, but with help and discussion with my mentor I had a clearer vision on how to go about it in future lesson plans.
Overall catering for diversity in my class was always implemented in the lesson, I would ensure that all ability students were catered for. Playing to their strengths but also challenging at the same time.
With the first AITSL standard for teachers being ‘know your students and how they learn’, without this knowledge as a teacher you wouldn’t have a solid foundation for your teaching and have positive outcomes within your classroom. Being thrown into a class and expected to teach right away made me feel very nervous as I didn’t have the knowledge and not yet built a solid relationship with the students, learn about their interests, understand their strengths and weaknesses. Without this I wouldn’t have the ability to provide lessons that were challenging, achievable and engaging.
Getting to know the students
I had the opportunity to spend the first two weeks of term 1 in the classroom. The two weeks allowed me to meet the students, get to know them and what was expected in the classroom learning and teaching wise. When I came back for my final practicum in term 2, I felt I had known the students but not to a level where I felt I connected with them or built a solid relationship. With this, my lessons were not really engaging at first and I found that students were not engaging with what I was teaching.
After reflecting on my own and with my mentor teacher I had reflected that I really needed to get to know the students on a deeper level. The discussion consisted of morning discussions with the students and asking what they did on the weekend. The following week I had started to implement this into the morning routine, I could see that it really helped me build that relationship with the students, they were expressing what they had done, and I learnt a little more about them. With this information I used it to connect with the students and showed an interest in what they had to say, which I found very helpful.
Catering for diversity
Throughout my final practicum in term 2, I got to experience and plan for a variety of abilities. Majority of the students in the class were ESL students but did not need an education assistant at all times, though in some subjects there were extra support for the class, subjects such as Science, HASS and Maths.
When catering for diversity, especially in maths, I found that doing a pre-assessment for specific concepts that I was teaching helped with determine where the students were at. From there I had used the results from the pre-assessment to create math groups, grouping the students by their ability and their understanding of the concept. This also gave me an overview of the ability and understanding of the students in the class. I did find it challenging when grouping the students as I had little knowledge on how to go about it, but with help and discussion with my mentor I had a clearer vision on how to go about it in future lesson plans.
Overall catering for diversity in my class was always implemented in the lesson, I would ensure that all ability students were catered for. Playing to their strengths but also challenging at the same time.
Action Plan
Throughout my FPE I did not include any specific research based into how students learn and how the research could provide evidence into the specifics of my teaching. Throughout university I’ve had units where we looked at both Piaget and Vygotski’s theory of cognitive development. I would like to do some further research into these theories and apply any findings into my teaching and teaching philosophy. I plan to do this over the next year or so while I am working as relief or full-time teaching.
Throughout my FPE I did not include any specific research based into how students learn and how the research could provide evidence into the specifics of my teaching. Throughout university I’ve had units where we looked at both Piaget and Vygotski’s theory of cognitive development. I would like to do some further research into these theories and apply any findings into my teaching and teaching philosophy. I plan to do this over the next year or so while I am working as relief or full-time teaching.
Evidence
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.
With the class I had in my final practicum being quite multicultural and multilingual, I had to keep my instructions explicit so that students understood what was expected of them. I made sure that I gave clear instructions whether it was verbally or written. I made sure the class understood by getting them to repeat each instruction given before moving one. I had also implemented the method of asking a friend before asking the teacher, this method worked with students asking their friend what the next instruction was before resulting in asking the teacher. This gave them that independence of figuring and problem solving on their own.
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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.
These screenshots have been extracted from two of my Math lesson plans to demonstrated that I have catered for diversity.
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Throughout my FPE in my planning I had always catered for diversity. I made sure that all abilities were catered for, I did this by making the tasks challenging for all abilities but yet achievable. I also had the higher ability students to model their understanding for those who were struggling to understand. This also gave students some independence in their learning.
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