Standard 1: Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate 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
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate 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
Critical Reflection
The professional relationship between student and teacher is imperative to the learner’s success. The teacher should be sensitive to the individual learner’s needs, and provides frequent and consistent feedback (Woolfolk and Margetts, 2010). This is evident in artefact 1, whereby I designed a series of Math lessons that utilised various teaching and learning activities, that catered to the learner’s particular needs. In regards to catering to students’ individual needs, different forms of teaching strategies, such as interactive, cooperative, and hands-on learning, are employed to accommodate various learning styles, especially EAL learners (Allison and Rehm, 2011). This is demonstrated in artefacts 2 and 3, where I have displayed my ability to use various teaching strategies as supported by my associate teacher and consecutive lesson plans.
By creating an inclusive learning environment, the teacher is catering for students of diversity, whether these are students with disabilities, or of diverse backgrounds, such as Indigenous and Torres Strait Islander peoples. Teachers should develop a supportive and inclusive learning environment that is effective both emotionally and psychologically (Allison and Rehm, 2011). This is demonstrated through artefacts 4, and 5, where I sought to understand the Indigenous culture through comprehending their history and culture today. I then aimed to incorporate these traditions and cultures into the Rebus writing lesson using Indigenous symbols to understand their language. Artefact 7 supports the need for inclusiveness, by knowing the support systems available for students with disability (Foreman, 2011). Using student feedback to improve teaching and learning is an important aspect in becoming an effective teacher (Seldin, 2006), This is evident in artefact 6, which is validated by my associate teacher.
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Evidence
Artefact 1
Unit Title: EDFX310: Professional Experience Primary 3
In third year, I completed a 4-week placement in a Prep classroom. I developed an understanding of how social development is just as important as physical and intellectual, as this is where they build confidence, social and communication skills. This is evident in my supervising and partaking in their school's disco.
Descriptor: 1.1
Unit Title: EDFX310: Professional Experience Primary 3
In third year, I completed a 4-week placement in a Prep classroom. I developed an understanding of how social development is just as important as physical and intellectual, as this is where they build confidence, social and communication skills. This is evident in my supervising and partaking in their school's disco.
Descriptor: 1.1
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Artefact 2
Unit Title: EDFX310: Professional Experience Primary 3
In this placement, I completed my rounds in a Prep classroom where I focused on developing an understanding of the students, and understanding that they learn in various ways. Due to the students' age, I acknowledged that they enjoyed hands-on activities which encouraged engagement as well as to develop their fine and gross motor skills. Furthermore, to support different learning styles, I used verbal, written, and visual communication to promote student learning. In order to cater for diversity, I used a range of teaching strategies in order to engage and challenge students in their interests and abilities. This is supported by a report comment made by my associate teacher.
Descriptor: 1.1, 1.2, 1.3 and 1.5
Unit Title: EDFX310: Professional Experience Primary 3
In this placement, I completed my rounds in a Prep classroom where I focused on developing an understanding of the students, and understanding that they learn in various ways. Due to the students' age, I acknowledged that they enjoyed hands-on activities which encouraged engagement as well as to develop their fine and gross motor skills. Furthermore, to support different learning styles, I used verbal, written, and visual communication to promote student learning. In order to cater for diversity, I used a range of teaching strategies in order to engage and challenge students in their interests and abilities. This is supported by a report comment made by my associate teacher.
Descriptor: 1.1, 1.2, 1.3 and 1.5
edfx310- report comments | |
File Size: | 1517 kb |
File Type: |
Artefact 3
Unit Title: EDPH306: Personal Development, Health, and Physical Education 1
This assignment required me to develop two consecutive lesson plans that developed a particular fundamental movement skill. One of the criterion for this assignment was to make it accessible and inclusive for all students, despite background or disability. To create an inclusive environment, a range of teaching and learning strategies were used which could be easily adapted, depending on the abilities of the students.
Descriptor: 1.4, 1.6
Unit Title: EDPH306: Personal Development, Health, and Physical Education 1
This assignment required me to develop two consecutive lesson plans that developed a particular fundamental movement skill. One of the criterion for this assignment was to make it accessible and inclusive for all students, despite background or disability. To create an inclusive environment, a range of teaching and learning strategies were used which could be easily adapted, depending on the abilities of the students.
Descriptor: 1.4, 1.6
edph306- assignment 1.pdf | |
File Size: | 694 kb |
File Type: |
Artefact 4
Unit Title: HIST106: Australian Indigenous Peoples- Past and Present
This assignment further developed my understanding of the Indigenous peoples and their culture in relation to the content undertaken in this unit and the knowledge and understanding elaborated on from the First Peoples exhibition at Melbourne Museum. Through this, I formed an understanding and greater respect for the Indigenous people, and the impact of culture, cultural identity, and linguistic background for students' learning. In terms of the Indigenous peoples, this assignment explores the oppression they faced, and the fight for equality and civil rights. By understanding their history, we can understand their culture today.
Descriptor: 1.4
Unit Title: HIST106: Australian Indigenous Peoples- Past and Present
This assignment further developed my understanding of the Indigenous peoples and their culture in relation to the content undertaken in this unit and the knowledge and understanding elaborated on from the First Peoples exhibition at Melbourne Museum. Through this, I formed an understanding and greater respect for the Indigenous people, and the impact of culture, cultural identity, and linguistic background for students' learning. In terms of the Indigenous peoples, this assignment explores the oppression they faced, and the fight for equality and civil rights. By understanding their history, we can understand their culture today.
Descriptor: 1.4
hist106- assignment 3.pdf | |
File Size: | 283 kb |
File Type: |
Artefact 5
Unit Title: EDFX310: Professional Experience Primary 3
In third year, I completed my placement in a Prep classroom. The following lesson focused on incorporating Indigenous language and symbols into students writing, which developed an understanding and respect of the Indigenous culture and allowed students to freely write without worrying about spelling.
Descriptor: 1.4
Unit Title: EDFX310: Professional Experience Primary 3
In third year, I completed my placement in a Prep classroom. The following lesson focused on incorporating Indigenous language and symbols into students writing, which developed an understanding and respect of the Indigenous culture and allowed students to freely write without worrying about spelling.
Descriptor: 1.4
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Artefact 6
Unit Title: EDFX212: Professional Experience Primary 2A
In second, year I completed a three week placement in a 1/2 classroom. During this time, I taught a literacy lesson focusing on dictation and identifying familiar phonograms. Using feedback from the students during the lesson, I was able to improve my teaching strategies regarding the use of phonograms. This is supported in the feedback provided by my associate teacher.
Descriptor: 1.5
Unit Title: EDFX212: Professional Experience Primary 2A
In second, year I completed a three week placement in a 1/2 classroom. During this time, I taught a literacy lesson focusing on dictation and identifying familiar phonograms. Using feedback from the students during the lesson, I was able to improve my teaching strategies regarding the use of phonograms. This is supported in the feedback provided by my associate teacher.
Descriptor: 1.5
edfx212- lesson plan comment.pdf | |
File Size: | 658 kb |
File Type: |
Artefact 7
Unit Title: EDFD221: Creating Inclusive, Safe, and Supportive Schools
This assignment explored organisations that aimed to provide information, support, and advocacy for families who have children with special needs. The organisation also provides support for schools to cater for these students. This assignment extended on a previous assignment investigating the needs of a particular student with a disability. Through this assignment, I developed an understanding how organisations can help support students, families, and schools, in order to assist their learning.
Descriptor: 1.6
Unit Title: EDFD221: Creating Inclusive, Safe, and Supportive Schools
This assignment explored organisations that aimed to provide information, support, and advocacy for families who have children with special needs. The organisation also provides support for schools to cater for these students. This assignment extended on a previous assignment investigating the needs of a particular student with a disability. Through this assignment, I developed an understanding how organisations can help support students, families, and schools, in order to assist their learning.
Descriptor: 1.6
edfd221-_assignment_2_final.pdf | |
File Size: | 726 kb |
File Type: |