Standard 2: Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
Critical Reflection
As teachers, we are expected to have proficient content and pedagogical content knowledge and be able to apply this through a number of teaching strategies to engage students through meaningful and connected activities. The teacher’s ability to understand the content, in relation to the curriculum, and then make this accessible to students is essential. This can be achieved by integrating teaching strategies with formal and informal learning opportunities (Kleickmann, Dirk Richter, Kunter, Elsner, Besser, and Krauss, 2013). This is evident in artefacts 1, 2, and 3, which supports my understanding of pedagogical content knowledge and aptitude to provide learning activities that encourages student learning. Due to many classrooms being culturally diverse, there is a need for instructional approaches to be culturally inclusive (Darrow, 2013). This is indicated in artefact 4, where students developed a greater understanding of Indigenous culture through rebus writing.
The implementation of numeracy strategies is important so that students develop an understanding of mathematics and its role in real life contexts, and be able to use mathematical knowledge and skills purposefully (Dole, Geiger, and Goos, 2012). This is demonstrated in artefacts 3 and 5, which develop students understanding of mathematics and its application. Literacy strategies are equally important in the classroom, as effective literacy involves engaging and purposeful reading and writing activities that utilise various resources (Cantrell, 1999). Artefacts 2 and 4 supports the idea of using various teaching and learning strategies. Using technology effectively in the classroom is a useful tool to be appropriately integrated across the curriculum to support student learning, as well as explicitly teach research skills (Bergen, 2012). This is demonstrated in artefact 6 regarding the MyPlace assignment.
Word count: 275
Evidence
Artefact 1
Unit Title: EDSS428: Connecting Society and Environment: Curriculum for Learning
For this assignment, I demonstrated my understanding of the relevant content knowledge, concepts, and teaching strategies for the Humanities and its relation to the AusVELS curriculum. Focusing on the upper primary year levels, I provided an exposition on how a social issue, in this case water usage, relates to the Domains of the Humanities.
Descriptor: 2.1
Unit Title: EDSS428: Connecting Society and Environment: Curriculum for Learning
For this assignment, I demonstrated my understanding of the relevant content knowledge, concepts, and teaching strategies for the Humanities and its relation to the AusVELS curriculum. Focusing on the upper primary year levels, I provided an exposition on how a social issue, in this case water usage, relates to the Domains of the Humanities.
Descriptor: 2.1
edss428- assignment 1 .pdf | |
File Size: | 193 kb |
File Type: |
Artefact 2
Unit Title: EDLA309: Literacy Education 2
This unit of work demonstrates my understanding and ability to design a logical sequence of learning and teaching activities. With a range of activities and resources, including ICT, this supports the students' learning. The ability to differentiate the curriculum to ensure that the lessons are relevant and effective, especially for students with learning needs.
Descriptor: 2.2, 2.5, and 2.6
Unit Title: EDLA309: Literacy Education 2
This unit of work demonstrates my understanding and ability to design a logical sequence of learning and teaching activities. With a range of activities and resources, including ICT, this supports the students' learning. The ability to differentiate the curriculum to ensure that the lessons are relevant and effective, especially for students with learning needs.
Descriptor: 2.2, 2.5, and 2.6
edla309- assignment 3.pdf | |
File Size: | 3589 kb |
File Type: |
Artefact 3
Unit Title: EDMA310: Mathematics: Learning and Teaching 2
In this assignment, I created a unit of work based on my research of Decimal Fractions for Level 5. This sequence of lessons was aimed to introduce students to the concepts and understandings of Decimal Fractions, by using a range of teaching and assessment strategies. The AusVELS curriculum, content, and teaching strategies were used to design an appropriate teaching sequence, which would support and extend the student's learning.
Descriptor: 2.1, 2.2, 2.3 and 2.5
Unit Title: EDMA310: Mathematics: Learning and Teaching 2
In this assignment, I created a unit of work based on my research of Decimal Fractions for Level 5. This sequence of lessons was aimed to introduce students to the concepts and understandings of Decimal Fractions, by using a range of teaching and assessment strategies. The AusVELS curriculum, content, and teaching strategies were used to design an appropriate teaching sequence, which would support and extend the student's learning.
Descriptor: 2.1, 2.2, 2.3 and 2.5
edma310- assignment 2- unit planner.pdf | |
File Size: | 1653 kb |
File Type: |
Artefact 4
Unit Title: EDFX310: Professional Experience Primary 3
During my third year placement in a primary classroom, I integrated Indigenous language and symbols into rebus writing to provide an understanding of cultural differences and appreciation for the Aboriginal and Torres Strait Islander peoples.
Descriptor: 2.4 and 2.5
Unit Title: EDFX310: Professional Experience Primary 3
During my third year placement in a primary classroom, I integrated Indigenous language and symbols into rebus writing to provide an understanding of cultural differences and appreciation for the Aboriginal and Torres Strait Islander peoples.
Descriptor: 2.4 and 2.5
edfx310- rebus writing lesson and student work.pdf | |
File Size: | 497 kb |
File Type: |
Artefact 5
Unit Title: EDFX310: Professional Experience Primary 3
During this four week placement, I was in a Prep classroom. Due to the open planning of the school, I was able to be more creative with the lessons and cater to a variety of learning styles. In the following lesson, I aimed to further develop the students' understanding of time. This lesson used a variety of teaching strategies to develop their ability to read and understand time, including, listening, speaking, reading, and writing, with a main focus on building their own clocks, using hula hoops and number cards. This lesson provided students opportunities to work in small groups and work effectively, using skills of verbal and non-verbal communication to demonstrate their understanding.
Desciptor: 2.2 and 2.5
Unit Title: EDFX310: Professional Experience Primary 3
During this four week placement, I was in a Prep classroom. Due to the open planning of the school, I was able to be more creative with the lessons and cater to a variety of learning styles. In the following lesson, I aimed to further develop the students' understanding of time. This lesson used a variety of teaching strategies to develop their ability to read and understand time, including, listening, speaking, reading, and writing, with a main focus on building their own clocks, using hula hoops and number cards. This lesson provided students opportunities to work in small groups and work effectively, using skills of verbal and non-verbal communication to demonstrate their understanding.
Desciptor: 2.2 and 2.5
|
|
|