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 #1:
Throughout my educational experience in becoming a teacher, I believe nothing is more critical to success than knowing your students and how they learn. Understanding students in both a professional and personal way, helps the teachers to delve deeper into their planning to ensure the correct strategies, structure and assessments are tackled (Prashnig, 1998). I know from experience, that every classroom, every student and every school is different. Understanding students as learners and as people aides in teaching them to the best of ones’ ability, but to also limit the implications for the teaching and learning that may take place (Dweck, 2014). Artefacts 1, 3 and 4, demonstrate how having a deep understanding of each student was vital in creating lessons, selecting appropriate teaching strategies and, overall assisting the students in becoming life long learners.
In 21st century Australian schools, proficient teachers need to be able to cater for all types of diversity in their classrooms (Foreman & Kelly, 2014). Throughout my own studies and placement experience, I know that regardless of ability, disability, cultural background, socioeconomic status or religion, teachers need to know the strengths, weaknesses and interests of their students to best fulfill their role as an educator. Artefacts 1-5 validate how the need for a deep understanding of my students on a personal and professional level, was key to helping me throughout their learning. Dweck (2014) states that to be truly effective, teachers have to give students the exposure to a wide range of learning opportunities. Through my own experience, I have learnt that this is best accomplished by considering the different ways in which students learn, and the different approaches to teaching the curriculum. In this way, the lessons I have created become relevant, meaningful and authentic to the students’ lives and furthermore result in an enhancement of participation and learning.
In 21st century Australian schools, proficient teachers need to be able to cater for all types of diversity in their classrooms (Foreman & Kelly, 2014). Throughout my own studies and placement experience, I know that regardless of ability, disability, cultural background, socioeconomic status or religion, teachers need to know the strengths, weaknesses and interests of their students to best fulfill their role as an educator. Artefacts 1-5 validate how the need for a deep understanding of my students on a personal and professional level, was key to helping me throughout their learning. Dweck (2014) states that to be truly effective, teachers have to give students the exposure to a wide range of learning opportunities. Through my own experience, I have learnt that this is best accomplished by considering the different ways in which students learn, and the different approaches to teaching the curriculum. In this way, the lessons I have created become relevant, meaningful and authentic to the students’ lives and furthermore result in an enhancement of participation and learning.
A student in my third year placement was diagnosed with Mitochondrial disease. As her teacher, I had to understand how this may implicate her learning and discuss with her family and teachers about how she learns best. This is a chronic illness that causes debilitating physical, developmental and cognitive disabilities. As a result, this student required extra attention when it came to supporting her both physically and intellectually. She had her own set of stationary that made it easier for her to write and read, as well as an individual learning plan with a teachers aide at all times. When planning lessons, it was important to consider and modify learning goals to best support her and her learning.
Relates to: 1.1, 1.2, 1.5, 1.6, 3.7 Artefact 4 shows how a reading lesson was structured to support the learning needs of students across a full range of abilities. Students in the low reading group were required to participate in a guided reading session with myself so I could further support and overcome any reading difficulties the students displayed. Students in the medium group were required to use an online tool 'LEXIA' to further develop their reading skills, and the high group were required to participate in their own independent reading whilst focusing on their reading goals.
Relates to: 1.5, 1.6, 1.2 |
Artefact 2 is an extract taken from a university assignment that incorporated the 'Backwards by Design' approach to planning and teaching in the Humanities and Social Sciences. This required me to research further into how students learn best and, in turn, limit the implications for teaching. It shows 'Stage 1' of the design that helps students move from basic ideas of a topic to more complicated concepts and skills required to deepen their knowledge and understandings about the humanities. It further develops students' learning by encouraging investigation, connection making and inquiry.
Relates to: 1.2, 1.3, 2.1, 3.1 This artefact displays an extract from a university assignment that required me to have a broad knowledge and understanding of the legislative requirements that support participation in the teaching and learning of students with disability. Highlighted are the organisations that contributed to the support of full participation of students with intellectual, physical or social disability in the schooling environment.
Relates to: 1.6, 4.1, 4.4, 7.1, 7.2 |
In my third year of university, I actively participated in the Atherton Gardens Homework Support Program. This was part of the ACU community engagement program that allowed me to further develop my teaching strategies in response to the learning needs of students from diverse linguistic, cultural and socioeconomic backgrounds. I mentored two students in grade 3 in order to help them complete their math, literacy and inquiry homework.
Relates to: 1.3, 1.5, 7.4 Unfortunately, during my placements I have not had the opportunity to develop my teaching strategies regarding Aboriginal and Torres Strait Islander students. For my final placement, regardless of the students in my classroom, one of my goals is to achieve this standard and seek any resources the school can provide regarding this focus area.
Relates to: 1.4 |
It takes a special person to light that fire, to raise our children's expectations for themselves and never give up on them, no matter how challenging it might be. All of us are here because, at some point, somebody did that for us.