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 #2:
In order to help their students learn, teachers need to have a thorough understanding of the pedagogical content knowledge required to successfully educate their students (Griffin, Dodds & Rovegno, 2013). Having a deep understanding about the students as learners, the content, long and short term learning goals, different types of assessment, and instructional strategies, not only aide in adhering to the core curriculum, but also work in the best interests of the students (Griffin, Dodds & Rovegno, 2013). Artefacts 4-7 assist in demonstrating how during one placement I was able to learn and adopt several different literacy and numeracy strategies. This further helped me to effectively teach the students, and allow me to help them reach their fullest potential as learners.
Furthermore, throughout my educational journey as a teacher, Bloom’s Taxonomy (1956) and Gardner’s Multiple Intelligences (1991) theories have been key in understanding the content and how to teach it. Incorporating Bloom’s Taxonomy framework into my lessons, has allowed me to establish pedagogical interchange with students and to deliver the content in a structured and meaningful way. On the other hand, Gardner’s Multiple Intelligences has further enhanced my understanding of the different ways students can learn. Having this knowledge behind me, permits me to create units of work (as seen in artefact 1 and 2) that can be modified and adapted to support or extend students with different learning styles and needs. As I am continuously learning, I know that having an open and growth mindset as a teacher is crucial. Living in the 21st century means that teaching strategies, learning spaces and assessment approaches are always evolving (Cole, 2014; Foreman & Kelly, 2014). Acquiring a range of these skills will act to expand the curriculum learning opportunities for my students.
Furthermore, throughout my educational journey as a teacher, Bloom’s Taxonomy (1956) and Gardner’s Multiple Intelligences (1991) theories have been key in understanding the content and how to teach it. Incorporating Bloom’s Taxonomy framework into my lessons, has allowed me to establish pedagogical interchange with students and to deliver the content in a structured and meaningful way. On the other hand, Gardner’s Multiple Intelligences has further enhanced my understanding of the different ways students can learn. Having this knowledge behind me, permits me to create units of work (as seen in artefact 1 and 2) that can be modified and adapted to support or extend students with different learning styles and needs. As I am continuously learning, I know that having an open and growth mindset as a teacher is crucial. Living in the 21st century means that teaching strategies, learning spaces and assessment approaches are always evolving (Cole, 2014; Foreman & Kelly, 2014). Acquiring a range of these skills will act to expand the curriculum learning opportunities for my students.
Artefact 1 displays a mathematical-based unit of work on 'Time'. I planned and taught this unit on my third year placement. The teacher gave me full responsibility and control of the concepts, substance and structure of the unit. It required me to adapt to the mathematics strategies the classroom already employed, as well as create new strategies to effectively teach the content.
Relates to: 2.1, 2.2, 1.2 Artefacts 4, 5 and 6 are some of the literacy strategies that I have learnt over my time during placements. As different classrooms and teachers adopt many different practices, I had to learn and develop different literacy and numeracy strategies during my teaching in different school environments. Artefact 7 shows one of my supervising teacher comments about the mathematical strategies I used during a math session.
Relates to: 2.5, 3.3 |
This artefact shows the organising of the content into an effective learning sequence after selecting the big ideas and understandings for the unit of work. This sequence adapts to Kath Murdoch's inquiry approach to teaching where I take the students through a learning process from 'tuning in', to 'finding out', to 'sorting out', to 'going further', to 'making connections' and finally, to the stage of 'reflection and action'.
Relates to: 2.2, 2.1, 2.3, 2.6 Artefact 8 is a link to a Digital Learning Resource that I created. Its aim is to implement ICT in the classroom in order to expand curriculum learning opportunities for both teachers and students in their learning of 'Immigration'.
Relates to: 2.6, 3.4, 4.5 |
In order to better understand students' progress in their learning of 'money', my supervising teacher ensured I used a chart in order to tick off when students achieved one of the learning goals. The learning goals were established using the Victorian Curriculum Year 2 Mathematics standards. Artefact 3 shows how I was able to physically assess the progression students made and where they struggled. This in turn helped to design and modify future lessons.
Relates to: 2.3, 5.1, 5.4 |