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STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
There are a multitude of factors that can affect the way a student learns. It is essential
to develop a deep understanding of each student; their style of learning and the ways they make sense of their world. It is equally essential to acknowledge that students incorporate a wide range of diverse languages, cultures, abilities and knowledge that must be considered individually.
Various theorists such as Vygotsky, Piaget and Chomsky- to name a few - have been explored throughout my studies, which has given some insight into the social, emotional, linguistic and cognitive stages of a child's development. The knowledge and understanding provided through their findings and observations, have been a valuable tool when considering students; their needs and stages of development.
As a teacher, it is paramount that I know my students - their:
I have been fortunate prior to most of my placements, to obtain photographs and names of each student in the class. Beginning each practicum with this pre-existing knowledge of students' names (including correct spelling of their names), has enabled earlier recognition and connections with students, and earlier student observations.
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1.1 PHYSICAL, SOCIAL AND INTELLECTUAL DEVELOPMENT AND CHARACTERISTICS OF STUDENTS
---Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
While there are various general guidelines that indicate the ages and stages of students' physical, social and intellectual development and their characteristics, it is important to acknowledge that there are often varying degrees of abilities amongst students.
This can result in students either not quite reaching expected milestones, or achieving far beyond such expectations.
It is essential for a facilitator of learning to understand the stages of development, to use when planning/providing learning needs to support each student, in their learning environment.
The Image: "Understanding Human Development The Learner" slideplayer.com
There are a multitude of factors that can affect the way a student learns. It is essential
to develop a deep understanding of each student; their style of learning and the ways they make sense of their world. It is equally essential to acknowledge that students incorporate a wide range of diverse languages, cultures, abilities and knowledge that must be considered individually.
Various theorists such as Vygotsky, Piaget and Chomsky- to name a few - have been explored throughout my studies, which has given some insight into the social, emotional, linguistic and cognitive stages of a child's development. The knowledge and understanding provided through their findings and observations, have been a valuable tool when considering students; their needs and stages of development.
As a teacher, it is paramount that I know my students - their:
- interests in and outside of the classroom
- families
- physical, social, emotional needs
- religious, cultural, ethnic considerations
- weaknesses and strengths
- characteristics of the age group
- implications for planning, teaching and learning
- goals for successful outcomes/further growth/development
I have been fortunate prior to most of my placements, to obtain photographs and names of each student in the class. Beginning each practicum with this pre-existing knowledge of students' names (including correct spelling of their names), has enabled earlier recognition and connections with students, and earlier student observations.
____________________________________________________________________________
_________________________________________________________________
1.1 PHYSICAL, SOCIAL AND INTELLECTUAL DEVELOPMENT AND CHARACTERISTICS OF STUDENTS
---Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
While there are various general guidelines that indicate the ages and stages of students' physical, social and intellectual development and their characteristics, it is important to acknowledge that there are often varying degrees of abilities amongst students.
This can result in students either not quite reaching expected milestones, or achieving far beyond such expectations.
It is essential for a facilitator of learning to understand the stages of development, to use when planning/providing learning needs to support each student, in their learning environment.
The Image: "Understanding Human Development The Learner" slideplayer.com
![Picture](/uploads/1/1/7/9/11791210/8256116.jpg?250)
Evidence 1: Students are given opportunities whenever possible, to develop their social, intellectual and physical skills, through small group activities, whole class activities, and on their own. This encourages students to work together with their peers to develop positive working relationships, problem solving, as well as developing individual needs. On one of my placements, there were issues based around respect -in particular, towards other people and nature. Working in small groups, students were required to brainstorm what respect meant to them, and record their ideas and discussions onto large sheets of paper. This was followed with whole class sharing of ideas, and was further extended with students working in smaller groups to discuss how they could give and receive respect. The social skills that dramatically improved between students was inspiring, as they were able to identify their own behaviours; how it felt to not be respectful or show respect to others, and enabled students to take responsibility for their learning, sharing and problem solving to develop strategies for improvement. This was extended to respect for nature in their environment, and enabled further lesson plan development, based around care and preservation.
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Evidence 2: All students are individuals, needing opportunities for growth in areas of individual physical abilities/needs, and by encouraging and developing through teamwork.
During a H & PE lesson, students were able to work individually to progress their own skill level, as well as paired work to develop skills in both social and physical areas.
(See "Lesson Plans" - ETL115 for full lesson plan)
Evidence 3: During a recent unit of work which extended to dinosaurs, the Year 4 students were able to work collaboratively using their newly learnt skills, to visit a fossil reserve and become paleontologists.
The students were able to collaborate further with other classes to share their knowledge and skills and become facilitators of learning.
During a H & PE lesson, students were able to work individually to progress their own skill level, as well as paired work to develop skills in both social and physical areas.
(See "Lesson Plans" - ETL115 for full lesson plan)
Evidence 3: During a recent unit of work which extended to dinosaurs, the Year 4 students were able to work collaboratively using their newly learnt skills, to visit a fossil reserve and become paleontologists.
The students were able to collaborate further with other classes to share their knowledge and skills and become facilitators of learning.
![Picture](/uploads/1/1/7/9/11791210/1447323010.png)
1.2 KNOW THE STUDENTS AND HOW THEY LEARN
---Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Students expand on their existing knowledge, learn new information, and discover what they want to learn further, when multiple ways of achieving can be incorporated into their learning, such as through exploration, creation, investigation, questioning, and discovering, hands on activities, inquiry based learning, and play "done well." (Martin Westwell, 2015).
Although there are a number of theories that support the way a student learns, I believe Bloom's Revised Taxonomy, provides multiple ways for students to demonstrate how they learn and therefore achieve successful outcomes.
Supporting students by how they learn best, assists their ability to create and apply new information learnt and through being able to experience, analyse, question, evaluate, and apply this knowledge and information, assists students to understand and remember.
When designing lesson plans for learning, I have found it beneficial to incorporate an "I do,we do, you do" approach to learning, in combination with explicit teaching.
The Image: "Toolbox for Planning Rigorous Instruction"
tpri.wikispaces.com
---Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Students expand on their existing knowledge, learn new information, and discover what they want to learn further, when multiple ways of achieving can be incorporated into their learning, such as through exploration, creation, investigation, questioning, and discovering, hands on activities, inquiry based learning, and play "done well." (Martin Westwell, 2015).
Although there are a number of theories that support the way a student learns, I believe Bloom's Revised Taxonomy, provides multiple ways for students to demonstrate how they learn and therefore achieve successful outcomes.
Supporting students by how they learn best, assists their ability to create and apply new information learnt and through being able to experience, analyse, question, evaluate, and apply this knowledge and information, assists students to understand and remember.
When designing lesson plans for learning, I have found it beneficial to incorporate an "I do,we do, you do" approach to learning, in combination with explicit teaching.
The Image: "Toolbox for Planning Rigorous Instruction"
tpri.wikispaces.com
![Picture](/uploads/1/1/7/9/11791210/1448941109.png)
There are 7 styles of learning that supports the various ways students learn including:
These may be used individually or used in combination. A student may prefer to experience an aural presentation for one topic, and can learn successfully through a different style of learning such as verbally, while working in groups.
I have often used Bloom's Revised Taxonomy and its' various styles of learning to encompass a wide variety of opportunities that students can use to achieve successful learning outcomes.
By knowing our students and how they learn, we can encourage their learning to be a positive and relevant experience. The image: "The 7 Styles of Learning"
http://edudemic.com/wp-content/uploads/2012/11/7-styles-of-learning.jpg
- visually (spatial),
- aurally (auditory-musical),
- verbally (linguistics),
- physically (kinesthetic),
- solitary (intrapersonal),
- socially (interpersonal),
- logically (mathematical).
These may be used individually or used in combination. A student may prefer to experience an aural presentation for one topic, and can learn successfully through a different style of learning such as verbally, while working in groups.
I have often used Bloom's Revised Taxonomy and its' various styles of learning to encompass a wide variety of opportunities that students can use to achieve successful learning outcomes.
By knowing our students and how they learn, we can encourage their learning to be a positive and relevant experience. The image: "The 7 Styles of Learning"
http://edudemic.com/wp-content/uploads/2012/11/7-styles-of-learning.jpg
Evidence 1: As shown above, an example of using a variety of learning styles supporting how students learnt best, was through a combination of aural and visual materials with a Foundation class. Lesson content focused on responding to text and concluded with exploring art, colour and movement.
The book written by Barb Rosenstock about artist Wassily Kandinsky titled The Noisy Paintbox,
was read to the class, as well as students viewing a YouTube presentation depicting how the artist used sounds to express art.
Several styles of music were then sourced and played to students, where they could experience elements within songs to demonstrate physical movement, and the styles of art that could be developed. Classical, opera, blues, and popular rock were some of the music genres used.
Students experienced how they might feel as an artist, physically moving to the music such as the "popping" sounds in The Popcorn Song, as well as expression through their artwork with dots, spots, swirls, squiggles, zigzags, shapes and many other techniques, according to how they felt with the music/sounds.
The book written by Barb Rosenstock about artist Wassily Kandinsky titled The Noisy Paintbox,
was read to the class, as well as students viewing a YouTube presentation depicting how the artist used sounds to express art.
Several styles of music were then sourced and played to students, where they could experience elements within songs to demonstrate physical movement, and the styles of art that could be developed. Classical, opera, blues, and popular rock were some of the music genres used.
Students experienced how they might feel as an artist, physically moving to the music such as the "popping" sounds in The Popcorn Song, as well as expression through their artwork with dots, spots, swirls, squiggles, zigzags, shapes and many other techniques, according to how they felt with the music/sounds.
Evidence 2: As a way to get to know students at the beginning of a practicum, I created a PowerPoint document "About me", which included a snapshot of images, interests, likes and dislikes which I presented/discussed with students. Part of the presentation also included an extra piece of information that was fiction. Students had to guess what part of my presentation might have been truth or fiction. Students were then required to produce their own presentations with the use of their iPad's, for whole class sharing, following the same criteria.
This was a great way to demonstrate common interests between the teacher/students and make connections with opportunity for further communication throughout the placement. Although students had already been in their classroom together for half of the year, it was a great way for the students to learn more about each other enabling further connections. Although the practicum was for such a short time, it also assisted me to develop a brief understanding of how some of the students like to learn.
This was a great way to demonstrate common interests between the teacher/students and make connections with opportunity for further communication throughout the placement. Although students had already been in their classroom together for half of the year, it was a great way for the students to learn more about each other enabling further connections. Although the practicum was for such a short time, it also assisted me to develop a brief understanding of how some of the students like to learn.
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1.3 STUDENTS WITH DIVERSE LINGUISTIC, CULTURAL, RELIGIOUS AND SOCIOECONOMIC BACKGROUNDS
---Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Every student has the right to learn in a safe, welcoming environment - in a place where learning is valued, respected, regardless of race, language or ability.
While on three of my practicums, there have been students with vast socioeconomic and cultural backgrounds. Students from lower socioeconomic areas, and various cultural backgrounds such as Indigenous students, often struggle with their learning and need further support in the classroom, combined with explicit teaching.
Evidence 1:
A lesson plan devised to support EAL/D/Indigenous students in the classroom, incorporated word walls, written in both languages, with visual images and words. This must incorporate a holistic approach, where respect for all students is paramount, as well as two way sharing of information and knowledge. Multilevel teaching was encouraged and students have opportunities to work in groups. Scaffolding and differentiation was a large part of learning, and a high standard of respect for traditional ways was always acknowledged and respected. Students learnt that it was okay to make mistakes, were given opportunity to explore, practice, given more time to answer, and desired language was modelled rather than corrected.
---Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Every student has the right to learn in a safe, welcoming environment - in a place where learning is valued, respected, regardless of race, language or ability.
While on three of my practicums, there have been students with vast socioeconomic and cultural backgrounds. Students from lower socioeconomic areas, and various cultural backgrounds such as Indigenous students, often struggle with their learning and need further support in the classroom, combined with explicit teaching.
Evidence 1:
A lesson plan devised to support EAL/D/Indigenous students in the classroom, incorporated word walls, written in both languages, with visual images and words. This must incorporate a holistic approach, where respect for all students is paramount, as well as two way sharing of information and knowledge. Multilevel teaching was encouraged and students have opportunities to work in groups. Scaffolding and differentiation was a large part of learning, and a high standard of respect for traditional ways was always acknowledged and respected. Students learnt that it was okay to make mistakes, were given opportunity to explore, practice, given more time to answer, and desired language was modelled rather than corrected.
![Picture](/uploads/1/1/7/9/11791210/1447327782.png)
Evidence 2:
To support students with diverse linguistic, cultural, religions and socioeconomic backgrounds, my lesson plans often have included visual cues, and where possible, the use of ICT's to engage and teach content. ICT's offer visual and verbal support where students can practice hearing and repeating words, which is also useful for EAL/D students. Lesson plans have also been modified to provide differentiated learning according to individual students needs. A lesson on maths, provided specific visual cues for students in my class who struggled with basic numeracy and literacy, with extra support from the SSO/teacher as required.
To support students with diverse linguistic, cultural, religions and socioeconomic backgrounds, my lesson plans often have included visual cues, and where possible, the use of ICT's to engage and teach content. ICT's offer visual and verbal support where students can practice hearing and repeating words, which is also useful for EAL/D students. Lesson plans have also been modified to provide differentiated learning according to individual students needs. A lesson on maths, provided specific visual cues for students in my class who struggled with basic numeracy and literacy, with extra support from the SSO/teacher as required.
![Picture](/uploads/1/1/7/9/11791210/1447330188.png)
1.4 STRATEGIES FOR TEACHING ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
---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.
Aboriginal and Torres Strait Islander students are an integral part of Australian society. Living in a city where Indigenous People are such a part of the community, there is always a strong focus on reconciliation, working together, working as one, which has made strategies for teaching students easier. Strong support foundations within locals schools and organisations has meant inclusive practices have always been a part of each class/school.
As a teacher, it is vital that I seek the knowledge and support of other people within the schools and the broader community who can provide relevant information to me as a facilitator of learning.
Where possible, my lesson plans have been guided by the 8 Aboriginal Ways of Learning.
The unit of work represented in the following piece of evidence:
(Evidence 1), assisted in the development of better relationships between non Indigenous and Indigenous students, as students gained a deeper understanding and respect within the classroom of Indigenous culture.
The image: "8 Aboriginal Ways of Learning"
http://8ways.wikispaces.com/
This incorporated studying materials written in a Yarning way according to Indigenous traditions.
---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.
Aboriginal and Torres Strait Islander students are an integral part of Australian society. Living in a city where Indigenous People are such a part of the community, there is always a strong focus on reconciliation, working together, working as one, which has made strategies for teaching students easier. Strong support foundations within locals schools and organisations has meant inclusive practices have always been a part of each class/school.
As a teacher, it is vital that I seek the knowledge and support of other people within the schools and the broader community who can provide relevant information to me as a facilitator of learning.
Where possible, my lesson plans have been guided by the 8 Aboriginal Ways of Learning.
The unit of work represented in the following piece of evidence:
(Evidence 1), assisted in the development of better relationships between non Indigenous and Indigenous students, as students gained a deeper understanding and respect within the classroom of Indigenous culture.
The image: "8 Aboriginal Ways of Learning"
http://8ways.wikispaces.com/
This incorporated studying materials written in a Yarning way according to Indigenous traditions.
Evidence 1:
A lesson plan taken from a unit of work containing 10 lessons overall, with lots of hands on learning through doing, making, creating, investigation and collaboration. |
Evidence 2:
Absenteeism resulting in a decline in the number of Indigenous students attending school, is a concerning statistic, with students dropping out to a number of factors. As part of my studies, I was required to investigate programs available in communities, that would seek to keep Indigenous learners at school, engaged in learning, and striving for higher academic achievements. One of the programs I discovered was called "The Song Room", which encourages meaningful and supportive relationships, acceptance and self-esteem amongst Indigenous students, through music programs. |
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1.5 DIFFERENTIATE TEACHING TO MEET THE SPECIFIC LEARNING NEEDS OF STUDENTS ACROSS THE FULL RANGE OF ABILITIES
---Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
It is essential to provide teaching and learning opportunities to enable all students to learn, across an array of abilities. Students can work well below or well above their standard year level, demonstrating that a one size fits all approach to learning does not apply in teaching and learning. I recently volunteered in a Special School for a short time where every day, the learning needs of each student was differentiated. The use of PECS folders for communication is a vital part of these students daily life, at school and in their home environment. Story time, song time, maths and learning letters of the alphabet, were taught to all students in one group, supported with audio/visual materials; however individual teaching was then set for each student. One student was supported in her learning through the use of computer programs, while another student was able to use other media to complete the tasks.
Evidence 1:
The number of students reliant on non-verbal communication methods far outweighs the number of students who are able to verbalise their needs. Students are given PECS folders, which contain the same images/words; however each student has different interests and needs. Each students folder has additional modifications, enabling the student to show the teacher what they want. One student has an interest in The Wiggles and used the computer image to show teachers when she wants to use the computer game. Another student with an interest in horses used the image of a horse from her folder to indicate when she wanted to engage in play with the toy horses.
![Picture](/uploads/1/1/7/9/11791210/1447376885.png)
Evidence 2:
Students vary in their ability to spell, read, and write. On my final placement, students were placed into groups with words that support their skill level. Group A were given list words each week with easier words; Group B were issued with words that extend their skill level on a higher level; and two other students in the class were given more challenging words. This differentiation was essential to keep students on task and engaged with their learning.
Students vary in their ability to spell, read, and write. On my final placement, students were placed into groups with words that support their skill level. Group A were given list words each week with easier words; Group B were issued with words that extend their skill level on a higher level; and two other students in the class were given more challenging words. This differentiation was essential to keep students on task and engaged with their learning.
![Picture](/uploads/1/1/7/9/11791210/1447378616.png)
1.6 STRATEGIES TO SUPPORT FULL PARTICIPATION OF STUDENTS WITH DISABILITY
--- Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
One of my practicums involved working with a student in a mainstream classroom, who was living with cerebral palsy. While the student had a permanent classroom carer to support her with her learning, as a practicing classroom teacher, it was essential that I provide learning materials that would also support her learning in an inclusive classroom. Education Adjustment Plans are also an important factor to assist in planning appropriate and relevant, holistic learning and care for each student, and enables these students to work along side their peers in mainstream education.
Evidence 1:
The student was able to engage in classroom discussion, and it was essential to ensure she was not excluded in any way from learning alongside her peers. The student was supported in her learning with technologies including her own computer and Speech generating devices, and could use computer programs such as Word with support.
To maintain an inclusive classroom, I designed templates around lessons that were added to the students computer at the beginning of each day. This enabled the student to achieve the same curriculum outcomes, in a way that was relevant to her learning style
One of the lesson plans involved learning about dot plots. To assist the student I designed a template, with coloured dots, that could be copied, recoloured, and moved around the template as required.
Lesson expectations were often displayed through the use of the classroom IWB/PowerPoint documents, which all students were able to continually refer to.
--- Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
One of my practicums involved working with a student in a mainstream classroom, who was living with cerebral palsy. While the student had a permanent classroom carer to support her with her learning, as a practicing classroom teacher, it was essential that I provide learning materials that would also support her learning in an inclusive classroom. Education Adjustment Plans are also an important factor to assist in planning appropriate and relevant, holistic learning and care for each student, and enables these students to work along side their peers in mainstream education.
Evidence 1:
The student was able to engage in classroom discussion, and it was essential to ensure she was not excluded in any way from learning alongside her peers. The student was supported in her learning with technologies including her own computer and Speech generating devices, and could use computer programs such as Word with support.
To maintain an inclusive classroom, I designed templates around lessons that were added to the students computer at the beginning of each day. This enabled the student to achieve the same curriculum outcomes, in a way that was relevant to her learning style
One of the lesson plans involved learning about dot plots. To assist the student I designed a template, with coloured dots, that could be copied, recoloured, and moved around the template as required.
Lesson expectations were often displayed through the use of the classroom IWB/PowerPoint documents, which all students were able to continually refer to.
![Picture](/uploads/1/1/7/9/11791210/5665089.jpg?383)
Evidence 2:
A requirement of classroom teachers, is to maintain an inclusive learning environment and provide learning materials for all students, regardless of ability.
As part of a unit, my task was to modify an existing lesson plan/unit of work, to cater for students with known and unknown learning difficulties.
A requirement of classroom teachers, is to maintain an inclusive learning environment and provide learning materials for all students, regardless of ability.
As part of a unit, my task was to modify an existing lesson plan/unit of work, to cater for students with known and unknown learning difficulties.