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STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA
--Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
First and foremost, it is essential for a teacher to know and understand the content of the Australian Curriculum (ACARA) required for the year level being taught, as well as the various ways content can be included to consider other curriculum areas. Teaching strategies vary according to the curriculum area, and pedagogy attempts to always support how students learn best for themselves and their learning environment. A great piece of advice given to me on an early practicum was to make sure a teacher can already know as much as possible about what they are about to teach. This is essential knowledge - without knowledge of the content, it can be difficult to teach students exactly what they need to be learning.
Evidence 1: Before planning any lessons, I consult the relevant teaching area with the curriculum, ensuring content descriptors are used to guide my planning. General capabilities are also followed, to enable rich learning, and language appropriate to curriculum areas.
2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA
--Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
First and foremost, it is essential for a teacher to know and understand the content of the Australian Curriculum (ACARA) required for the year level being taught, as well as the various ways content can be included to consider other curriculum areas. Teaching strategies vary according to the curriculum area, and pedagogy attempts to always support how students learn best for themselves and their learning environment. A great piece of advice given to me on an early practicum was to make sure a teacher can already know as much as possible about what they are about to teach. This is essential knowledge - without knowledge of the content, it can be difficult to teach students exactly what they need to be learning.
Evidence 1: Before planning any lessons, I consult the relevant teaching area with the curriculum, ensuring content descriptors are used to guide my planning. General capabilities are also followed, to enable rich learning, and language appropriate to curriculum areas.
![Picture](/uploads/1/1/7/9/11791210/1447392168.png)
Evidence 2: I believe students learn best when they can engage in hands on, inquiry based learning, in combination with explicit teaching. Asking relevant questions to assist in lesson planning is important such as where do I want my learner to be? What does the learner need to know?. I also like to support students learning with visual, audio mediums where possible. An example of this was used on a placement where I taught students about long division without remainders. Through hands on learning and inquiry based learning, students discovered that the way they manually calculated division, gave them a different answer to what a calculator displayed. I was able to extend the learning into long division without remainders. There were a few students who were not understanding the concept of this division, and I found an online resource using Khan Academy, which explained the process visually. Students were then able to practice the same strategies used in the online video, with 100% success. This was a wonderful teaching moment, to know those students who in the first instance didn't understand the concept, were able to make the connections, taking on new knowledge to the point where they were asking me to give them more long division problems for more practice.
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2.2 CONTENT SELECTION AND ORGANISATION
---Organise content into an effective learning and teaching sequence.
Content selection must be relevant to both curriculum outcomes, and to students learning. Lesson plans have consisted of daily, weekly, and term plans, dependent on the subject/topic to be taught. It has also been dependent on what a student already knows, wants to learn, and at the end of the lesson content, what they further want to learn.
Students learn best when they learn according to their preferred way of learning. Where possible, I try to incorporate ways of learning that follows Blooms Revised Taxonomy, and hands on learning.
Evidence 1:
Content selection for a science unit of work, that encompasses a range of learning opportunities based around the 5 Es of learning:
---Organise content into an effective learning and teaching sequence.
Content selection must be relevant to both curriculum outcomes, and to students learning. Lesson plans have consisted of daily, weekly, and term plans, dependent on the subject/topic to be taught. It has also been dependent on what a student already knows, wants to learn, and at the end of the lesson content, what they further want to learn.
Students learn best when they learn according to their preferred way of learning. Where possible, I try to incorporate ways of learning that follows Blooms Revised Taxonomy, and hands on learning.
Evidence 1:
Content selection for a science unit of work, that encompasses a range of learning opportunities based around the 5 Es of learning:
- explore
- engage
- elaborate
- explain
- evaluate
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Evidence 2:
The attached Teaching Resource for reading plan, is evidence of a sequence of learning which was organised into a unit of work.
The attached Teaching Resource for reading plan, is evidence of a sequence of learning which was organised into a unit of work.
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2.3 CURRICULUM, ASSESSMENT AND REPORTING
---Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Using the Australian Curriculum, Assessment and Reporting Authority (ACARA) website to design learning sequences and lesson plans is critical to ensure correct content is taught to each year level. From the curriculum, backwards planning beginning with the assessment item is a useful way to determine what needs to be included, and how this information can be connected through other curriculum areas. When designing learning materials, I firstly examine the content descriptors and plan accordingly, working out how and where each element can be put into place.
I have also used pre-assessments while on placements, to determine what students already know, before commencing lessons/units of work, or being able to amend lesson plans/units of work that I've already devised. Other forms of assessment include self-check lists, KWLs, rubrics, multiple ways to achieve outcomes and summative/formative assessments. This assists a teacher in knowing if students are on track, or where extra teaching might be needed.
Evidence 1:
After deciding on the content descriptors to be covered for a unit of work on money, I designed a pre-assessment sheet to determine what students already knew, and wanted/needed to know further about money.
Not only did this then allow me to modify my lessons/unit of work I had pre-prepared as necessary, but it also guided my choices in extension activities for those students who already knew information.
Whenever I use pre-tests, or pre-assessment sheets, I always inform students before commencing, not to be fearful of the terminology "assessment", and that it is used for me as their teacher, to understand what they already know and what I need to include to support their learning.
---Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Using the Australian Curriculum, Assessment and Reporting Authority (ACARA) website to design learning sequences and lesson plans is critical to ensure correct content is taught to each year level. From the curriculum, backwards planning beginning with the assessment item is a useful way to determine what needs to be included, and how this information can be connected through other curriculum areas. When designing learning materials, I firstly examine the content descriptors and plan accordingly, working out how and where each element can be put into place.
I have also used pre-assessments while on placements, to determine what students already know, before commencing lessons/units of work, or being able to amend lesson plans/units of work that I've already devised. Other forms of assessment include self-check lists, KWLs, rubrics, multiple ways to achieve outcomes and summative/formative assessments. This assists a teacher in knowing if students are on track, or where extra teaching might be needed.
Evidence 1:
After deciding on the content descriptors to be covered for a unit of work on money, I designed a pre-assessment sheet to determine what students already knew, and wanted/needed to know further about money.
Not only did this then allow me to modify my lessons/unit of work I had pre-prepared as necessary, but it also guided my choices in extension activities for those students who already knew information.
Whenever I use pre-tests, or pre-assessment sheets, I always inform students before commencing, not to be fearful of the terminology "assessment", and that it is used for me as their teacher, to understand what they already know and what I need to include to support their learning.
![Picture](/uploads/1/1/7/9/11791210/1448950024.png)
Evidence 3:
Students were engaged in learning about report writing through a unit of work, that concluded with an assessment item.
At the end of the initial teaching, students were required to select a topic of choice relating to Ancient Greece. Students were presented with the assessment requirements/marking sheet, and these expectations were discussed as a whole class to ensure understanding.
This assisted students to ensure they were able to adequately fulfill the criteria by using the form as a checklist, and also enabled me as their facilitator of learning, to ensure I had satisfactorily covered the requirements of the unit of work.
![Picture](/uploads/1/1/7/9/11791210/1447400720.png)
2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATION BETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS
---Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
While on 5 of my 6 practicums, I have been fortunate to work with Aboriginal students except for one class. The programs regularly incorporated into the schools have continued to enable positive reconciliation and understanding between students and the community. The schools also employ Aboriginal Education Officers who work together with non-Indigenous staff and students, to maintain positive behaviours and relationships.
As with all cultures, it is important to learn and respect values and beliefs according to the ways of Aboriginal and Torres Strait Islander People, demonstrating respect and building positive relationships at all times.
Evidence 1: While on a practicum, students have been investigating the book "Under the train tracks". Not only have they been exploring language and increasing their word knowledge, but students have also been identifying ways to continue and promote reconciliation between Indigenous and non-Indigenous Australians. Students have also identified ways that everyone can be a part of caring for the environment, and working together to make their world a better place.
---Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
While on 5 of my 6 practicums, I have been fortunate to work with Aboriginal students except for one class. The programs regularly incorporated into the schools have continued to enable positive reconciliation and understanding between students and the community. The schools also employ Aboriginal Education Officers who work together with non-Indigenous staff and students, to maintain positive behaviours and relationships.
As with all cultures, it is important to learn and respect values and beliefs according to the ways of Aboriginal and Torres Strait Islander People, demonstrating respect and building positive relationships at all times.
Evidence 1: While on a practicum, students have been investigating the book "Under the train tracks". Not only have they been exploring language and increasing their word knowledge, but students have also been identifying ways to continue and promote reconciliation between Indigenous and non-Indigenous Australians. Students have also identified ways that everyone can be a part of caring for the environment, and working together to make their world a better place.
![Picture](/uploads/1/1/7/9/11791210/1448953256.png)
Evidence 2: Ensuring the classroom environment is always rich with resources relating to Indigenous histories, reconciliation and general reading resources assists in maintaining and continuing to promote respectful relationships between all students and staff.
Indigenous students in the class are always encouraged to share their knowledge, and often have a wealth of information that contributes to two way sharing of information and knowledge.
Students have also been reading classroom stories involving Indigenous children, and where possible general classroom discussions attempt to determine Aboriginal words for Australian English. An example on a recent placement occurred when students were discussing what it means to be a good friend. Two Indigenous students in the class were able to access the school library Aboriginal/English dictionary, to discover Aboriginal words for friend, equivalent to Australian Standard English. All students were engaging in using the terminology in and out of the classroom.
Indigenous students in the class are always encouraged to share their knowledge, and often have a wealth of information that contributes to two way sharing of information and knowledge.
Students have also been reading classroom stories involving Indigenous children, and where possible general classroom discussions attempt to determine Aboriginal words for Australian English. An example on a recent placement occurred when students were discussing what it means to be a good friend. Two Indigenous students in the class were able to access the school library Aboriginal/English dictionary, to discover Aboriginal words for friend, equivalent to Australian Standard English. All students were engaging in using the terminology in and out of the classroom.
![Picture](/uploads/1/1/7/9/11791210/1447409618.png)
2.5 LITERACY AND NUMERACY STRATEGIES
---Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Literacy and numeracy are two of the most essential skills that students need to learn. Strategies to ensure these are incorporated into learning environments can occur in many ways - worksheets, ICT and programs, reading, spelling, hands on learning, and many more. I believe language relating to any curriculum area, must be displayed in classrooms such as through the inclusion of word walls, to enrich the learning space with visual knowledge.
There are also many programs that can be incorporated to assist learning such as Study Ladder, Jolly Phonics, WRAP programme, however basic knowledge must be taught in the first instance of letters, numbers, sounds, and patterns.
Evidence 1: During my final practicum, students engaged in a range of contract activities based around each weeks literacy words. One activity that extends word knowledge is to use a grid with various letters. Students attempt to make as many words as they can always including the middle letter, before using dictionaries to discover more words and meanings.
---Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Literacy and numeracy are two of the most essential skills that students need to learn. Strategies to ensure these are incorporated into learning environments can occur in many ways - worksheets, ICT and programs, reading, spelling, hands on learning, and many more. I believe language relating to any curriculum area, must be displayed in classrooms such as through the inclusion of word walls, to enrich the learning space with visual knowledge.
There are also many programs that can be incorporated to assist learning such as Study Ladder, Jolly Phonics, WRAP programme, however basic knowledge must be taught in the first instance of letters, numbers, sounds, and patterns.
Evidence 1: During my final practicum, students engaged in a range of contract activities based around each weeks literacy words. One activity that extends word knowledge is to use a grid with various letters. Students attempt to make as many words as they can always including the middle letter, before using dictionaries to discover more words and meanings.
![Picture](/uploads/1/1/7/9/11791210/1447410902.png)
Evidence 2: To support numeracy, one class used a variety of strategies to expand students knowledge of times tables.
Students used portable whiteboards and whiteboard textas to write the weeks times tables forwards, then in reverse, then randomly, with the task completed using an online timer.
At the conclusion, students were randomly asked the answer to times tables questions. This was further supported visually by a PowerPoint presentation with numeracy problems for students to solve with the use of their portable whiteboards.
This was a popular learning tool, as it could include the natural number strategies learnt over the week, and I was able to use it as a form of assessment, quickly seeing where students had difficulty understanding numeracy concepts.
Students used portable whiteboards and whiteboard textas to write the weeks times tables forwards, then in reverse, then randomly, with the task completed using an online timer.
At the conclusion, students were randomly asked the answer to times tables questions. This was further supported visually by a PowerPoint presentation with numeracy problems for students to solve with the use of their portable whiteboards.
This was a popular learning tool, as it could include the natural number strategies learnt over the week, and I was able to use it as a form of assessment, quickly seeing where students had difficulty understanding numeracy concepts.
![Picture](/uploads/1/1/7/9/11791210/7983335.jpg?344)
2.6 INFORMATION AND COMMUNICATION TECHNOLOGY(ICT)
---Implement teaching strategies for using ICT to expand curriculum learning opportunities for students
Throughout my studies, the focus has been on using programs and ICT's to support student learning. Apart from the use of Interactive Whiteboards, YouTube videos, and Internet (although not always available), at times, this was one of the most difficult areas on practicums to achieve, as many schools/classes do not have access to ICT's in the form of iPads; Tablets and other software programs that would be beneficial for students to engage and learn with.
I was fortunate however on one practicum to be in a classroom where students had their own iPads used for classroom work, recording and researching information, as well as teachers able to continually add new learning materials enabling students to work independently and in groups.
This practicum was extremely rewarding, and demonstrated how successfully students engage in their learning when supported by ICT's.
Evidence 1: The image above, shows a students research project on Ancient Greece as part of a unit of work on report writing. Students used varied research resources including books, internet, computer programs and encyclopedias, before collating their information into their choice of medium - workbooks, or other programs on their iPads, followed by their final draft added through Wikispaces.
---Implement teaching strategies for using ICT to expand curriculum learning opportunities for students
Throughout my studies, the focus has been on using programs and ICT's to support student learning. Apart from the use of Interactive Whiteboards, YouTube videos, and Internet (although not always available), at times, this was one of the most difficult areas on practicums to achieve, as many schools/classes do not have access to ICT's in the form of iPads; Tablets and other software programs that would be beneficial for students to engage and learn with.
I was fortunate however on one practicum to be in a classroom where students had their own iPads used for classroom work, recording and researching information, as well as teachers able to continually add new learning materials enabling students to work independently and in groups.
This practicum was extremely rewarding, and demonstrated how successfully students engage in their learning when supported by ICT's.
Evidence 1: The image above, shows a students research project on Ancient Greece as part of a unit of work on report writing. Students used varied research resources including books, internet, computer programs and encyclopedias, before collating their information into their choice of medium - workbooks, or other programs on their iPads, followed by their final draft added through Wikispaces.
![Picture](/uploads/1/1/7/9/11791210/1447414373.png)
Evidence 2:
When engaging in classroom teaching and learning, I generally make use of classroom Interactive Whiteboards.
As a visual learner, I find these are a great tool to instruct students what they need to organise in preparation for their lesson.
I also at times, use lesson plans done into PowerPoint documents to capture students attention/teach content. As the whiteboard is interactive, students learning is also supported by this means of ICT.