Standard 1 - Know students and how they learn
Standard 1 - Know students and how they learn
1.1 - Physical social and intellectual development characteristics of students
1.1 - Physical social and intellectual development characteristics of students
Standard 1 - Know students and how they learn
1.2 - Understand how students learn
1.2 - Understand how students learn
Standard 1 - Know students and how they learn
1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students
1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students
Standard 1 - Know students and how they learn
1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Standard 1 - Know students and how they learn
1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Standard 1 - Know students and how they learn
1.6 - Strategies to support full participation of students with disability
1.6 - Strategies to support full participation of students with disability
Standards 1.3, 1.5 and 1.6 are all covered with the information and documents below.
As a current teacher I believe in a creating an inclusive classroom of curious, engaged learners. To do this, I believe that that learning begins with the child and, as a result, my practice is highly individualised and child-centred. I strongly believe that learning is enhanced with meaningful relationships with each child and their family which, in turn, allows an in-depth view of the children’s learning requirements, strengths and interests. I have thorough experience teaching and interacting with students from a wide range of multicultural backgrounds due to the diversity of students at my school. My 31 students this year are from a total of 22 different countries. The inclusion of a large number of English as a Second Language (ESL) students’, has ensured that I have developed thorough skills in differentiating the curriculum (Standard 1.3). The varying abilities within my classroom have apparent from day one of each school year. To ensure that I cater fairly and effectively to all of my students I create a number of Individual and Group Education plans. This year I created, implemented and maintained two Individual Education Plans throughout the year for my two Schools Plus students (Standard 1.6). I also created, implemented and maintained four separate Group Education Plans. I decided that four GEP’s were required to ensure differentiation occurred for extension and enrichment in the learning areas of Numeracy and Literacy (Standard 1.5).
The creation and ongoing maintenance of these documents has allowed me structure learning activities so that all students can achieve positive outcomes. Colour coded annotations on these documents has also allowed me to track the variety of teaching and learning strategies that I used within the classroom and the effectiveness (or ineffectiveness) of these strategies. These documents allow me to set clear objectives for all students and ensure that these are relevant to not only their intellectual development but their social and physical development also. As a graduate teacher, creating and maintaining these documents was quite overwhelming at first. Now however, I realise how much they have improved my ability to differentiate all content and cater to the each individual student, an integral part of my teaching philosophy.
The vast variance in abilities of my students really challenged me to consider how to cater for individual differences to ensure that all students are provided with a comfortable level of challenge and given the support they need to achieve success. I use the gradual release of responsibility approach extensively, because I find that modelling a concept or process, then scaffolding the students’ efforts in guided practice, usually in pairs or small groups, gives them the knowledge, skills and confidence to succeed when they attempt it individually. It also allows me to provide more support to those who need it, while giving more able students more freedom to demonstrate their understanding. Another valuable learning experience from my time at here was observing how important it is for students to learn from each other in order to create a holistic understanding. Just as all teachers explain concepts differently, so do students. I believe that providing opportunities for students to explain concepts to one another is imperative within any primary classroom.
The below evidence also addresses Standard 3.1 - Establish challenging learning goals as all goals/objectives/outcomes for the student are challenging but achievable.
As a current teacher I believe in a creating an inclusive classroom of curious, engaged learners. To do this, I believe that that learning begins with the child and, as a result, my practice is highly individualised and child-centred. I strongly believe that learning is enhanced with meaningful relationships with each child and their family which, in turn, allows an in-depth view of the children’s learning requirements, strengths and interests. I have thorough experience teaching and interacting with students from a wide range of multicultural backgrounds due to the diversity of students at my school. My 31 students this year are from a total of 22 different countries. The inclusion of a large number of English as a Second Language (ESL) students’, has ensured that I have developed thorough skills in differentiating the curriculum (Standard 1.3). The varying abilities within my classroom have apparent from day one of each school year. To ensure that I cater fairly and effectively to all of my students I create a number of Individual and Group Education plans. This year I created, implemented and maintained two Individual Education Plans throughout the year for my two Schools Plus students (Standard 1.6). I also created, implemented and maintained four separate Group Education Plans. I decided that four GEP’s were required to ensure differentiation occurred for extension and enrichment in the learning areas of Numeracy and Literacy (Standard 1.5).
The creation and ongoing maintenance of these documents has allowed me structure learning activities so that all students can achieve positive outcomes. Colour coded annotations on these documents has also allowed me to track the variety of teaching and learning strategies that I used within the classroom and the effectiveness (or ineffectiveness) of these strategies. These documents allow me to set clear objectives for all students and ensure that these are relevant to not only their intellectual development but their social and physical development also. As a graduate teacher, creating and maintaining these documents was quite overwhelming at first. Now however, I realise how much they have improved my ability to differentiate all content and cater to the each individual student, an integral part of my teaching philosophy.
The vast variance in abilities of my students really challenged me to consider how to cater for individual differences to ensure that all students are provided with a comfortable level of challenge and given the support they need to achieve success. I use the gradual release of responsibility approach extensively, because I find that modelling a concept or process, then scaffolding the students’ efforts in guided practice, usually in pairs or small groups, gives them the knowledge, skills and confidence to succeed when they attempt it individually. It also allows me to provide more support to those who need it, while giving more able students more freedom to demonstrate their understanding. Another valuable learning experience from my time at here was observing how important it is for students to learn from each other in order to create a holistic understanding. Just as all teachers explain concepts differently, so do students. I believe that providing opportunities for students to explain concepts to one another is imperative within any primary classroom.
The below evidence also addresses Standard 3.1 - Establish challenging learning goals as all goals/objectives/outcomes for the student are challenging but achievable.
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The Individual Education Plan (IEP) above addresses Standard 1.6. The IEP was created for a student with a learning disability. It was designed and implemented to support teaching activities that support participated and learning and vital and relevant skills for the student with the disability. It was designed in collaboration with the parents and all specialists associated with the student. Working collaboratively to develop this document helped to ensure it was relevant and targeted to the student's needs. It is coloured coded to note changes that were made throughout the year as different things worked and did not work - this shows ongoing reflection and alteration to the teaching and learning program.
The IEP also shows the incorporation of adaptive and assisted technologies to support participation and learning of the student through the use of an iPad and a writer. As mentioned in the document, the writer was used for a large majority of written tasks when the focus was on what was written and not the handwriting.
The IEP also shows the incorporation of adaptive and assisted technologies to support participation and learning of the student through the use of an iPad and a writer. As mentioned in the document, the writer was used for a large majority of written tasks when the focus was on what was written and not the handwriting.
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The above document is a Group Education Plan (GEP). This GEP is for enrichment - students that are reading and writing at a lower than average level.
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The above document is a GEP for extension. It was designed for students that were reading and writing at a higher than average level.