The National standards of teaching:
Professional Knowledge Standard one
Professional knowledge standard one states that the teacher needs to know students and how they learn (AITSL, 2012). This standard relates to being an effective, inspiring and knowledgeable teacher for educating students. In addition to this, I must know the students in my classroom and how they individually learn so I can specifically cater my lessons for them. This will create not only a positive, safe classroom environment but an environment that enriches lifelong learning.
I believe I have achieved standard one through the professional practice of developing a unit plan in 2013 for Year 11 Music. The entire unit plan was designed to cater for diverse learning to ensure understanding within music. This unit would be implemented with the understanding of knowing how students learn and what their capabilities of learning are. For example, in my unit plan under ‘accommodating students’ I had the subjects of differentiation, extensions, individual education program, providing support, and information about students specific needs in regards to making changes for students with specific disabilities or difficulties with socio-economic status . This specifically relates to the sub-standards 1.1, 1.2, 1.3, 1.5 and 1.6 as each subject heading distinguishes the learners and strategies to provide support for these students.
As a graduate teacher I believe I have shown standard one through professional practice. I have not only shown this through one piece of evidence but also through practical placements, community teaching and other assessment. Through professional practices and development, I will continue to cater for student diversity in my classroom and to seek out strategies and techniques in order to improve my teaching methods, especially regarding sub-standard 1.4.
I believe I have achieved standard one through the professional practice of developing a unit plan in 2013 for Year 11 Music. The entire unit plan was designed to cater for diverse learning to ensure understanding within music. This unit would be implemented with the understanding of knowing how students learn and what their capabilities of learning are. For example, in my unit plan under ‘accommodating students’ I had the subjects of differentiation, extensions, individual education program, providing support, and information about students specific needs in regards to making changes for students with specific disabilities or difficulties with socio-economic status . This specifically relates to the sub-standards 1.1, 1.2, 1.3, 1.5 and 1.6 as each subject heading distinguishes the learners and strategies to provide support for these students.
As a graduate teacher I believe I have shown standard one through professional practice. I have not only shown this through one piece of evidence but also through practical placements, community teaching and other assessment. Through professional practices and development, I will continue to cater for student diversity in my classroom and to seek out strategies and techniques in order to improve my teaching methods, especially regarding sub-standard 1.4.
Professional Knowledge Know students and how they Learn Focus area 1.1 Physical, social and intellectual development and characteristics of students The teacher demonstrates knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Focus area 1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Focus area 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. Focus area 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. Focus area 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. Focus area 1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with a disability. |
EvidenceExcerpt from: EDCU418: Work Program, assessment item 1, 2013. Page 24-28 Assignment title: Death Star State College, Arts faculty: Year 11 Assessment Package Semester 2. Entire assessment can be found on Entire Evidence Documents page
EDFD452/472: Analytical Reflection, Assessment Item 1, 2014
This evidence demonstrates that I have knowledge and understanding of how students learn and the implications for teaching.
This standard relates to the EDCU418 work program example however following example and will be used for evidence with this standard. EDLA413 Powerpoint relates to teaching English with students who do not speak it as a first language. Further information for the assessment seminar can be found in the 'notes section' of the Powerpoint.
The requirement for this assessment is to define the English as a second language (ESL) student and provide accurate identification of socio-cultural and linguistic needs of these learners. It also lists appropriate strategies for teachers to assist ESL learners and explains these strategies for the non-ESL teachers so it can be easily adapted in a classroom environment. I believe have addressed the focused area of 1.3 with this evidence as I know about strategies that are vital to the needs of students from different cultural, religious, socioeconomic and linguistic backgrounds.
While I am a keen seeker of knowledge and often learn about Aboriginal and Torres Strait Islander culture, I am keenly aware that I am lacking in evidence for this focus area 1.4. I plan to address this as I progress through my professional development in the future.
I have however been involved with Aboriginal and Torres Strait culture in the past when I participated in a workshop which was created at ACU. This workshop was created by the Aboriginal and Torres Strait coordinator which enabled me to visit the Boer rings in Banyo, Queensland (2010). I have also keenly participated in NAIDOC week (National Aborigines and Islanders Day Observance Committee) at North Lakes State College during my last practical placement in 2013. During this time we learned about the Aboriginal performing arts by watching and listening to traditional dances and musical instruments. Students and teachers often had opportunities to be invited to learn some Aboriginal and Torres Strait Islander traditional dances during performances. These standards are reflected in my teacher practice for providing learning needs to students and can be seen in my lesson plans, however the evidence used for this standard is more suitable as it shows strategies for a range of specific student needs regarding the proposed unit plan for supporting students with disabilities. This unit plan in its entirety can be accessed on the Entire Evidence Documents page.
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AITSL. (2012). Australian Professional Standards for Teachers, Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/