THE NATIONAL STANDARDS OF TEACHING:
PROFESSIONAL KNOWLEDGE STANDARD TWO
Standard two states that the teacher needs to know the content and how to teach it (AITSL, 2012). This standard relates the importance of teacher content knowledge in order to efficiently promote student learning. To effectively teach and promote student learning the teacher must know the content and a variety of ways of how to teach it. Through my unit plan development I have addressed this standard and its sub-standards (2.1, 2.2, 2.3, 2.5 and 2.6) by showing content and teaching strategies used for music, content selection and organisation. This evidence was achieved through my unit overview and my understanding of curriculum, assessment, reporting, maths, literacy concepts and ICT. Another example for this would be my maths portfolio assignment from EDFD454 curriculum literacy’s subject. This portfolio was designed to include three mathematical tasks to teach music with (see entire evidence documents page).
Upon reflecting my professional learning, my professional practice will need to grow in order to attain for sub-standard 2.4 which demonstrates a broad knowledge of understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. As an individual and professional, I strongly believe in catering for all diverse learners, cultures and showing respect to heritage. One of my goals for teaching is to actually teach in North Queensland. I believe this will further my professional development, knowledge of histories, cultures, languages and teaching practices in regards to students who are Indigenous.
Upon reflecting my professional learning, my professional practice will need to grow in order to attain for sub-standard 2.4 which demonstrates a broad knowledge of understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. As an individual and professional, I strongly believe in catering for all diverse learners, cultures and showing respect to heritage. One of my goals for teaching is to actually teach in North Queensland. I believe this will further my professional development, knowledge of histories, cultures, languages and teaching practices in regards to students who are Indigenous.
Professional Knowledge
Know the content and how to teach it Focus area 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. Focus area 2.2 Content selection and organisation. Organise content into an effective learning and teaching sequence. Focus area 2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Focus area 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. Focus area 2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas. Focus area 2.6 Information and Communication Technology (ICT)Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
EvidenceThe standards 2, 2.1 and 2.2 relate to the below
evidence through lesson sequencing, organisation, content, strategies plus
demonstrating knowledge and understanding of the subject area I am teaching
in.
This evidence was achieved during my practical placement at North Lakes State College in response to students upcoming assessment performance, which deals specifically with body language in regards to performing, creating expression and communication on stage. In addition to this, students also learned about the anatomy of their vocal folds and a range of incorrect techniques and life habits that may damage them. This lesson sequence was used with a Year 12 class and a team teaching session with a student in year 9. Both classes went really well and upon reflecting on student understanding and learning I was able to evaluate that the year 12 students really took on this new information for their performance assessment. The year 9 class was really interesting as I was team teaching with a fellow student who had different teaching methods, however instead of our differences being a hindrance, we were able to 'bounce' off each other’s skills and individual knowledge during the class which was really effective. For example, Mr.Gappi was more intuitive with pop music and I was more intuitive with musical theatre. This enabled us to branch out examples and advice for performance therefore expanding the student and my knowledge. The below evidence is the lessons plans for the year 9 and 12 class. The Prezie presentation below was used for the year 12 class, however I deemed some content of the vocal folds inappropriate for the emotional level of the year 9 student.
Evidence: Content
Presentation for Lesson Plan - Body language with Year 12 Music The evidence in the below file addresses the 2.3 standard for curriculum, assessment and reporting through the extracted unit program EDCU418: Work Program.
The full version of the unit program can be found on the Entire Evidence Documents page.
This standard is similar to the 1.4 Standard where I am motivated to learn about Aboriginal and Torres Strait Islander culture but I am also keenly aware that I am lacking in evidence.
I plan to address this as I progress through my professional development by working in Cairns. I have however have been involved with Aboriginal and Torres Strait cultures which were addressed in standard 1.4. Maths teaching strategies in their application areas can be related in my EDFD454 Maths folio where I had to design three tasks in music that would address teaching the maths concepts of measurement, numerical values and graph sense.
In regards to literacy for this unit, EDFD454 also involves my professional learning for gaining a wider understanding in teaching literacy concepts across all subject areas. For literacy I have used an extract from my unit plan assessment in EDCU418: work program, which can be found in its entirety on the Entire Evidence Documents page.
Substandard 2.6 regards to the use of information communication technology (ICT) in the classroom with strategies and expanding learning opportunities for students. Regarding evidence I am using my acknowledgment and understanding of the requirements for it in the classroom with an extract from my unit plan assessment for the EDCU418: Work Program, (which can be found in its entirety on the Entire Evidence Documents page) as well as my EDFD454 Maths folio where I incorporate students to use ICT's in creating graphs.
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AITSL. (2012). Australian Professional Standards for Teachers, Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/