Know students and how they learn
Below is an excerpt of a research report I wrote, based on information about stage 1 & 2 students literacy and numeracy skills. The report focused on the development of literacy skills in children, and what factors could potentially affect this development. This report is in line with standard one, focus area 1.1.1, "demonstrates a developing awareness of differences in students' learning styles and needs'. As part of the report, I had to research into literacy development in males and females, and look at whether or not different teaching techniques could impact on the development of these skills. This research allowed me to see how diverse a range there is of students, and how many different ways they can learn.
EPT329 Annotations
The lessons that I have selected are across a range of different subjects. For the three plans, I focused on outcomes from the English, Mathematics and Geography syllabuses. While teaching, I kept in mind Gardner’s theory of multiple intelligences (McDevitt, Ormrod, Cupit, Chandler, & Aloa, 2013). I tried to teach a variety of subjects, and include strategies to engage students of different ability levels, through guided work for struggling students, and opportunities for extension for high level ability students. In some lessons, I incorporated a focus on Indigenous Australian culture, and also focused on cultures of the world, inviting students to focus on their own cultural heritage if they wished. I also allowed for variety in the activities, having students use written work, verbal answers, brainstorming and collaborative learning. In other lesson I taught, students were also able to physically do things while learning, like cook biscuits as an example of a procedure. I attempted to include all students in learning. Students generally preferred participating in specific aspects of lessons (e.g. verbally assisting with identifying onomatopoeias, completing the set mathematics problems independently), however I attempted to push students beyond where they were comfortable. This demonstrates my ability to achieve standards 1.1 "Physical, social and intellectual development and characteristics of students" (AITSL, 2014), 1.3 “Students with diverse linguistic, cultural, religious and socioeconomic backgrounds” (AITSL, 2014), 1.4 “Strategies for teaching Aboriginal and Torres Strait Islander students” (AITSL, 2014) and 1.5 “Differentiate teaching to meet the specific learning needs of students across the full range of abilities” (AITSL, 2014). Student needs were supported through the implementation of these lesson plans. This is reflected on in the feedback I received, from other lessons in the critical reflection below.
The lessons that I have selected are across a range of different subjects. For the three plans, I focused on outcomes from the English, Mathematics and Geography syllabuses. While teaching, I kept in mind Gardner’s theory of multiple intelligences (McDevitt, Ormrod, Cupit, Chandler, & Aloa, 2013). I tried to teach a variety of subjects, and include strategies to engage students of different ability levels, through guided work for struggling students, and opportunities for extension for high level ability students. In some lessons, I incorporated a focus on Indigenous Australian culture, and also focused on cultures of the world, inviting students to focus on their own cultural heritage if they wished. I also allowed for variety in the activities, having students use written work, verbal answers, brainstorming and collaborative learning. In other lesson I taught, students were also able to physically do things while learning, like cook biscuits as an example of a procedure. I attempted to include all students in learning. Students generally preferred participating in specific aspects of lessons (e.g. verbally assisting with identifying onomatopoeias, completing the set mathematics problems independently), however I attempted to push students beyond where they were comfortable. This demonstrates my ability to achieve standards 1.1 "Physical, social and intellectual development and characteristics of students" (AITSL, 2014), 1.3 “Students with diverse linguistic, cultural, religious and socioeconomic backgrounds” (AITSL, 2014), 1.4 “Strategies for teaching Aboriginal and Torres Strait Islander students” (AITSL, 2014) and 1.5 “Differentiate teaching to meet the specific learning needs of students across the full range of abilities” (AITSL, 2014). Student needs were supported through the implementation of these lesson plans. This is reflected on in the feedback I received, from other lessons in the critical reflection below.
Critical Reflection:
I received feedback on different lessons I taught while on my placement. This feedback included areas for development relating to knowing how students learn, and ensuring they remain on task. These comments can be seen in the attached feedback sheets below. One area for development mentioned on the English Feedback sheet was removing unnecessary distractions in a timely fashion. This is important as student engagement with content results in more effective learning, and success (Weatherby-Fell, 2015). I have developed a learning goal around this idea, on formative assessment, to assist with identifying student engagement levels with lesson content. Another feedback sheet I received noted that the use of positive reinforcement would be an ideal area for development. Weatherby-Fell (2015) states that “giving specific praise for particular actions… and referencing improvements has immense power to encourage, motivate and refocus students” (p.143). In lessons beyond this, I attempted to give positive feedback to students, for a number of achievements, in order to keep them engaged in their work. This, and my lesson plans, demonstrate standard 2.2 “Understand how students learn” (AITSL, 2014). This was achieved through using multiple teaching strategies, and understanding which worked with different students. Some students responded to praise, others responded to guided work, which could then be shifted into individual activities to cement their understanding of the content. I feel there is a gap in my knowledge with standard 1.6 “strategies to support full participation of students with disability” (AITSL, 2014). While I did support students with vision impairment, through the coloured background on the whiteboard, and attempted to work one-on-one with students with learning disabilities after guided work, I feel that I could further develop this skill, particularly in behaviour management of students with ADHD. Ensuring quality education for students of all ability levels is a vital element of teaching (McLeod, Reynolds, 2007). If possible, I will explore this area for development on my upcoming placement.
I received feedback on different lessons I taught while on my placement. This feedback included areas for development relating to knowing how students learn, and ensuring they remain on task. These comments can be seen in the attached feedback sheets below. One area for development mentioned on the English Feedback sheet was removing unnecessary distractions in a timely fashion. This is important as student engagement with content results in more effective learning, and success (Weatherby-Fell, 2015). I have developed a learning goal around this idea, on formative assessment, to assist with identifying student engagement levels with lesson content. Another feedback sheet I received noted that the use of positive reinforcement would be an ideal area for development. Weatherby-Fell (2015) states that “giving specific praise for particular actions… and referencing improvements has immense power to encourage, motivate and refocus students” (p.143). In lessons beyond this, I attempted to give positive feedback to students, for a number of achievements, in order to keep them engaged in their work. This, and my lesson plans, demonstrate standard 2.2 “Understand how students learn” (AITSL, 2014). This was achieved through using multiple teaching strategies, and understanding which worked with different students. Some students responded to praise, others responded to guided work, which could then be shifted into individual activities to cement their understanding of the content. I feel there is a gap in my knowledge with standard 1.6 “strategies to support full participation of students with disability” (AITSL, 2014). While I did support students with vision impairment, through the coloured background on the whiteboard, and attempted to work one-on-one with students with learning disabilities after guided work, I feel that I could further develop this skill, particularly in behaviour management of students with ADHD. Ensuring quality education for students of all ability levels is a vital element of teaching (McLeod, Reynolds, 2007). If possible, I will explore this area for development on my upcoming placement.
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feedback_english.pdf | |
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feedback_maths.pdf | |
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