Capture queen. 2006. Colour your life. https://flic.kr/p/mpZCv
professional knowledge demonstration
Standard 1: Know students and how they learn
Reflections
Collaborative learning supports not only the social requirements of the adolescent stage of development (Duchesne & McMaugh, 2016, p.320), but in addition peer assisted learning supports the learning needs of students with different abilities and it supports social contructivist's theory of cognitive development (Duchesne & McMaugh, 2016, pp220-225).
I was informed about students in my classes with diagnosed learning difficulties and besides peer assisted learning I ensured task instructions were understood by asking individual students to repeat back what they were doing and through observations and assistance throughout task work. I also provided scaffolding to students by providing a list of questions necessary to answer to guide an independent inquiry. Extension questions were provided for students ready to more engage with learning content at greater depth.
I was informed about students in my classes with diagnosed learning difficulties and besides peer assisted learning I ensured task instructions were understood by asking individual students to repeat back what they were doing and through observations and assistance throughout task work. I also provided scaffolding to students by providing a list of questions necessary to answer to guide an independent inquiry. Extension questions were provided for students ready to more engage with learning content at greater depth.
situation, Action, outcome
My Year 9 History teacher informed me that there were three students in the classroom with diagnosed learning difficulties ranging from Autism Spectrum Disorders to Dyscalculia.
I arranged a meeting with the Dean of Inclusive Education at my school to discuss how to best differentiate learning for these students and where to access resources for further understanding of differentiation. I also discussed differentiation strategies with my supervising teacher. I implementing strategies of peer-assisted learning for students, individually ensured their comprehension of task instructions, highlighted key content, gave informal feedback during task completions and assisted inquiries by providing questions to guide the inquiry.
These strategies proved effective for the students, though peer-assisted learning presented challenges for ASD students that I will better prepare for in the future with clearly delineated roles for group members and the interactions required between members to complete their activity. In the future, I will contact parents of students with learning difficulties to better understand their specific learning needs in order to develop individualised learning plans for those students.
I arranged a meeting with the Dean of Inclusive Education at my school to discuss how to best differentiate learning for these students and where to access resources for further understanding of differentiation. I also discussed differentiation strategies with my supervising teacher. I implementing strategies of peer-assisted learning for students, individually ensured their comprehension of task instructions, highlighted key content, gave informal feedback during task completions and assisted inquiries by providing questions to guide the inquiry.
These strategies proved effective for the students, though peer-assisted learning presented challenges for ASD students that I will better prepare for in the future with clearly delineated roles for group members and the interactions required between members to complete their activity. In the future, I will contact parents of students with learning difficulties to better understand their specific learning needs in order to develop individualised learning plans for those students.
evidence
Action plan
I intend to support student learning appropriate to their age of development by referring to educational psychology resources that adopt constructivist, social constructivists and information processing theories. My initial understanding of these fields has been informed by the following book:
Duchesne, S. & McMaugh. A. (2016). Educational psychology for learning and teaching (5th Ed). South Melbourne, Vic: Cengage Learning Australia.
I will identify the learning needs, abilities and styles of my students through observations, parent-teacher relationships, formal diagnoses provided and through the application of diverse learning activities. I will differentiate and scaffold learning activities for students by using methods such as seeking confirmation of understanding, highlighting key content, provision of spoken and written instructions, questions to guide inquiries and task matrices that differentiate learning outcomes to Bloom's Taxonomy.
I will develop individualised learning plans for students with diagnosed learning difficulties and abilities in collaboration with parents and inclusive education staff at my school. I will access available resources on differentiation and learning abilities through, but not limited to the following websites:
Duchesne, S. & McMaugh. A. (2016). Educational psychology for learning and teaching (5th Ed). South Melbourne, Vic: Cengage Learning Australia.
I will identify the learning needs, abilities and styles of my students through observations, parent-teacher relationships, formal diagnoses provided and through the application of diverse learning activities. I will differentiate and scaffold learning activities for students by using methods such as seeking confirmation of understanding, highlighting key content, provision of spoken and written instructions, questions to guide inquiries and task matrices that differentiate learning outcomes to Bloom's Taxonomy.
I will develop individualised learning plans for students with diagnosed learning difficulties and abilities in collaboration with parents and inclusive education staff at my school. I will access available resources on differentiation and learning abilities through, but not limited to the following websites:
- http://www.cast.org/our-work/about-udl.html#.V8UlJJN96u4
- https://www.ldaustralia.org/
- https://docs.education.gov.au/system/files/doc/other/20160223_-_2016_nccd_guidelines_-_final.pdf
- http://www.hoagiesgifted.org/
- http://www.caroltomlinson.com/
- http://www.positivepartnerships.com.au/
- http://www.disability.wa.gov.au/Global/Publications/Understanding%20disability/teacher%20information%20booklet%201.pdf
- https://www.decd.sa.gov.au/doc/autism-spectrum-disorders-starting-guide-teachers
Standard 2: Know the content and how to teach it
reflections
During my practicum I used resources from a range of sources that included textbooks, education websites and teaching colleagues. I used a range of strategies to implement learning activities that included teacher-led instruction, whole class discussions, think-pair-share, group work and student led inquiries. Learning activities included independent research using ICT, research using textbooks, worksheets, creation of digital work (infographics, slideshows, posters), video viewing, target language drilling using digital resources (Quizlet, LLS, Languages Online) and target language use and creation of in speaking/reading/writing exercises. I incorporated Aboriginal and Torres Strait Islander perspectives into my Year 9 History class when considering Australian identity, ANZAC soldiers excluded from stereotypes of the ANZAC legend and when providing learning on Reconciliation and Indigenous perspectives prior to an event for Reconciliation Day organised by the school.
situation, Action, Outcome
I wanted to drill new vocabulary for my Year 7 Indonesian language students.
I created a set of digital flashcards for the target vocabulary using Quizlet, students played individual and group games generated by Quizlet and received immediate feedback on their learning.
Students really engage with drilling when it is presented in a digital format, with the group games being particularly engaging.
I will continue to use Quizlet in drilling exercises because of the level of student engagement and for the feedback given to students. as a teacher I will subscribe to Quizlet so that I can upload student details to generate passwords for individual students thereby enabling me to keep track of and have access to student records of learning.
I created a set of digital flashcards for the target vocabulary using Quizlet, students played individual and group games generated by Quizlet and received immediate feedback on their learning.
Students really engage with drilling when it is presented in a digital format, with the group games being particularly engaging.
I will continue to use Quizlet in drilling exercises because of the level of student engagement and for the feedback given to students. as a teacher I will subscribe to Quizlet so that I can upload student details to generate passwords for individual students thereby enabling me to keep track of and have access to student records of learning.
evidence
action plan
I will continue to use SCSA to ensure my learning outcomes and planning reflect the curriculum requirements of my subject area. I will ensure my programs incorporate learning outcomes derived from the General Capabilities and Cross-curriculum priorities of the Australian Curriculum.
The following websites contain both resources, publications and details of professional development events specific to their respective education fields in Humanities and Social Sciences, Indonesian language and languages. To ensure I stay informed about content and teaching strategies in my learning areas, I will join the associations relevant to my employment and engage in their professional development programs and utilise their resources.
Interactive Digital Comic: Neomad Interactive Comic
Campbell, S. (2013). Neomad. BighArt, Yijala Yala Project.
E-Book: Macassan History and Heritage: Journeys, Encounters and Influences
Clark, M., & May, S.K. (2013). Macassan History and Heritage: Journeys, Encounters and Influences. Canberra: Australian National University. Retrieved from: http://press.anu.edu.au/apps/bookworm/view/Macassan+History+and+Heritage/10541/cover.xhtml
Book: Footprints…to Country, Kin and Culture
Coghill, L. (1997) Footprints…to Country, Kin and Culture. Carlton: Curriculum Corporation. https://books.google.com.au/books/about/Footprints.html?id=e_LVMPkF9w4C&redir_esc=y
Derbal Nara website
Collard, L., Stocker, L., & Rooney, A. Nyungar Wardan Katitjin Bidi- Derbal Nara: People’s Ocean Knowledge Trail of Cockburn Sound & Districts. Coastwest, Curtin University Sustainability Policy (CUSP) Institute, City of Cockburn. Accessed 25/5/16. Retrieved from: http://www.derbalnara.org.au/index.htm
Booklet: Beeliar Boodjar: insight into Cockburn’s Aboriginal History
Collard, L., Bracknell, C. & Harben, S. (2011). Beeliar Boodjar: insight into Cockburn’s Aboriginal History. City of Cockburn. Retrieved from: http://www.cockburn.wa.gov.au/templates/template48/summary.asp?TemplateID=48&EventID=2349
Teaching Methods: What Works
Commonwealth of Australia. What works: The work program: Improving outcomes for Indigenous students. Commonwealth of Australia. Accessed 27/5/16. Retrieved from: http://www.whatworks.edu.au/dbAction.do?cmd=homePage
Book: Signposts…to Country, Kin and Culture
Connor, L. (1997). Signposts…to Country, Kin and Culture. Carlton: Curriculum Corporation. https://books.google.com.au/books?id=LpP9wd3s9LoC&source=gbs_ViewAPI&redir_esc=y
Indigenous Map of Australia
Horton, D. (1996). The AIATSIS Map of Indigenous Australia [image]. Aboriginal Studies Press, AIATSIS, Auslig/Sinclair, Knight, Merz. Retrieved from: http://aiatsis.gov.au/explore/articles/aboriginal-australia-map
Living Knowledge Place website
Living Knowledge Place. (2016). Living Knowledge Place. Retrieved from: http://www.livingknowledgeplace.com.au/index.php
Website page: Connection to Country
South West Aboriginal Land and Sea Council. (2016). ‘Connection to Country’ in Kaartdijin Noongar – Noongar knowledge: sharing Noongar culture. South West Aboriginal Land and Sea Council. Retrieved from: http://www.noongarculture.org.au/connection-to-country/
Play: One Day in ‘67
Torres, M. (2002). One Day in ’67. [Audio]. ABC RN. Performance retrieved from:
http://www.abc.net.au/radionational/programs/awaye/lyall-appo-and-one-day-in-67---pt-1/3669582
http://www.abc.net.au/radionational/programs/awaye/one-day-in-67---pt-2/3669578
Video: The History of the Aboriginal Tent Embassy
ABC Archive. (1972). The History of the Aboriginal Tent Embassy [video]. ABC Splash. Retrieved from: http://splash.abc.net.au/home#!/media/2188045/history-of-the-aboriginal-tent-embassy
Audio: Remembering the Freedom Ride
ABC RN. (2015). Remembering the Freedom Ride [audio]. ABC Splash. Retrieved from: http://splash.abc.net.au/home#!/media/1817045/remembering-the-freedom-ride
Video: Archaeology and Macassan visitors to Australia
ABC Stateline NT. (2008). Archaeology and Macassan visitors to Australia [video]. ABC Splash. Retrieved from: http://splash.abc.net.au/home#!/media/154244/archaeology-and-macassan-visitors-to-australia
The following websites contain both resources, publications and details of professional development events specific to their respective education fields in Humanities and Social Sciences, Indonesian language and languages. To ensure I stay informed about content and teaching strategies in my learning areas, I will join the associations relevant to my employment and engage in their professional development programs and utilise their resources.
- Economic Teachers' Association of Western Australia
- History Teachers' Association of Western Australia
- Australian Geography Teachers' Association
- Geographical Association of Western Australia
- Balai Bahasa Indonesia Perth
- Westralian Indonesian Language Teachers' Association
- Modern Language Teachers' Association of Western Australia
Interactive Digital Comic: Neomad Interactive Comic
Campbell, S. (2013). Neomad. BighArt, Yijala Yala Project.
E-Book: Macassan History and Heritage: Journeys, Encounters and Influences
Clark, M., & May, S.K. (2013). Macassan History and Heritage: Journeys, Encounters and Influences. Canberra: Australian National University. Retrieved from: http://press.anu.edu.au/apps/bookworm/view/Macassan+History+and+Heritage/10541/cover.xhtml
Book: Footprints…to Country, Kin and Culture
Coghill, L. (1997) Footprints…to Country, Kin and Culture. Carlton: Curriculum Corporation. https://books.google.com.au/books/about/Footprints.html?id=e_LVMPkF9w4C&redir_esc=y
Derbal Nara website
Collard, L., Stocker, L., & Rooney, A. Nyungar Wardan Katitjin Bidi- Derbal Nara: People’s Ocean Knowledge Trail of Cockburn Sound & Districts. Coastwest, Curtin University Sustainability Policy (CUSP) Institute, City of Cockburn. Accessed 25/5/16. Retrieved from: http://www.derbalnara.org.au/index.htm
Booklet: Beeliar Boodjar: insight into Cockburn’s Aboriginal History
Collard, L., Bracknell, C. & Harben, S. (2011). Beeliar Boodjar: insight into Cockburn’s Aboriginal History. City of Cockburn. Retrieved from: http://www.cockburn.wa.gov.au/templates/template48/summary.asp?TemplateID=48&EventID=2349
Teaching Methods: What Works
Commonwealth of Australia. What works: The work program: Improving outcomes for Indigenous students. Commonwealth of Australia. Accessed 27/5/16. Retrieved from: http://www.whatworks.edu.au/dbAction.do?cmd=homePage
Book: Signposts…to Country, Kin and Culture
Connor, L. (1997). Signposts…to Country, Kin and Culture. Carlton: Curriculum Corporation. https://books.google.com.au/books?id=LpP9wd3s9LoC&source=gbs_ViewAPI&redir_esc=y
Indigenous Map of Australia
Horton, D. (1996). The AIATSIS Map of Indigenous Australia [image]. Aboriginal Studies Press, AIATSIS, Auslig/Sinclair, Knight, Merz. Retrieved from: http://aiatsis.gov.au/explore/articles/aboriginal-australia-map
Living Knowledge Place website
Living Knowledge Place. (2016). Living Knowledge Place. Retrieved from: http://www.livingknowledgeplace.com.au/index.php
Website page: Connection to Country
South West Aboriginal Land and Sea Council. (2016). ‘Connection to Country’ in Kaartdijin Noongar – Noongar knowledge: sharing Noongar culture. South West Aboriginal Land and Sea Council. Retrieved from: http://www.noongarculture.org.au/connection-to-country/
Play: One Day in ‘67
Torres, M. (2002). One Day in ’67. [Audio]. ABC RN. Performance retrieved from:
http://www.abc.net.au/radionational/programs/awaye/lyall-appo-and-one-day-in-67---pt-1/3669582
http://www.abc.net.au/radionational/programs/awaye/one-day-in-67---pt-2/3669578
Video: The History of the Aboriginal Tent Embassy
ABC Archive. (1972). The History of the Aboriginal Tent Embassy [video]. ABC Splash. Retrieved from: http://splash.abc.net.au/home#!/media/2188045/history-of-the-aboriginal-tent-embassy
Audio: Remembering the Freedom Ride
ABC RN. (2015). Remembering the Freedom Ride [audio]. ABC Splash. Retrieved from: http://splash.abc.net.au/home#!/media/1817045/remembering-the-freedom-ride
Video: Archaeology and Macassan visitors to Australia
ABC Stateline NT. (2008). Archaeology and Macassan visitors to Australia [video]. ABC Splash. Retrieved from: http://splash.abc.net.au/home#!/media/154244/archaeology-and-macassan-visitors-to-australia