Standard 1
This page is structured with an explanation of each of domain under standard 1. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
This page is structured with an explanation of each of domain under standard 1. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
1.1
Physical, social and intellectual development and characteristics of students Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
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1.2
Understand how students learn Structure teaching programs using research and collegial advice about how students learn.
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1.3
Students with diverse linguistic, cultural, religious and socioeconomic backgrounds |
1.4
Strategies for teaching Aboriginal and Torres Strait Islander students |
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
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Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
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1.5
Differentiate teaching to meet the specific learning needs of students across the full range of abilities |
1.6
Strategies to support full participation of students with disability |
Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
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Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
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Evidence
As a teacher it is essential to realise that each student learns different and it is my responsibility to get to know each of my students and how they best learn.
All of my teaching experience on placement and in my career have allowed me to teach and observe many different students. When teaching students with diverse linguistic, cultural, religious and socioeconomic backgrounds, the word inclusion is often used. Inclusion can be defined in terms of education for all (Ainscow, 2013). Though these experiences I was able to better understand the needs and strengths of many different students, but also form strategies that allow these students to learn best.
My illustration of understanding and knowledge of students and how they learn include forming an understanding the school’s students and its mission statement, a case study of an ESL student, teaching in Indonesia, incorporating many different forms of differentiation into my teaching, analysing a student in my Dharna group and Bridge visits.
All of my teaching experience on placement and in my career have allowed me to teach and observe many different students. When teaching students with diverse linguistic, cultural, religious and socioeconomic backgrounds, the word inclusion is often used. Inclusion can be defined in terms of education for all (Ainscow, 2013). Though these experiences I was able to better understand the needs and strengths of many different students, but also form strategies that allow these students to learn best.
My illustration of understanding and knowledge of students and how they learn include forming an understanding the school’s students and its mission statement, a case study of an ESL student, teaching in Indonesia, incorporating many different forms of differentiation into my teaching, analysing a student in my Dharna group and Bridge visits.
Analysis of school mission statement
As part of the topic EDUC4721 – Differentiation for Diverse Learners, I was required to analyse the mission statement for the school where I did my final placement. This allowed me to form an understanding of what the school was about and the types of students they were catering for.
This piece of evidence meets the standards listed above 1.2, 1.3, 1.4, 1.5, 1.6
As part of the topic EDUC4721 – Differentiation for Diverse Learners, I was required to analyse the mission statement for the school where I did my final placement. This allowed me to form an understanding of what the school was about and the types of students they were catering for.
This piece of evidence meets the standards listed above 1.2, 1.3, 1.4, 1.5, 1.6
ESL Case Example
On my final placement, I had many international students that had been placed at the school for varying periods of time. This came with many difficulties and challenges. In my year 8 HPE class, I had a student called “Troy” who had been at the school for a term, moving with his family from China at the beginning of the year. Troy had minimal English skills and struggled to hold a conversation with his peers and teachers. Troy was quite intelligent, but when it came to understanding simple instructions and demonstrating his understanding in written form, he really struggled. Part of the student’s final grade for this subject was a written assignment on relationships and wellbeing (see details below). For Troy I decided to make a small part of this assignment written. The remainder of his assignment, I allowed him to write in his own language and then verbalise what he had found. This was a form of differentiating for this particular student by language demands and allowed me to gauge a more accurate understanding of what he did and did not know.
This piece of evidence meets the standards listed above 1.3, 1.5
Teaching in Indonesia
During my 3rd year summer break, I was awarded a scholarship to teach and study in Bandung, Indonesia. I was required to teach English to years 7, 8 and 9 students in an upper class middle school. This was an incredible experience and also allowed me to form strategies for teaching students with a different dialect, cultural, religious and socioeconomic background. Below is a video of one of my lessons I taught surrounding the book “Koala Lou, I do love you”. During this lesson we read the first part of the book together and then students were invited to write their own ending.
This piece of evidence meets the standards listed above 1.2, 1.3
During my 3rd year summer break, I was awarded a scholarship to teach and study in Bandung, Indonesia. I was required to teach English to years 7, 8 and 9 students in an upper class middle school. This was an incredible experience and also allowed me to form strategies for teaching students with a different dialect, cultural, religious and socioeconomic background. Below is a video of one of my lessons I taught surrounding the book “Koala Lou, I do love you”. During this lesson we read the first part of the book together and then students were invited to write their own ending.
This piece of evidence meets the standards listed above 1.2, 1.3
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Differentiated Tasks
Differentiation is an approach to teaching that is grounded in a set of core principles that reflect inclusive values (Jarvis, 2010). Differentiation is something I tried to implement often within my teaching. I believe when it is implemented well it is an effective way to allow for success and equality in the classroom. During my placement experiences I had the opportunity to implement many different forms of differentiation (refer below for examples). All of these were based on what my students readiness, interests and learning profile (Tomlinson, 2001).
This piece of evidence meets the standards listed above 1.1, 1.2, 1.3, 1.4, 1.5, 1.6
Differentiation is an approach to teaching that is grounded in a set of core principles that reflect inclusive values (Jarvis, 2010). Differentiation is something I tried to implement often within my teaching. I believe when it is implemented well it is an effective way to allow for success and equality in the classroom. During my placement experiences I had the opportunity to implement many different forms of differentiation (refer below for examples). All of these were based on what my students readiness, interests and learning profile (Tomlinson, 2001).
This piece of evidence meets the standards listed above 1.1, 1.2, 1.3, 1.4, 1.5, 1.6
This is a differentiated task for a year 8 Maths class learning Financial Maths. Students were asked to self select which sheet they would complete based on how confident they were in the topic thus far with guidance from myself.
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This is a tiered lesson plan for a year 9 Maths class learning about composite shapes. It follows a pre-assessment lesson, where results from a work sheet showing students pre-existing knowledge and understanding of area and volume were used to place students in groups based on readiness. These groups determined what task students would do for the lesson.
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Dharna student analysis
This year as part of our after school PD we have been asked to focus on 3 students from our Dharna group (home group) and form and understanding of how these students learn and who they are. I chose 3 very different students and went through a process of gathering data on them from old report, NAPLAN and PAT test results and SEQTA comments. I then talked to teachers, parents and the students themselves to gain further understanding. Finally I constructed a presentation for my colleagues about these students and how they could cater for them in their classrooms.
This piece of evidence meets the standards listed above 1.1, 1.2, 1.5, 1.6
This year as part of our after school PD we have been asked to focus on 3 students from our Dharna group (home group) and form and understanding of how these students learn and who they are. I chose 3 very different students and went through a process of gathering data on them from old report, NAPLAN and PAT test results and SEQTA comments. I then talked to teachers, parents and the students themselves to gain further understanding. Finally I constructed a presentation for my colleagues about these students and how they could cater for them in their classrooms.
This piece of evidence meets the standards listed above 1.1, 1.2, 1.5, 1.6
This is an example of some of the data collected on one student and then the final presentation on the student. (For privacy reasons the picture and name of the student have been removed)
Bridge Visits
On the Port Lincoln High School Campus we have a Bridge Unit. This unit is a behaviour support unit and we refer students there who are struggling with the social and emotion needs of school.
On multiple occasions I have sought out help and advice from the staff here and have also attended quite a few sessions in which they have discussed strategies to teach and engage students.
They promote the explicit teaching model to scaffold lesson to enable all students to learn. This involves using the I do, we do, you do model as explained below.
This piece of evidence meets the standards listed above 1,1, 1.2, 1.5
On the Port Lincoln High School Campus we have a Bridge Unit. This unit is a behaviour support unit and we refer students there who are struggling with the social and emotion needs of school.
On multiple occasions I have sought out help and advice from the staff here and have also attended quite a few sessions in which they have discussed strategies to teach and engage students.
They promote the explicit teaching model to scaffold lesson to enable all students to learn. This involves using the I do, we do, you do model as explained below.
This piece of evidence meets the standards listed above 1,1, 1.2, 1.5