This standard encompasses the knowledge teachers must have to engage students successfully in their learning. The standard requires teachers to be aware of students physical, social and intellectual development, characteristics and how they learn. The standard also requires teachers to have a thorough knowledge on teaching strategies and differentiating strategies that meet the needs of students, including those with different learning needs and cultural backgrounds.
Focus Area 1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
During my time at Warragul Regional College I taught the same English lesson to three different year 7 groups. The year 7 classes were grouped according to their developmental levels. The below comment was from my associate teacher in reference to me teaching the year 7 group who was was grouped together because they were below the expected level of development for their age group. In my planning for this lesson I made the tasks adaptable to students abilities so that all students had the opportunity to participate in the activity.
Focus Area 1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications of teaching.
This piece of evidence is taken from my teaching philosophy. My teaching philosophy outlines my teaching strategies and styles. These teaching strategies and styles are supported by theorists and research.
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 divers linguistic, cultural, religious and socioeconomic backgrounds.
This piece of evidence is taken from an English Curriculum: Reading and Pedagogy (EML210) assignment. In this assignment I had to create three rotations for three different levels of reading groups which were differentiated to suit the learning needs of each group. One of the guided reading groups consisted of ESL/EAL students. I have attached a copy of strategies I used to differentiate work to suit the learning needs of the ESL/ EAL students in the group.
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.
This piece of evidence is taken from one of my university assignments studying Indigenous Studies (EEB419). In this assignment I had to outline classroom strategies I would use to be inclusive of Aboriginal and Torres Strait Islander students. These practices had to be cultural sensitive and be effective in engaging students in class work.
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.
This piece of evidence is taken from an English Curriculum: Reading and Pedagogy (EML210) assignment. In this assignment I had to create three rotations for three different levels of reading groups which were differentiated to suit the learning needs of each group. I have attached the description of the reading groups (photo 1) as well as one of the rotations, outlining the activities they completed in the rotation. Each group is clearly labelled and activities are reflective of the groups learning needs.
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 disability.
This piece of evidence is a personal reflection of my time at Kandeer behaviour management school. Many of the students at Kandeer have a mental disability. Kandeer emphasises to students that they are valued and apart of a community. During my time at Kandeer I was able to provide students with mental disabilities the opportunity to access learning that they do not necessarily get at their mainstream school. Many of the activities i undertook at Kandeer were used to reinforce to students that they are able to achieve. This evidence shows my personal perspective of why it is important and how to include and value students who have a disability.