Domain of teaching: Professional Knowledge
Standard 1 – Know students and how they learn
My teaching philosophy is based on the foundation that for students to learn most effectively in and out of the classroom, they must be regarded as individuals, with different interests, motivations, strengths, abilities and everyday experiences. To provide an engaging learning environment, teachers need to respond to students’ learning needs and ways of learning best, aligning with the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2011).
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 professional placement, getting to know the students in my class, including their interests, backgrounds, physical, socio-emotional and intellectual learning needs, generated strong teacher-student connections, building trusting relationships and facilitating a positive, safe and inclusive learning environment. This required communications and interactions in ways appropriate to students’ development stages.
The use of index cards and how students like to learn sheets demonstrates how during my professional placement I collated students’ specific physical, social and intellectual needs, through observations, student interactions, discussions with parents, and collaborative reflection with my Supervising Teacher. I understand that all students are different and therefore learn in a variety of ways. How these characteristics affected their individual and group learning were identified, informing my teaching decisions (Link to Focus area 1.2). I was able to maximise student potential and differentiate the curriculum to meet the interests, needs and abilities of all students.
Static illustrations of practice:
Student profile index card identifying students' characteristics, specific physical and social development.
How students like to learn sheet exploring preferred learning methods and intellectual learning needs.
I selected Standard 1.1 as a focus area for my placement. I made considerable effort to understand the unique needs of each student in the class and developed a variety of strategies to develop rapport with them. Identifying differences amongst students built deep personal connections.
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 professional placement, getting to know the students in my class, including their interests, backgrounds, physical, socio-emotional and intellectual learning needs, generated strong teacher-student connections, building trusting relationships and facilitating a positive, safe and inclusive learning environment. This required communications and interactions in ways appropriate to students’ development stages.
The use of index cards and how students like to learn sheets demonstrates how during my professional placement I collated students’ specific physical, social and intellectual needs, through observations, student interactions, discussions with parents, and collaborative reflection with my Supervising Teacher. I understand that all students are different and therefore learn in a variety of ways. How these characteristics affected their individual and group learning were identified, informing my teaching decisions (Link to Focus area 1.2). I was able to maximise student potential and differentiate the curriculum to meet the interests, needs and abilities of all students.
Static illustrations of practice:
Student profile index card identifying students' characteristics, specific physical and social development.
How students like to learn sheet exploring preferred learning methods and intellectual learning needs.
I selected Standard 1.1 as a focus area for my placement. I made considerable effort to understand the unique needs of each student in the class and developed a variety of strategies to develop rapport with them. Identifying differences amongst students built deep personal connections.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Understandings of research informed my teaching strategies, including how students’ skills, interests and prior achievements affect learning. Suggested modifications to teaching practices depending on students’ physical, social and intellectual development including delivery, curriculum content, differentiated instruction, learning environment accommodations, and classroom management routines, were noted, forming a comprehensive student profile.
Student knowledge was used to facilitate an inclusive classroom through effective programming and lesson design, including the use of a variety of resources to account for preferred learning styles, and pedagogies taking a strengths-based approach to ways students learn best.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Understandings of research informed my teaching strategies, including how students’ skills, interests and prior achievements affect learning. Suggested modifications to teaching practices depending on students’ physical, social and intellectual development including delivery, curriculum content, differentiated instruction, learning environment accommodations, and classroom management routines, were noted, forming a comprehensive student profile.
Student knowledge was used to facilitate an inclusive classroom through effective programming and lesson design, including the use of a variety of resources to account for preferred learning styles, and pedagogies taking a strengths-based approach to ways students learn best.
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.
Throughout my professional placement in the Early Stage 1 classroom, programs and lesson plans were linked to syllabus outcomes, with learning intentions based on a three-tiered framework, including modification and extension (Link to focus area 3.1). A variety of learning experiences were developed and implemented, with differentiated instruction and resources to support the specific learning needs of students across the full range of abilities. I worked one on one to aide students who required individualised attention and extra support with their learning.
Illustration of practice: Using a Differentiated instruction framework document I recorded student accommodations and modifications to meet individual learning needs. This became a framework for planning learning experiences, personalised learning intentions, and assessment design, student progress monitoring, and reflection.
Modifications to task content, pace, output/mode of delivery, support and resources, including concrete materials to reflect students' needs have been highlighted.
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Within learning experiences curriculum content was modified to reflect the students' current standing on the learning continuum, ensuring all students were working within their Zone of Proximal Development, in accordance with Vygotsky's (1978) theory of learning. Identifying when students have or have not attained a learning goal was fundamental to further lesson sequencing. A range of strategies were used to assess student participation and achievement, catering for the diverse range of learners within the class.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Within learning experiences curriculum content was modified to reflect the students' current standing on the learning continuum, ensuring all students were working within their Zone of Proximal Development, in accordance with Vygotsky's (1978) theory of learning. Identifying when students have or have not attained a learning goal was fundamental to further lesson sequencing. A range of strategies were used to assess student participation and achievement, catering for the diverse range of learners within the class.