Domain of teaching: Professional Practice
Standard 3 – Plan for and implement effective teaching and learning
The area of participatory active research I selected for my final professional placement was the use of concrete materials in developing Early Stage 1 students’ numeracy skills. I was interested in applying and reflecting on theory supporting the use of concrete materials through two high impact teaching strategies: Differentiated instruction and Multiple exposures, within the Early Stage 1 classroom context.
Differentiated teaching, supported by concrete manipulatives, extends knowledge and skills for every student regardless of their starting point, through supplemental individualised interventions. The provision of a range of resources, including ICT, facilitates opportunities within learning experiences for multiple exposures, allowing students to encounter, engage with, and elaborate on new knowledge and skills through practice and immediate feedback (Victoria State Government Education & Training, 2018).
Student engagement is enhanced through the use of concrete materials and kinaesthetic experiences, in accordance with Gardner’s Multiple Intelligences (1983), promoting opportunities for how students learn best (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2012).
Getting to know students (Professional Placement Goal 1) and a collaborative teacher-parent approach to meeting student’s personalised needs (Professional Placement Goal 3) were designed to inform outcomes and lesson design, incorporating the exploration of the use of resources (Professional Placement Goal 2) and specified research area.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Throughout my six-week placement I demonstrated the capacity to incorporate a range of engaging materials and resources which were appropriate to student developmental levels into teaching practice. This included the development and implementation of differentiated concrete materials to support modified and extension learning experiences and assessment tasks, catering to diversity and promoting an inclusive classroom (Link to focus areas 1.5 and 4.1). A range of concrete materials provided engaging multiple exposures to numeracy content, fundamental in developing numeracy skills and promoting success within the Early Stage 1 classroom (Link to focus area 2.5). Curriculum support materials were accessed and used effectively.
Differentiated teaching, supported by concrete manipulatives, extends knowledge and skills for every student regardless of their starting point, through supplemental individualised interventions. The provision of a range of resources, including ICT, facilitates opportunities within learning experiences for multiple exposures, allowing students to encounter, engage with, and elaborate on new knowledge and skills through practice and immediate feedback (Victoria State Government Education & Training, 2018).
Student engagement is enhanced through the use of concrete materials and kinaesthetic experiences, in accordance with Gardner’s Multiple Intelligences (1983), promoting opportunities for how students learn best (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2012).
Getting to know students (Professional Placement Goal 1) and a collaborative teacher-parent approach to meeting student’s personalised needs (Professional Placement Goal 3) were designed to inform outcomes and lesson design, incorporating the exploration of the use of resources (Professional Placement Goal 2) and specified research area.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Throughout my six-week placement I demonstrated the capacity to incorporate a range of engaging materials and resources which were appropriate to student developmental levels into teaching practice. This included the development and implementation of differentiated concrete materials to support modified and extension learning experiences and assessment tasks, catering to diversity and promoting an inclusive classroom (Link to focus areas 1.5 and 4.1). A range of concrete materials provided engaging multiple exposures to numeracy content, fundamental in developing numeracy skills and promoting success within the Early Stage 1 classroom (Link to focus area 2.5). Curriculum support materials were accessed and used effectively.
Illustrations of practice: Collation of stills. The following images illustrate appropriate, relevant, current and engaging materials and resources which I have incorporated into various lesson plans across Key Learning Areas, demonstrating my knowledge of the scope of resources available to teachers, to engage and enhance students’ learning, and support individual learning needs.
Link to 2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
Resources were developed based of knowledge of how Early Stage 1 students learn best in the Mathematics classroom. The use of concrete materials promotes hands on and visual learning, and supports real world application of mathematical concepts, enhancing understandings and developing problem solving and reasoning skills (Siemon, Beswick, Brady, Clark & Faragher, 2011).
During my placement I worked collaboratively when given the opportunity, with learning and support teachers to meet students' literacy skills. Modelling, the use of exemplars, and guided practice laid the foundation for literacy learning experiences. Hands on activities engaged all students and catered to diverse abilities whilst developing phonemic awareness, reading, spelling and writing skills.