Standard 1 – Know students and how they learn
Standard 1.1 Physical, social and intellectual development
Reflection and Evidence
Teachers are not only responsible for the intellectual development of students but also incorporating their social and physical development to produce a critical and creative thinking global citizen.
In year 8 mathematics, I did an activity with students to help concrete the concept that a horizontal line has no slope by having students hold an exercise called a hover and compete to see who could hold it the longest. Not only did this reinforce the concept and give them a physical link to the idea (1.2), but provided them with an opportunity to have a break from sitting still and gave some of the struggling students a chance to be successful in an activity in the mathematics classroom (4.1).
Reflection and Evidence
Teachers are not only responsible for the intellectual development of students but also incorporating their social and physical development to produce a critical and creative thinking global citizen.
In year 8 mathematics, I did an activity with students to help concrete the concept that a horizontal line has no slope by having students hold an exercise called a hover and compete to see who could hold it the longest. Not only did this reinforce the concept and give them a physical link to the idea (1.2), but provided them with an opportunity to have a break from sitting still and gave some of the struggling students a chance to be successful in an activity in the mathematics classroom (4.1).
For the end of term year 8 science lesson, I devised a relay race where students had to complete a 'physical' obstacle course consisting of running, hopping and catching a tennis ball or a 'chemical' obstacle course involving quickly dressing in a lab coat and safety glasses and measuring out some water in teams. Which course they completed was determined by the answer to a question if a particular reaction or even was a physical or chemical change, for example: a cake baking or a glass bottle breaking. The students loved being outside and getting active, and it also had them thinking and reasoning about the concept of reactions.
Year 8 mathematics students having a 'slope off'
Year 8 mathematics students having a 'slope off'
![Picture](/uploads/4/8/6/7/48679241/1446285241.png?250)
ICT Elaboration
An engaging mathematics activity on probability could be to teach students how to play a game of chance such as Yahtzee and as a group discuss probabilities of rolling dice combinations. Then students could download a free computer version of the game www.yahtzee-game.com/or on their mobile device and play in pairs, working together to discuss probabilities and chance in their decisions and even start a class competition of highest scores after a round. This could even be used as a reward for good behavior – for example, 10 minutes at the end of the class to have a Yahtzee competition if they stay on task and complete their work.
This idea could even be modified to include other games of chance, betting and probability to raise awareness about the risks of gambling.
I think this idea would get students engaged, provide a preventative strategy and also involve social group work and intellectual development by considering social issues such as gambling and the impact it has on society.
An engaging mathematics activity on probability could be to teach students how to play a game of chance such as Yahtzee and as a group discuss probabilities of rolling dice combinations. Then students could download a free computer version of the game www.yahtzee-game.com/or on their mobile device and play in pairs, working together to discuss probabilities and chance in their decisions and even start a class competition of highest scores after a round. This could even be used as a reward for good behavior – for example, 10 minutes at the end of the class to have a Yahtzee competition if they stay on task and complete their work.
This idea could even be modified to include other games of chance, betting and probability to raise awareness about the risks of gambling.
I think this idea would get students engaged, provide a preventative strategy and also involve social group work and intellectual development by considering social issues such as gambling and the impact it has on society.
Standard 1.2 Understand how students learn
Reflection and Evidence
Students may learn in a variety of ways and may be more inclined to a particular style of learning outlined in theories such as Gardeners Multiple intelligences which include musical, visual, verbal, logical, bodily, interpersonal, intrapersonal, and naturalistic.
I try to bring many different learning activities to my lessons and incorporate physical activities, demonstrations, role play, group activities (1.2, 1.5, 4.1) and ICT (4.5) in addition to listening, writing and reading skills (2.5). Having year 8 mathematics students physically imitate lines with various slopes helped them link the concepts to a context.
Reflection and Evidence
Students may learn in a variety of ways and may be more inclined to a particular style of learning outlined in theories such as Gardeners Multiple intelligences which include musical, visual, verbal, logical, bodily, interpersonal, intrapersonal, and naturalistic.
I try to bring many different learning activities to my lessons and incorporate physical activities, demonstrations, role play, group activities (1.2, 1.5, 4.1) and ICT (4.5) in addition to listening, writing and reading skills (2.5). Having year 8 mathematics students physically imitate lines with various slopes helped them link the concepts to a context.
In all my classes, I informally seek student feedback during lessons which lead me to slow down my content delivery in STAGE 1 chemistry after the first lesson (2.2).
Toward the end of a unit of work, I have given out student surveys to be completed anonymously which include types of activities they did or didn’t like for me to adapt my teaching style in the future (3.4).
Toward the end of a unit of work, I have given out student surveys to be completed anonymously which include types of activities they did or didn’t like for me to adapt my teaching style in the future (3.4).
ICT elaboration
To assist a teacher in finding some of the more effective ways to present and organize course content (2.2) and select and use resources (3.4) they may choose to run a quick class survey which could be a series of short questions using https://www.surveymonkey.com/ which they could then use to help design their lessons. For example if a science class responded their favourite things to do were practical lessons and going outside then you may think there are lots of bodily and naturalistic learners in the class and could incorporate lots of demonstrations and practical lessons to make lessons interesting and also could be used to manage challenging behavior (4.3) as a rewards system for on task behavior.
To assist a teacher in finding some of the more effective ways to present and organize course content (2.2) and select and use resources (3.4) they may choose to run a quick class survey which could be a series of short questions using https://www.surveymonkey.com/ which they could then use to help design their lessons. For example if a science class responded their favourite things to do were practical lessons and going outside then you may think there are lots of bodily and naturalistic learners in the class and could incorporate lots of demonstrations and practical lessons to make lessons interesting and also could be used to manage challenging behavior (4.3) as a rewards system for on task behavior.
Standard 1.3 Students with diverse backgrounds
Reflection and Evidence
Teachers must be aware if there are students with diverse linguistic, cultural, religious and socioeconomic background in their class. They then support all students and their learning by using teaching strategies to engage and connect with students.
Diverse culture and religion may be celebrated in the classroom by adding perspective to content and further engaging students, regardless if there are students present with these backgrounds.
Although I wasn’t aware of any such student in my class during either of my teaching practicum, I endeavored to incorporate other views into my year 10 science astronomy topic. Students were asked to prepare a 3 minute oral presentation on a chosen or allocated topic and I prepared a topic about the cultural significance of stars. Although I didn’t have lesson time to spend in depth on discussing this, a student had the opportunity to present research to their peers about other cultures and how they view the stars. On reflection, it worked extremely well and next time I would add a few more topics including specific cultures and religion as I was in a Catholic school.
Reflection and Evidence
Teachers must be aware if there are students with diverse linguistic, cultural, religious and socioeconomic background in their class. They then support all students and their learning by using teaching strategies to engage and connect with students.
Diverse culture and religion may be celebrated in the classroom by adding perspective to content and further engaging students, regardless if there are students present with these backgrounds.
Although I wasn’t aware of any such student in my class during either of my teaching practicum, I endeavored to incorporate other views into my year 10 science astronomy topic. Students were asked to prepare a 3 minute oral presentation on a chosen or allocated topic and I prepared a topic about the cultural significance of stars. Although I didn’t have lesson time to spend in depth on discussing this, a student had the opportunity to present research to their peers about other cultures and how they view the stars. On reflection, it worked extremely well and next time I would add a few more topics including specific cultures and religion as I was in a Catholic school.
ICT elaboration
Students who may have poor literacy skills due to linguistic or socioeconomic backgrounds may be supported by being given information or summaries of lessons on a pod cast so they may review the content at their pace after class and those with English as a second language could add subtitles to assist in understanding.
An assessment modification for such students for a research topic in science could be: instead of a written essay, students could make a podcast of a specified length to present the information on a program such as Audacity.
audacity.sourceforge.net
Students who may have poor literacy skills due to linguistic or socioeconomic backgrounds may be supported by being given information or summaries of lessons on a pod cast so they may review the content at their pace after class and those with English as a second language could add subtitles to assist in understanding.
An assessment modification for such students for a research topic in science could be: instead of a written essay, students could make a podcast of a specified length to present the information on a program such as Audacity.
audacity.sourceforge.net
Standard 1.4 Strategies for teaching Aboriginal students
Reflection and Evidence
Aboriginal heritage may be celebrated in the classroom by adding perspective to content, regardless if there are students present of Aboriginal descent or not.
Although I wasn’t aware of any Aboriginal students in my class during either of my teaching practicum, I endeavored to incorporate their views into my year 10 science astronomy topic. Students were asked to prepare a 3 minute oral presentation on a chosen or allocated topic and I chose to make a topic about Australian Indigenous Astronomy. Although I didn’t have lesson time to spend in depth on discussing this, a student had the opportunity to present individual research to their peers and the class collaboratively learn about the Aboriginal perspective (2.4).
On reflection, another facet could be added by inviting an Indigenous Australian in to talk about their cultural aspects of astronomy to promote awareness and reconciliation between Australians (2.4). This could be even further enhanced if there were any Aboriginal students in the class, they could share their perspective first hand and invite a family member in to talk to the class (3.7, 7.3, 7.4)
Reflection and Evidence
Aboriginal heritage may be celebrated in the classroom by adding perspective to content, regardless if there are students present of Aboriginal descent or not.
Although I wasn’t aware of any Aboriginal students in my class during either of my teaching practicum, I endeavored to incorporate their views into my year 10 science astronomy topic. Students were asked to prepare a 3 minute oral presentation on a chosen or allocated topic and I chose to make a topic about Australian Indigenous Astronomy. Although I didn’t have lesson time to spend in depth on discussing this, a student had the opportunity to present individual research to their peers and the class collaboratively learn about the Aboriginal perspective (2.4).
On reflection, another facet could be added by inviting an Indigenous Australian in to talk about their cultural aspects of astronomy to promote awareness and reconciliation between Australians (2.4). This could be even further enhanced if there were any Aboriginal students in the class, they could share their perspective first hand and invite a family member in to talk to the class (3.7, 7.3, 7.4)
ICT elaboration
Teachers must understand some of the special requirements when teaching Aboriginal and Torres Strait Islanders students in order to engage and build relationships with them and promote awareness in their classroom. A great website for information, advice and strategies from the Western Australian department of Education:
www.det.wa.edu.au/aboriginaleducation
Some indigenous people have cultural laws associated with death and may include avoiding using names or photos of the deceased and spending time with their family and community called ‘sorry time’. The teacher must be understanding and ensure the student is being kept up to date in an effective yet respectful way. This could be via email and posting course content, assignments and due dates on a learning platform such as Edmodo.
Teachers may also chose to contact parents or caregivers to gain support for the students learning and involve them in the educative process (3.7).
Teachers must understand some of the special requirements when teaching Aboriginal and Torres Strait Islanders students in order to engage and build relationships with them and promote awareness in their classroom. A great website for information, advice and strategies from the Western Australian department of Education:
www.det.wa.edu.au/aboriginaleducation
Some indigenous people have cultural laws associated with death and may include avoiding using names or photos of the deceased and spending time with their family and community called ‘sorry time’. The teacher must be understanding and ensure the student is being kept up to date in an effective yet respectful way. This could be via email and posting course content, assignments and due dates on a learning platform such as Edmodo.
Teachers may also chose to contact parents or caregivers to gain support for the students learning and involve them in the educative process (3.7).
Standard 1.5 Differentiate teaching to meet specific learning
Reflection and Evidence
Differentiation is the method of teaching diverse students with different ways of learning with a variety of resources, teaching methods, content, learning environment and assessments so all students can learn regardless of their difference in ability or learning style.
I always endeavor to incorporate a wide variety of activities and learning tasks into my lessons to account for all types of learners and to make lessons engaging and memorable (3.3, 4.1, 4.2, 4.3). I also make a point to connect with students who find some content challenging and invite them to catch up about difficult concepts at lunch time.
Reflection and Evidence
Differentiation is the method of teaching diverse students with different ways of learning with a variety of resources, teaching methods, content, learning environment and assessments so all students can learn regardless of their difference in ability or learning style.
I always endeavor to incorporate a wide variety of activities and learning tasks into my lessons to account for all types of learners and to make lessons engaging and memorable (3.3, 4.1, 4.2, 4.3). I also make a point to connect with students who find some content challenging and invite them to catch up about difficult concepts at lunch time.
Christine also taught a unit of Astronomy to a mixed-ability class of Year 10 Science. Christine was very pro-active and diligent in preparing lessons and effectively compiled her own PowerPoint presentations and tasks to present. It was inspiring to watch Christine break some complex concepts down into easy to understand concepts. This was often done in through her impeccable planning and by incorporating fun, interest, real-life examples and visual stimulation into her lessons.
Christine was also highly successful at presenting the curriculum content to a level appropriate for the students. As the practicum progressed, Christine developed more varied techniques for note-taking and delivering information to the students. Information technology was consistently incorporated into lessons in summative research tasks, but was also effectively implemented into specific learning tasks including simulations, quizzes and short videos in order to effectively reinforce concepts being explicitly taught.” Sacred Heart College Senior Mentor Feedback, 2015
ICT elaboration
One way to fully engage students could be to offer a choice of learning activities such as an investigation in science on the Earth could be presented as either an oral presentation using Prezi, Power Point or a written document and students could chose depending on their preference which would reflect their learning style and give the students some choice about their activities which could be a powerful tool in managing classroom behavior. You could even give an option for some students to make a model with short written explanations who might be struggling and highly kinesthetic learners. They could research how to go about it online such as watching a YouTube clip:
How to make a model of Earth's Layer? - YouTube
One way to fully engage students could be to offer a choice of learning activities such as an investigation in science on the Earth could be presented as either an oral presentation using Prezi, Power Point or a written document and students could chose depending on their preference which would reflect their learning style and give the students some choice about their activities which could be a powerful tool in managing classroom behavior. You could even give an option for some students to make a model with short written explanations who might be struggling and highly kinesthetic learners. They could research how to go about it online such as watching a YouTube clip:
How to make a model of Earth's Layer? - YouTube
Standard 1.6 Strategies to support students with disability
Reflection and Evidence
Disabilities may come in many forms such as physical, mental, permanent or temporary such as an illness or injury.
A teacher may find out if there are any students in their class from enrolment information. These students have a right to a rich education and teaching strategies must be adapted to suit.
Key documents and strategy can be found on the ACARA website:
Students with Disability | ACARA
During my studies, my colleagues and I prepared a resource pack and gave a 20 minute presentation on Autism Spectrum Disorder which included a brief description of the disorder, teaching resources (3.4), teaching strategies (3.3) and where to find support. (6.3)
Reflection and Evidence
Disabilities may come in many forms such as physical, mental, permanent or temporary such as an illness or injury.
A teacher may find out if there are any students in their class from enrolment information. These students have a right to a rich education and teaching strategies must be adapted to suit.
Key documents and strategy can be found on the ACARA website:
Students with Disability | ACARA
During my studies, my colleagues and I prepared a resource pack and gave a 20 minute presentation on Autism Spectrum Disorder which included a brief description of the disorder, teaching resources (3.4), teaching strategies (3.3) and where to find support. (6.3)
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
autism_spectrum_disorder_ppt.pptx |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
asd_handout.docx |
During my time teaching Stage 1 chemistry, I had a student go through some mental issues and hardship. They were noticeably absent for an extended period of time so I unsuccessfully tried to contact the parents several times. After speaking to the year level coordinator, I was then given information on their situation and worked with the student and coordinator via email to try and help her through the course.
Half way through the year in Stage 2 chemistry, a student had a medical problem requiring special provisions. I worked with the SACE coordinator to document all their special provisions.
ICT elaboration
ICT can be an invaluable tool to assist students such as enlarging text, audio text, able to be viewed multiple times and able to connect with students who may be at home or have low attendance due to sickness or medical appointments via email and learning platforms.
I load all class work onto DayMap which can be viewed from home and helps one particular student with their organisation.
For example: Autism Spectrum Disorder (ASD)
ASD may impact on students, socialisation, communication and ability to adapt. Each student demonstrates various degrees of difficulty in each of these areas. Some students may find some aspects of the school environment challenging; for example: noise, movement, specific subjects such as Physical Education and specific people. This diagnosis will impact on each individual differently at different stages. A student with an autism spectrum disorder will learn key concepts from the curriculum and develop the skills to apply these. Some students with an autism spectrum disorder may exceed year level expectations in subject areas of interest, but then have fewer skills in a less preferred area of interest. (http://education.qld.gov.au/staff/learning/diversity/diverse/swd.html)
High functioning students with autism may have difficulty with organisation or like to feel in control and prepared for unexpected changes in routine so an electronic diary could be useful such as MyeDiary which integrates with the school admin system, is accessible from all devices and browsers and is securely hosted in Australia.
https://myediary.com.au/
This may prevent challenging behaviour from the student and remove stress that might hinder their learning.
ICT can be an invaluable tool to assist students such as enlarging text, audio text, able to be viewed multiple times and able to connect with students who may be at home or have low attendance due to sickness or medical appointments via email and learning platforms.
I load all class work onto DayMap which can be viewed from home and helps one particular student with their organisation.
For example: Autism Spectrum Disorder (ASD)
ASD may impact on students, socialisation, communication and ability to adapt. Each student demonstrates various degrees of difficulty in each of these areas. Some students may find some aspects of the school environment challenging; for example: noise, movement, specific subjects such as Physical Education and specific people. This diagnosis will impact on each individual differently at different stages. A student with an autism spectrum disorder will learn key concepts from the curriculum and develop the skills to apply these. Some students with an autism spectrum disorder may exceed year level expectations in subject areas of interest, but then have fewer skills in a less preferred area of interest. (http://education.qld.gov.au/staff/learning/diversity/diverse/swd.html)
High functioning students with autism may have difficulty with organisation or like to feel in control and prepared for unexpected changes in routine so an electronic diary could be useful such as MyeDiary which integrates with the school admin system, is accessible from all devices and browsers and is securely hosted in Australia.
https://myediary.com.au/
This may prevent challenging behaviour from the student and remove stress that might hinder their learning.