Physical, social and intellectual development and characteristics of students
PROFICIENT 1.1.2
Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning.
EVIDENCE
Different learning and teaching strategies
I understand that every child learns differently and the importance of using a variety of different teaching strategies across all KLAs. Providing different learning experiences and giving students the opportunity to make decisions about their own learning, personalises the learning process for more effective learning. As a teacher, understanding the students individual physical, social and intellectual needs is vital for planning, and implementing effective learning programs. The research based teaching strategies I use include the structure of how the students participates for example whole class, small groups, pairs or individual as well as the teaching pedagogy of how the content is taught. Below outlines some of the strategies I use in the classroom to enhance student learning.
Maths student goal wall
All students should be provided with a learning experience suited to their ability that is appropriately challenging, interesting and relevant. I have demonstrated ability to differentiate lessons for support, core and extension groups within the class. An example of this is my Maths program, which is something I have worked really hard on this year as part of our school goal and implemented an approach across our Year 1 grade that caters for the needs of all students. Our 3 Year 1 classes are streamed during Whole Number strand for Maths using pre assessments, CoGat data and any other data available. The program is amended to suit the supported, core and extension groups with the supported using more manipulatives and moving at a slower pace and the extended class working on activities to apply strategies to other situations and higher order thinking and problem-solving. All students are mapped on the goals wall so students know the goal that they are aiming to achieve for that week and these can be moved when students demonstrate achievement throughout the week. On Fridays students participate in hands-on maths activities that are laid out throughout the pod. Students are aware of what section of the pod has the activities for each maths goal and they are given time to practice their goal they have been working on.
PROFICIENT 1.1.2
Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning.
EVIDENCE
Different learning and teaching strategies
I understand that every child learns differently and the importance of using a variety of different teaching strategies across all KLAs. Providing different learning experiences and giving students the opportunity to make decisions about their own learning, personalises the learning process for more effective learning. As a teacher, understanding the students individual physical, social and intellectual needs is vital for planning, and implementing effective learning programs. The research based teaching strategies I use include the structure of how the students participates for example whole class, small groups, pairs or individual as well as the teaching pedagogy of how the content is taught. Below outlines some of the strategies I use in the classroom to enhance student learning.
Maths student goal wall
All students should be provided with a learning experience suited to their ability that is appropriately challenging, interesting and relevant. I have demonstrated ability to differentiate lessons for support, core and extension groups within the class. An example of this is my Maths program, which is something I have worked really hard on this year as part of our school goal and implemented an approach across our Year 1 grade that caters for the needs of all students. Our 3 Year 1 classes are streamed during Whole Number strand for Maths using pre assessments, CoGat data and any other data available. The program is amended to suit the supported, core and extension groups with the supported using more manipulatives and moving at a slower pace and the extended class working on activities to apply strategies to other situations and higher order thinking and problem-solving. All students are mapped on the goals wall so students know the goal that they are aiming to achieve for that week and these can be moved when students demonstrate achievement throughout the week. On Fridays students participate in hands-on maths activities that are laid out throughout the pod. Students are aware of what section of the pod has the activities for each maths goal and they are given time to practice their goal they have been working on.
Maths Investigation group
Extended students and/or CoGat identified students also participate in an ongoing maths investigation once a week where students lead an open-ended investigation that has been designed around the outcomes that they are learning.
English writing goal
My students use a writing display in our classroom as a model for their 'best work'. The samples displayed are student samples from the ACARA website demonstrating different levels of writing. Students have been pre-taught and are often reminded on the things they need in their work for each sample. They are also reminded that we al have different 'best work' level. At any time during writing they are encourage to take their book over to the writing samples to compare and see what else they might need to add to their work. Students use this as a goal to achieve the next work sample and are reminded what they need to do consistently in their work to achieve this. This visual literacy display motivates the students to produce their best writing and has been effective in achieving a high level of growth in their writing.
Students are given support or scaffolding to achieve their writing goal.
Gardiner's Multiple Intelligences
Varying my lessons using Gardner's Multiple Intelligences is very effective in giving students some choice around how they chose to learn the content. I have used this strategy in a variety of different KLAs including English for spelling and History. Grids and cards with a variety of activities for the 8 intelligence's are given to the student. Some of the activities we to do together as a class and some lessons students are able to choose which activity would help them leaner the content best. They are not allowed to choose the same activity twice and are required to keep a log of what activities they have completed. During the individual directed learning, it is a good opportunity for me to spend time with each student to provide feedback and formatively assess knowledge through questions, discussions and observations. Below is an example of a grid and cards that I have used, as well as a wall display I created for students to refer to.
Varying my lessons using Gardner's Multiple Intelligences is very effective in giving students some choice around how they chose to learn the content. I have used this strategy in a variety of different KLAs including English for spelling and History. Grids and cards with a variety of activities for the 8 intelligence's are given to the student. Some of the activities we to do together as a class and some lessons students are able to choose which activity would help them leaner the content best. They are not allowed to choose the same activity twice and are required to keep a log of what activities they have completed. During the individual directed learning, it is a good opportunity for me to spend time with each student to provide feedback and formatively assess knowledge through questions, discussions and observations. Below is an example of a grid and cards that I have used, as well as a wall display I created for students to refer to.
Images were sourced from Teachthis.com and AC History Units.
De Bono's Six Thinking Hats
Another learning strategy that I have demonstrated the ability to use in the classroom is the six thinking hats. This strategy allows students to think about the same concept in different ways, giving them each a role to play in the learning and discussion process. Below is a lesson plan which I taught to a year 5 class, incorporating the six thinking hats in an English lesson.
Lesson plan
Learning through experience and exploration
Students demonstrate rich and meaningful learning when they have the opportunity to explore, collaborate and engage with hands on activities. I have demonstrated ability to provide students with opportunity to learn in this way across all key learning areas. Below are some pictures of just some of the interactive lessons I have taught.
De Bono's Six Thinking Hats
Another learning strategy that I have demonstrated the ability to use in the classroom is the six thinking hats. This strategy allows students to think about the same concept in different ways, giving them each a role to play in the learning and discussion process. Below is a lesson plan which I taught to a year 5 class, incorporating the six thinking hats in an English lesson.
Lesson plan
Learning through experience and exploration
Students demonstrate rich and meaningful learning when they have the opportunity to explore, collaborate and engage with hands on activities. I have demonstrated ability to provide students with opportunity to learn in this way across all key learning areas. Below are some pictures of just some of the interactive lessons I have taught.
The Early Years Learning Framework has informed not only the way I have set up my classroom but also the activities I include in my programs. Research tells us that when we give the students time to play, explore, create and interact, deeper learning occurs with real world relevance. This learning style also has great social benefits as students learnt o build relationships, negotiate and problem solve and regulate their behaviours. Below are some pictures of the invitation to play space in my current classroom and also some of the project based activities my students participated in this year.
English
Religion
Representing their understanding of the Easter story
Individual Learning
Individual learning and activities are also very important. It allows for thought, practice and application of learning as well as assessment of learning. Through this strategy differentiation of the task and how it is implemented are to be applied for individual needs. This is shown in one of the picture below with the provision of green paper. Individual activity may take place in the form of writing, research, answering questions or reflections.
In my classroom I have a computer set up for students who may need to type instead of write, practice the skill using technology or if students would like to further research something to enhance their knowledge. This is a great tool to not only assist those who require further help or intervention in a particular area but also a great for extending those students who require 'extra' for deeper learning.
STEAM
I am also a big advocate of STEAM activities. I have a designated STEM area in my classroom that have a huge variety of stem boxes with cards and materials. I have also set up stem boxes for both maths and literacy which are used in literacy group time, maths groups and for intervention. All STEM boxes are available to use in free time or as a fast finisher and STEM is integrated into my HSIE, science and Maths programs.
I am also a big advocate of STEAM activities. I have a designated STEM area in my classroom that have a huge variety of stem boxes with cards and materials. I have also set up stem boxes for both maths and literacy which are used in literacy group time, maths groups and for intervention. All STEM boxes are available to use in free time or as a fast finisher and STEM is integrated into my HSIE, science and Maths programs.
Literacy STEAM
These stem boxes are used during literacy groups and are fantastic for building comprehension and engagement.
These stem boxes are used during literacy groups and are fantastic for building comprehension and engagement.
Easter STEAM activity
Students were given a task to 'catch' the Easter Bunny. They were asked to design a trap, write a procedure, build the trap and the evaluate. There were some fantastic traps but needless to say none were successful ;).
The design of the room is particularly important for individual learning and i am very mindful of setting up a room with consideration to the learning needs of the students. This might be position (eg. siting at the front or away from others) or that some students may require a quite space free from distractions. I use the desks and furniture I have in my classroom and structure the placement of desks to get the best out of students. In the picture below you can see that I have created groups or pods of desks that face in all directions and some with barriers so provide a space that is limited from distractions.
Personalised Plans
I have been heavily involved in creating and implementing Personal plans for many students to address their behavioural, social and intellectual needs. This has occurred with much input and support from the student, parents, Learning support teacher, schools psychologist, executive staff and Allied Health services. I have also worked closely with CSO behaviour staff to implement behaviour plans. These plans have included many adjustments for curicular and timetabling, and reward/incentive programs, goals, interventions and supports, as well as tools such as zone of regulation to help with social and emotional wellbeing.
The goals and information established through personalised plans enables me to differentiate my teaching style, lessons and the environment in order for the students to be comfortable and have the best opportunity to learn. Involving the student in the process also allows them to take more ownership over their goals and learning, they understand the process involved and the support they have around them.
Individual support plans are a process I am very familiar with these plans as a result of my past employment at Mai-Wel. During my role at Mai-wel, I created and used individual support plans for every student and client which were updated 6 monthly.
Personalised Plans
I have been heavily involved in creating and implementing Personal plans for many students to address their behavioural, social and intellectual needs. This has occurred with much input and support from the student, parents, Learning support teacher, schools psychologist, executive staff and Allied Health services. I have also worked closely with CSO behaviour staff to implement behaviour plans. These plans have included many adjustments for curicular and timetabling, and reward/incentive programs, goals, interventions and supports, as well as tools such as zone of regulation to help with social and emotional wellbeing.
The goals and information established through personalised plans enables me to differentiate my teaching style, lessons and the environment in order for the students to be comfortable and have the best opportunity to learn. Involving the student in the process also allows them to take more ownership over their goals and learning, they understand the process involved and the support they have around them.
Individual support plans are a process I am very familiar with these plans as a result of my past employment at Mai-Wel. During my role at Mai-wel, I created and used individual support plans for every student and client which were updated 6 monthly.