Content and teaching strategies of the teaching area
PROFICIENT 2.1.2
Apply knowledge of the content and teaching startegies of the teaching area to develop engaging teaching activities.
EVIDENCE
I believe that teaching curriculum content through hands on and project based based actives allows student to construct their own meaning based on their own prior knowledge and experience. Not only are the students engage and interacting, it also enhance deeper learning and real world relevance.
PROFICIENT 2.1.2
Apply knowledge of the content and teaching startegies of the teaching area to develop engaging teaching activities.
EVIDENCE
I believe that teaching curriculum content through hands on and project based based actives allows student to construct their own meaning based on their own prior knowledge and experience. Not only are the students engage and interacting, it also enhance deeper learning and real world relevance.
Science
My science units are developed using the 5 E’s teaching and learning model. Beginning with Engaging the students, the unit content and activities are well sequenced building on students prior knowledge to then Explore and explain, before giving students an opportunity to Elaborate on the concepts and Evaluate their learning. All lessons are well sequenced and begin by revisiting the science wall or a concept from the lesson before. This engaged students from the beginning of the lesson and allowed them to connect what they already know with the new concepts that are introduced. Students were actively engaged in a variety of hands on activities throughout each lesson to promote deep understanding and learning. Some of these activities include using an interactive science wall, small groups work, joint class projects and experiments. All activities are developed based on the ES1 outcomes and content of the K-10 Science and Technology Syllabus.
Below are a some picture of interactive science walls and projects..
My science units are developed using the 5 E’s teaching and learning model. Beginning with Engaging the students, the unit content and activities are well sequenced building on students prior knowledge to then Explore and explain, before giving students an opportunity to Elaborate on the concepts and Evaluate their learning. All lessons are well sequenced and begin by revisiting the science wall or a concept from the lesson before. This engaged students from the beginning of the lesson and allowed them to connect what they already know with the new concepts that are introduced. Students were actively engaged in a variety of hands on activities throughout each lesson to promote deep understanding and learning. Some of these activities include using an interactive science wall, small groups work, joint class projects and experiments. All activities are developed based on the ES1 outcomes and content of the K-10 Science and Technology Syllabus.
Below are a some picture of interactive science walls and projects..
Living things - Butterfly life cycle
During the 'living things' unit we had our own beautiful enclosure and watched the life cycle of butterfly unfold throughout the term. Students interacted with the caterpillars that turned into a chrysalis and we lucky enough to watch a butterfly hatch from the chrysalis under the hover cam.
During the 'living things' unit we had our own beautiful enclosure and watched the life cycle of butterfly unfold throughout the term. Students interacted with the caterpillars that turned into a chrysalis and we lucky enough to watch a butterfly hatch from the chrysalis under the hover cam.
Religion
I have used a variety of teaching strategies to engage students during religion lessons. These include allowing students to represent their learning in a variety of different ways and giving them a choice of how to learn and explore. I have also used Godly play to represent different important event and story's in the Bible.
I have used a variety of teaching strategies to engage students during religion lessons. These include allowing students to represent their learning in a variety of different ways and giving them a choice of how to learn and explore. I have also used Godly play to represent different important event and story's in the Bible.
Maths and English
Below are some photos of actives using in maths and english group work. English activities are incorporated in guided reading groups each morning and are levelled to students abilities. Students participate in a variety of maths activities every friday linking to the weeks unit and as are also levelled.
Below are some photos of actives using in maths and english group work. English activities are incorporated in guided reading groups each morning and are levelled to students abilities. Students participate in a variety of maths activities every friday linking to the weeks unit and as are also levelled.
English story book activity
During delivery of the InitaLit story book 'Sam and Dave dig a hole', I set up our own our own archaeological dig. I used the letters from the Woolworths promotion and students explored and dug to find the treasure and work out what it was. It was a fantastic way to bring the story alive.
During delivery of the InitaLit story book 'Sam and Dave dig a hole', I set up our own our own archaeological dig. I used the letters from the Woolworths promotion and students explored and dug to find the treasure and work out what it was. It was a fantastic way to bring the story alive.
Maths fruit shop investigation
During this investigation students developed na timeline of what they needed to do, created a recipe, worked out a shopping list, divided their fruit equally into cups, marketed their product and sold it to others in the class.
During this investigation students developed na timeline of what they needed to do, created a recipe, worked out a shopping list, divided their fruit equally into cups, marketed their product and sold it to others in the class.
Integration of technology
I have a strong commitment to integrate technology in all KLAs. I have demonstrated this through using a variety of apps such as 'green screen' for recording the weather, Bee bots in science for coding and algorithms and in maths for position, computers and other robots such as Dash and Dot.
I have a strong commitment to integrate technology in all KLAs. I have demonstrated this through using a variety of apps such as 'green screen' for recording the weather, Bee bots in science for coding and algorithms and in maths for position, computers and other robots such as Dash and Dot.