Standard 1: Know Students and How They Learn
Development in teacher education
demands that knowledge of the subject content alone is not sufficient enough
for teachers in their professional career, but rather it is crucial that the
teacher has a strong grasp on classroom management and different learning
theories (Yilmaz, 2011). It can be seen that creating an inclusive education
system, can be quite challenging for the teacher and primary school as the
needs of the child are paramount, no matter what their ethnic, religious,
socioeconomic nor linguistic, physical, intellectual or social level of
development (Maria, 2013). The Inquiry based learning approach is one particular
method that can be implemented by teachers in order to allow their students to
learn in a manner that is almost solely independent in terms of constructing
new knowledge and then incorporating it into the original subject area
(Reynolds, 2012). Therefore, when a teacher implements this into the classroom,
they are helping students to discover things
for themselves, assisting students in organising their learning and
allowing students time to process what they have learnt (Reynolds, 2012). The
importance of a teacher having a sound socio cultural knowledge of their
students is that it assists them in responding to their students differentiated
learning needs (Mondiano, 2001). It is
important for teachers to be familiar with student’s needs, particularly when
the student has a disability (Browder, et al.,
2012). The teaching strategies and techniques implemented within the
classroom can continue to provide students with a disability the opportunity to
engage in the general curriculum (Browder, et
al., 2012).
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Artefact 1: Dream Classroom Assignment
Annotation: The highlighted section
within artefact 1 which encompasses focus area 1.1 of the Australian
Professional Standards for Graduate Teachers, concentrates on my
developing knowledge and understanding of the physical, social and intellectual
development of my students. Student learning can be greatly affected by a
number of different factors such as classroom layout, set seating plans,
the ambiance of the classroom and the positivity expressed by the teacher. In
my professional career, I plan to implement a classroom setting
that would reflect the inclusive nature which is
described in my Dream Classroom essay, as a setting such as this
gives students a greater chance to develop physically while also ensuring that
each student is given the best chance to develop at a social and intellectual
level as a result of my decision making and classroom strategies, with the
intention that this has a positive impact on their development as a person and
on their learning potential.
Artefact 2: Critical essay on Teaching Humanities
Annotation: The highlighted statement
within my Humanities Critical Essay reflects my research
undertaken during my university studies in order to develop my
understanding of how students learn. This artefact addresses focus area
1.2 from the Australian Professional Standards for Graduate Teachers which
demonstrates my knowledge of the inquiry based learning
approach and how it encourages students to construct their own knowledge,
which has direct implications for how students learn and
develop. Furthermore, my future teaching methods would shift with this
highly researched method of learning in that I saw its benefits in
action on my teaching rounds, where students were given the chance to
not only just read information regarding businesses, but immerse themselves by
creating their own business through research and inquiry.
Artefact 3: TESOL Professional Development
Annotation: Focus
area 1.3 from the Australian Professional Standards for Graduate
Teachers, reflects the importance of teachers having current knowledge of
differing teaching strategies that help to achieve positive outcomes and
caters for the needs of students with diverse linguistic, cultural, religious
and socioeconomic backgrounds. Artefact 3 being that of a snapshot of
a professional development program which was designed by myself as a means
of demonstrating my knowledge of teaching strategies and the needs of
students from these diverse cultural and socioeconomic backgrounds.
Artefact 4: fact sheet: Teaching students with a disability
Annotation: In a unit undertaken during
my studies at the Australian Catholic University, I was required to conduct
research into the specific learning needs and physical requirements of
students with a disability. I was then required to formulate an information
sheet which addresses the key characteristics of the disability and ways
in which I as a teacher am able to support the participation and
learning of students with a disability. Focus area 1.6 from the
Australian Professional Standards for Graduate Teachers, is
clearly represented within Artefact 4 as it outlines a resource in which
teachers can use to assist students with low vision to participate and
learn in everyday classroom settings.