Standard 2: Know the Content and How to teach it
In order to effectively teach
students, it is crucial that the content to be learned is organised into a
professional teaching sequence that allows teachers to connect ideas across the
curriculum and with student’s everyday lives (Ben-Peretz,
2011). Within the teaching strategies of the ICT learning curriculum, a
clear sequence of learning skills must be implemented which would encourage
students to take a greater responsibility for their work (Venezsky, 2004). The
introduction of new technologies into the curriculum creates more challenging
learning opportunities for students and as a result of this, it is anticipated
that students feel as though they have accomplished the set task (Venezsky,
2004). According to the ICT vision discussed by Venezsky (2004), it is expected
that by the middle of the student’s primary school education, they would have
acquired skills that allow them to create reports, be able to analyse and store
data and work as a team to complete projects using the internet (Venezsky,
2004). What is certain, is that ICT in classrooms will continue to prosper and
their power in nature, will lead to innovative approaches by schools to enhance
the learning of their students and teachers alike (Venezsky, 2004). Teachers
must be knowledgeable about the differing approaches to teaching certain concepts,
not only within mathematics and literacy, but across the curriculum as a whole (Green & Cochrane, 2003). It is important
to note that in terms of the teachers role, the greater the familiarity the
teacher has with the subject content, will provide the best chance of their
students being exposed to the most appropriate knowledge and skills (Kleickmann, et al., 2012).
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Artefact 1: Religious Education Learning and Teaching Sequence (Placement)
Annotation: Artefact 1 is a Religion
learning and teaching sequence that was created during my final professional
experience period at Mother of God Primary School. It details a learning
sequence which fosters opportunities for student collaboration, reflection,
questioning and discussion regarding the topic of the sacraments of
initiation. Key focus area 2.5 is clearly demonstrated through the
inclusion of my Religious Education sequence within my ePortfolio. The content
of the unit has been deliberately set out to harness the attention and
enthusiasm of the students at a pace that is comfortable for teachers
and students alike, ultimately endeavouring to create an effective teaching and
learning sequence.
Artefact 2: Importance of Using Critical Literacy and Read Aloud to Change the Attitude of students in a Primary Classroom
Annotation: The purpose of including the
highlighted section of Artefact 2 in my ePortfolio is to demonstrate
focus area 2.5 of the Australian Professional Standards for Graduate
Teachers, as it elaborates on my knowledge of two excellent literacy teaching
strategies which can be applied within my profession. These being that of
critical literacy which assists students in becoming proficient
readers and writers and that of the read aloud method which enhances
development of language and vocabulary. In my awareness and
understanding of these literacy strategies, my teaching of the
subject area, will be greatly enhanced and in turn allow my
students to reach their full potential.
Artefact 3: Blog Worksheet
Annotation: I
have incorporated the worksheet on computer blogging to represent
focus area 2.6 of the Australian Standards for Graduate Teachers, as it
demonstrates my efforts to expand the learning opportunities of
using ICT in the classroom, in the form of a blog. This worksheet
aims to further develop the student's skills in the use of ICT in order for
them to create their own class blog, therefore familiarising
themselves with the structure and purpose of blogging activities.
Ultimately, this expands their curriculum learning opportunities and
greatly supersedes traditional teaching practices, and supports the 21st
Century learner.