Standard 1: Know Students and how they learn Focus: Understand how students learn 1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
Throughout my practicum, I was able to get to know the students in my class and then apply my knowledge and understanding of how students learn to my teaching (AITSL, 2011). This demonstrates that I am meeting standard 1.2.1. The evidence I have collected to show this includes mentor feedback and photos from lessons.
My experience at Banks Public School allowed me to develop my knowledge of how students learn. This involved my own experience of getting to know 23 students in my class, who had a range of characteristics, ability levels and learning needs. This showed me how students learn in a variety of ways. Therefore, I developed an understanding of a variety of teaching strategies to get the best learning outcomes for all students.
I developed an understanding of the importance of using concrete materials, gameplay and investigative activities to develop student’s skills and understanding of concepts. This hands-on learning allowed students to physically manipulate the objects so they could see what would happen. The use of hands-on activities was important when teaching students in Year 1, as students thinking at this age is fundamentally concrete so the use of hands-on materials help students of this age to develop a deep understanding of the concepts (McNeil & Uttal, 2009).
During my explanations of concepts within mathematics, where possible I had all students using whiteboards to solve the questions given. They then held up their whiteboard to show me the answer and students would come out the front and explain their answer. This allowed me as a teacher to see which students were and were not understanding the concepts, while also allowing students to explain their own thinking.
Throughout my practicum experience I reflected on my own teaching and how students learning. This allowed me to reflect on what did and did not work throughout the lesson, which allowed me to develop my knowledge of how students learn best. This allowed me to refine my teaching practice to improve my own skills. My focus on using hands-on, student-centered learning was important as it resulted in high student engagement and positive learning. My mentor teacher’s feedback demonstrates that I am meeting standard 1.2.1 as I demonstrated my knowledge of how all students of varying abilities in the class learn. I was then able to develop a diverse range of lesson plans which engaged all students.
References: Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professional- standards-for-teachers McNeil, N., & Uttal, D. (2009). Rethinking the Use of Concrete Materials in Learning: Perspectives from Development and Education. Child Development Perspectives, 3(3), 137-139.
Standard 1.2.1 Evidence
Scribing was used for emergent learners during writing activities. This allowed students to verbally create their own sentence using their own ideas, while providing them with suitable support for their learning needs.
Concrete materials given to students during all math lessons. This allows students to physically manipulate objects so they can see how numbers or shapes change; while also keeping the lesson more engaging for students.
My lessons were often hands-on and involved student investigation. Evidence show hands-on science and maths lessons where students where given a topic to investigate and physical objects to manipulate and feel.
Gameplay was always included as a warm up exercise for mathematics.
Whiteboards were used during guided mathematics practice. This allowed all students to participate and as a teacher I could see which students needed more guidance during independent practice.
Reflections of some of my lessons which involve identifying the positives and negatives of the lessons, which allowed me to develop my knowledge of how students learn.
Mentor teacher feedback demonstrates that I am meeting the standard 1.2.1 as I have developed an understanding of how all students in my class learned. This shows that i have demonstrated my knowledge of how students learn and the teaching implications by developing a range of lessons and lesson sequences which are engaging, hands-on, student-centered are able to suit a range of needs.
Mentor teacher feedback states that I was able to build a rapport with all students in the class by getting to know them all. This allowed me to learn how each student learns best, and then apply my knowledge of learning and teaching to my lessons.