Standard 1

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1.

1: PHYSICAL , SOCIAL AND INTELLECTUAL DEVELOPMENT AND


CHARACTERISTICS OF STUDENTS
This piece of evidence is a class list from my third-year placement. Alongside each student I wrote notes during
my two lead in days that focused on their strengths and weaknesses in order to develop an understanding of
how they will implicate my teaching strategies.

Within these dot pointed notes is information about each students physical social and intellectual
characteristics which are all things that can create teaching implications. Knowing students strengths and
weakness is an extremly important base point of helping them develop under your guidance as a teacher.
Notes such as these enabled me to provide students with equal opportunity to succeed through working
within there Zone of Proximal Development (ZPD) in expereicnes that were differentiated. By taking notes like
this at such an early stage during my placment block I was able to look back at them and be proud of how far
each student had come in such a short period of time. On a larger scale observations such as these could be
used by an educator on going throughout a school year to help teachers document and detect any issues as
early as possible and communicate them with parents as required (Marotz and Allen 2014). These would
involve observations that may need to be observed and tested by helath care providers such as “proccessing
difficulties” and “cant follow extensive instructions” which occur reguarly in this evidence (Marotz and Allen
2014).
1.2 UNDERSTAND HOW STUDENTS LEARN

At the beginning of my placement I got students to complete this test online (evidence 1) which explained to
me how they prefer to learn. My second piece of evidence is a snippet of my site coordinators report which
states I have a “good understanding of students and how they learn”.

One way an educator can maximise engagement is by knowing each student and how they learn (Lyons et al.
2014). I believe this can be done by getting the students to complete a “multiple intelligences survey”. Within
this survey that takes no longer than ten minutes students answer questions about themselves and how they
learn best. Once they have completed this they tally up their results and find out which of the learning styles
best suits them. Form this point I as their educator can reflect on the student’s data and construct lesson/unit
plans that are inclusive of all students. When I had students do this test on my fourth year placement the most
common results of this test indicated that students were kinaesthetic and interpersonal learners which meant
I needed to provide lessons/units that were hands on engaging and allowed for group work (McDonald, 2013.
My second piece of evidence (feedback from my site coordinator who sat in on my lessons multiple times)
proves I was able to do this. Having the deputy principal of the school who has been there for an extended
period in multiple roles and knows the students well say this about me as a student teacher is a massive
testament to myself. I also received verbal comments continuously about how quickly I picked up how each
student learnt and received affirmation on how I implemented this into their learning. On top of this I believe
that my ability to build relationship with the students helped me know how they learn better throughout all
four of my placements.
1.3 STUDENTS WITH DIVERSE LINGUISTIC , CULTURAL, RELIGIOUS AND
SOCIOECONOMIC BACKGROUNDS
My first piece of evidence- By identifying some EAL/D students may find getting research for an information
report difficult I was able to find an alternative for them. This involved them using their iPads on an app called
Epic Reading which had a “read to me” option. My second piece of evidence is a photo taken of students
completing an AUSLAN lesson during my fourth-year placement.

Evidence one- There was a large diversity of students at my third-year placement school. 50% of students were
Asian and a large number were weak English speakers and readers. For this reason, I had to create experiences
that were suitable for a variety of demographics. This book app by reading to EALD students helped them with
word pronunciation and allowed them equal opportunity to produce their best work. I emphasised to these
students that they must follow along with the text and read in their heads.

Evidence two- AUSLAN is a form of sign language that was introduced to my fourth-year placement school two
years ago when they gained two students with hearing impairments. This was done so that students and
teachers could develop strategies to communicate with these students and as they don’t learn another
language at the school. As a part of our daily routine we would learn phrases, animal names, colours and other
basics of AUSLAN. One of these students with a hearing impairment was in my geography class as a part of our
HASS rotations and therefore I had to learn basic phrases to communicate with them also. One that I
commonly used was “do you understand”.
1.4 STRATEGIES FOR TEACHING ABORIGINAL AND TORRES STRAIT ISLANDER
STUDENTS
The first piece of evidence shows an Aboriginal student sharing their knowledge of their culture with their
peers and myself. The second piece of evidence is a Pdf I found in the staff room they helps teachers
understand the Aboriginal students within the school and incorporate their culture into lessons and units
across the curriculum.

Evidence one- At my fourth-year placement school they had a week called Aboriginal Cultural Awareness Week
(ACAW) which involved students moving around from class to class to complete activities from Aboriginal
Culture. These included spear throwing, body painting, bark painting and so on. On ACAW day each class
teacher was instructed what task they needed to set up for their room to ensure that all other classes could
successfully engage in the day. In my class we were required to set up bark painting which involved students
tracing their hand and then decorating their bark (paper). At the beginning of this session I acknowledged to
students that I am not Aboriginal and that in some cases I will not know the answers to their question about
Aboriginal culture. When asked about Aboriginal symbols later in the session I turned to my Aboriginal
students and asked them to share their knowledge. This then led to them drawing symbols they know on the
board and labelling them for their peers to copy. This was a useful strategy as the Aboriginal students felt
valued and I could notice their sense of pride in sharing their knowledge with others.

The second piece of evidence covers a variety bases. It gives me as a reader a better understanding of things
such as the history of aboriginal communities that my students may have an association to as well as a list of
languages that students may speak at home with family and friends other than English. If I was to work with
aboriginal students in the future the “strategies for teaching Aboriginal and Torres Strait Islander students”
section would help practice this standard to the graduate level as I would be demonstrating “an understanding
of the impact of culture”. This evidence also gives multiple ideas for a variety of curriculum areas.
1.5 DIFFERENTIATE TEACHING TO MEET THE SPECIFIC LEARNING NEEDS OF
STUDENTS ACROSS THE FULL RANGE OF ABILITIES

Throughout placements I constantly ensured that learning experiences (lesson plans) were altered to suit the needs of various learning
levels. I did this for students who were ahead and behind. My first piece of evidence is a screen clipping taken directly from a maths
lesson plan demonstrating this. My second and third piece of evidence support this as they show students who struggle working with me
on the floor and my mentor teachers notes from this lesson commending me for doing so.

A major part of my teaching pedagogy is allowing each student to work within their zone of proximal development ZPD. For this reason, I
constructed basic differentiation plans such as this one for all of my lessons. I know that students can struggle to understand explicit
teaching at the best of times and noticed that kids that were a part of the MacLit (Macquarie literature) program were often still confused
after explicit teaching which contributed to me trying the sitting on the floor technique so that I could give them the further scaffolding
they required. I did this in one lesson in particular when my mentor was taking notes and they commented that they loved the idea. On
the other of the spectrum is the students who excel. These students were always given extension activities e.g. a work sheet that is
suitable for a student in the year above or utilised as more knowledgeable others (MKO’s) to assist peers,
1.6 STRATEGIES TO SUPPORT FULL PARTICIPATION OF STUDENTS WITH
DISABILITY
This piece of evidence is a screen clipping of a unit plan I found online and adapted so that it was inclusive of a
student with cerebral palsy (red writing) as a part of a third year course called Inclusive Education.

In my third year of University I had to complete a compulsory course called inclusive education. In this course I
learnt that Inclusion is a pedagogical process that ensures all children are given the ability to participate in a
learning situation (Groundwater-Smith et. al, 2010). Within a common Australian school, no two students are
the same and there are many student diversities which include gender, ability, cultural upbringing, religion and
special needs. The purpose of this course was to highlight various physical and intellectual disabilities which
Groundwater- Smith (2015) state are the two main forms. This course involved preservice teachers each
completing a PowerPoint presentation to the entire class and two written assessments that focussed on a
variety of disabilities and how we as teachers could be inclusive of students with these disabilities. My
PowerPoint presentation was about Autism spectrum disorder (ASD) and my written assessments were about
Cerebral Palsy and vision impairments. Whilst I only completed personal assessments about these three
disabilities I actively engaged as an audience member in my peer’s presentations. These presentations
included what the disability is, hands on activities that enabled us to put ourselves in the shoes of these
students and most importantly strategies to be inclusive of these students in a classroom context. At the end
of these presentations we shared them with others as electronic copies and I now have access to them all and
can use them when required throughout future practice. This piece of evidence demonstrates how I can apply
this knowledge to a unit plan in order to make it inclusive and thus support full participation of students with a
disability.

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