Focus Area 1.1 : Physical, social and intellectual development and characteristics of Students.
Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
During my Space and Earth Sciences unit, focusing on space; I created a unit on space which allows students to explore, investigate and learn about the planets in the solar system, the characteristics of them and how they work in our solar system that we live in. For this particular class that I had created it for, there are a range of student learning needs, abilities, skills and levels of readiness. Over the year I have observed these students, analysed their ILP's and have done numerous trial and error activities to determine how these students learn best. I have been very lucky to work in a school where the previous teachers of these students and support staff have assisted me in understanding the various needs and developmental characteristics of these students. Communicating with SSO's in the school was my greatest advantage for these students as they had worked closely with these students, and it allowed me to plan effectively for the students needs.
Over the year I had taken several observation notes on 4 particular students who had learning difficulties, especially focusing on speech and literacy. One student has had a history of trauma so she struggled to communicate her learning to her peers. Allowing these students have the option to determine how they were going to present and conduct their learning to me, allowed them to work in a way that they felt comfortable and where their skills allowed them to provide me with their best work. When delivering the lesson where I introduced the assignment to students, I first got students into smaller groups to discuss what they might need to do, to provide their best work. I encouraged students to think outside of the box, reflect on their previous work they have done over the year and promoted critical thinking. This allows students to become creative, use their voice, gives them the ability to make judgments and work collaboratively with their peers (Vieria, et, al., 2011, p.45). (Focus 3.6, 4.1, 5.1, 5.3, 6.3, 7.4)
Over the year I had taken several observation notes on 4 particular students who had learning difficulties, especially focusing on speech and literacy. One student has had a history of trauma so she struggled to communicate her learning to her peers. Allowing these students have the option to determine how they were going to present and conduct their learning to me, allowed them to work in a way that they felt comfortable and where their skills allowed them to provide me with their best work. When delivering the lesson where I introduced the assignment to students, I first got students into smaller groups to discuss what they might need to do, to provide their best work. I encouraged students to think outside of the box, reflect on their previous work they have done over the year and promoted critical thinking. This allows students to become creative, use their voice, gives them the ability to make judgments and work collaboratively with their peers (Vieria, et, al., 2011, p.45). (Focus 3.6, 4.1, 5.1, 5.3, 6.3, 7.4)
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