1.1 Physical, social and intellectual development and characteristics of students
To show my development of Standard 1.1, I have linked below a document showing two seating plans that I utilized on my Final Professional Experience Placement. These were for a Year 8 and Year 9 English class. The seating plans came after I observed the students for 20 days prior to commencing the 6 week Placement and having taught them for a few weeks. I consulted my mentor about the change and got her opinion on the changes as they were going to remain in these seats for the remainder of Term 2. Prior to the change, certain students were constantly chatty and - at times - disrespectful. Post seating plans, the students were more respectful and productive. While this sort of response is not always 'typical' or required in a classroom, it was required for a cohesive classroom. These seating plans highlight how I was able to identify the intellectual needs of the students and balance them with their physical and social needs as well.
To show my development of Standard 1.1, I have linked below a document showing two seating plans that I utilized on my Final Professional Experience Placement. These were for a Year 8 and Year 9 English class. The seating plans came after I observed the students for 20 days prior to commencing the 6 week Placement and having taught them for a few weeks. I consulted my mentor about the change and got her opinion on the changes as they were going to remain in these seats for the remainder of Term 2. Prior to the change, certain students were constantly chatty and - at times - disrespectful. Post seating plans, the students were more respectful and productive. While this sort of response is not always 'typical' or required in a classroom, it was required for a cohesive classroom. These seating plans highlight how I was able to identify the intellectual needs of the students and balance them with their physical and social needs as well.
seating_plans.docx | |
File Size: | 1223 kb |
File Type: | docx |
1.2 Understand how students learn
Within my Curriculum Specialisation (EDUC4729O Geography, Legal Studies, Business Studies Curriculum Specialisation: Senior Years 1) topic at Flinders University, I was required to complete an in-depth study of a curriculum framework and analyse how students learn within the chosen framework (in this case the South Australian Certificate of Education [SACE]). The theoretical guidance of the Legal Studies curriculum heavily connects with how I have seen students learn during my Professional Experience Placements. Collaborative learning and inquiry learning are two important facets of any curriculum which can be used as a 'springboard' for learning. Bloom's Taxonomy also provides avenues for helping students learn and achieve their best. While the essay linked below is targeted at the SACE Stage 1 and 2 Legal Studies Curriculum; the underlying concepts of what can help students learn can be applied at any year level. See the document below for evidence pertaining to Standard 1.2.
Within my Curriculum Specialisation (EDUC4729O Geography, Legal Studies, Business Studies Curriculum Specialisation: Senior Years 1) topic at Flinders University, I was required to complete an in-depth study of a curriculum framework and analyse how students learn within the chosen framework (in this case the South Australian Certificate of Education [SACE]). The theoretical guidance of the Legal Studies curriculum heavily connects with how I have seen students learn during my Professional Experience Placements. Collaborative learning and inquiry learning are two important facets of any curriculum which can be used as a 'springboard' for learning. Bloom's Taxonomy also provides avenues for helping students learn and achieve their best. While the essay linked below is targeted at the SACE Stage 1 and 2 Legal Studies Curriculum; the underlying concepts of what can help students learn can be applied at any year level. See the document below for evidence pertaining to Standard 1.2.
nikita_mickan_-_educ4729o_-_assignment_one~evaluation_of_a_curriculum_framework..docx | |
File Size: | 20 kb |
File Type: | docx |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
All students have a specific background that is unique to themselves. At my third year Professional Experience Placement, I taught students from a low socioeconomic background as well as being hearing impaired. The students from a low socioeconomic background had literacy levels that were at a low level and the hearing impaired student at times had difficulty understanding me; especially at the beginning. I very quickly learnt to use literacy level appropriate wording and to have the student with impaired hearing placed within the classroom so they could see my face at all times. Being able to see my face, enabled them to not only listen (student wore hearing aids) but to also be able to read my lips. The classroom was also fitted with a microphone which enabled both the hearing impaired and fully hearing students to be able to register when I was talking easier and quicker. Excerpts from my third year Professional Experience Placement report are below, showing how I have met Standard 1.3.
All students have a specific background that is unique to themselves. At my third year Professional Experience Placement, I taught students from a low socioeconomic background as well as being hearing impaired. The students from a low socioeconomic background had literacy levels that were at a low level and the hearing impaired student at times had difficulty understanding me; especially at the beginning. I very quickly learnt to use literacy level appropriate wording and to have the student with impaired hearing placed within the classroom so they could see my face at all times. Being able to see my face, enabled them to not only listen (student wore hearing aids) but to also be able to read my lips. The classroom was also fitted with a microphone which enabled both the hearing impaired and fully hearing students to be able to register when I was talking easier and quicker. Excerpts from my third year Professional Experience Placement report are below, showing how I have met Standard 1.3.
excerpts_from_year_three_professional_experience_placement.docx | |
File Size: | 741 kb |
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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
While I taught Indigenous students, I never taught content specific to their culture and heritage, however, I do understand and recognise the need for sensitivity when teaching these students. This particular Standard was achieved during the topic EDUC2420: Teaching Indigenous Australian Students. The final major essay of the topic explored different strategies that could promote reconciliation between Indigenous and non-Indigenous Australians. The relevant sections of this essay for Standard 1.4 are highlighted in blue (with yellow being Standard 2.4).
While I taught Indigenous students, I never taught content specific to their culture and heritage, however, I do understand and recognise the need for sensitivity when teaching these students. This particular Standard was achieved during the topic EDUC2420: Teaching Indigenous Australian Students. The final major essay of the topic explored different strategies that could promote reconciliation between Indigenous and non-Indigenous Australians. The relevant sections of this essay for Standard 1.4 are highlighted in blue (with yellow being Standard 2.4).
nikita_mickan_–_educ2420_–_reading_engagement_task.docx | |
File Size: | 38 kb |
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1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Throughout my final Professional Experience Placement I had the opportunity to teach students with diverse learning requirements, some of whom required strict differentiation. One such student who required strict differentiation, was a Year 8 student who was absent from school due to a severe medical diagnosis. This student required that work be sent home for them with clear instructions about how to complete it. Unfortunately, I was unable to see the finished product from this student as I completed my Professional Experience Placement prior to them returning to school. A group of students within the same class required additional extension work to aid them in furthering their knowledge of poetry. This group of students had the ability to add additional poems than what was required by the assessment task as well as to utilise other forms of poetry not discussed within class. The attached assignment for EDUC4720: Differentiation for Diverse Learners, outlines further how I met the needs of the students in my Year 8 English class. Within the document the relevant sections are highlighted in blue (Year 8 student with medical needs) and green (Year 8 extension students).
Throughout my final Professional Experience Placement I had the opportunity to teach students with diverse learning requirements, some of whom required strict differentiation. One such student who required strict differentiation, was a Year 8 student who was absent from school due to a severe medical diagnosis. This student required that work be sent home for them with clear instructions about how to complete it. Unfortunately, I was unable to see the finished product from this student as I completed my Professional Experience Placement prior to them returning to school. A group of students within the same class required additional extension work to aid them in furthering their knowledge of poetry. This group of students had the ability to add additional poems than what was required by the assessment task as well as to utilise other forms of poetry not discussed within class. The attached assignment for EDUC4720: Differentiation for Diverse Learners, outlines further how I met the needs of the students in my Year 8 English class. Within the document the relevant sections are highlighted in blue (Year 8 student with medical needs) and green (Year 8 extension students).
nikita_mickan_-_educ4720_-_assignment_3~diversity_and_inclusion_profile.docx | |
File Size: | 819 kb |
File Type: | docx |
1.6 Strategies to support full participation of students with disability
During my third year Professional Experience Placement, I had a student in my class who had a severe language disorder and was dyspraxic (has a learning disorder that affects motor skills). He was unable to participate within the Horror unit that I designed for the Year 8's and therefore I set alternative work. Prior to my commencement at the school, he was already working within a separate support unit; therefore I spoke to his support team about the unit and designed a unit to reflect his interests. I also worked with a student who was hearing impaired (as mentioned in Standard 1.3) and developed strategies to enable them to participate fully within the classroom. See the documents below for evidence pertaining to Standard 1.6.
During my third year Professional Experience Placement, I had a student in my class who had a severe language disorder and was dyspraxic (has a learning disorder that affects motor skills). He was unable to participate within the Horror unit that I designed for the Year 8's and therefore I set alternative work. Prior to my commencement at the school, he was already working within a separate support unit; therefore I spoke to his support team about the unit and designed a unit to reflect his interests. I also worked with a student who was hearing impaired (as mentioned in Standard 1.3) and developed strategies to enable them to participate fully within the classroom. See the documents below for evidence pertaining to Standard 1.6.
differentiated_teaching_-_year_8_english__kv_.docx | |
File Size: | 1746 kb |
File Type: | docx |