AITSL Standard 1 Know Students and How They Learn
1.1. Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Demonstrate knowledge and understanding of ways that students’ ICT use can influence students’ social and intellectual development and how this may affect the students’ engagement and learning.
As teachers, it is our role to cater for each individual students needs in a professional and un-judgemental manner. It is important that teachers are aware of any physical, intellectual or mental disabilities that the student may have. During classroom interactions and instruction, teachers must keep the needs of every student in mind and cater for every student in a diverse and respectful way. ICT can be used in many ways to help students with different needs. Email is a great source for students to privately email the teacher about a question or the class where they may not be able to do so in class. The use of power point as an assignment can also be used instead of an essay for students who have intellectual disabilities. For students that can’t come to school the use of Skype is a great source to share what is happening in the class, a program such as Edmodo also allows the student to keep up to date with what is happening. As a future teacher I will try my hardest to cater for every students individual needs, as I understand no two students are the same. For my ESL class I would use different programs such as Edmodo to communicate, I would also incorporate different strategies such as allowing students to use computers and tablets to go through the classwork on their own pace.
Evidence:
1.2. Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Demonstrate knowledge and understanding of how student engagement and learning can be enhanced through the use of digital resources and tools.
Each student has an individual learning style in the classroom. As teachers it is vital that we are aware of these learning styles and can alter our teaching methods to every students learning needs in the classroom. ICT can be a huge advantage in helping teachers cater to many students learning styles. For example, in an ESL I could create my own programs through a program called “hot potato” http://hotpot.uvic.ca/ this is a site that I can design my own ESL classes through and incorporate apps and activities such as crosswords, quizzes, language, multiple-choice, short-answer, gap-fill, jumbled-sentence, crossword and matching/ordering exercises. I could also have a class blog which would promote the learners reading and listening comprehension as well as written and oral expression. It would also contribute to the interaction between myself and the students. This could be very rewarding for kinaesthetic learners and visual learners. Though the possibilities of using ICT can be neverending, I would make sure there was an even distribution of ICT learning and face to face as I realised both are equally important in determining the most appropriate techniques for reaching the students needs and cognitive stages.
Evidence:
1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Demonstrate the ability to match digital resources and tools with teaching strategies in ways that are responsive to students’ diverse backgrounds.
Modern day classrooms often consist of students from a number of diverse backgrounds. Students linguistic abilities may vary considerably and as teachers, it is crucial that we understanding the linguistic, cultural, socioeconomic and religious backgrounds of each student in our classes. This involves teachers being aware of the social context of their lessons and what they are teaching and how they are teaching.
Although ICT is important in the classroom and is helpful in relating to students from a number of backgrounds, it is important that as teachers, we are aware not all students have come from a background that relies on technology as we in Australia do. Some students may have an idea of technology but their past home may have not had such access to technology so as teachers we must take this into consideration with the amount of technology we rely on in the class. For graphs relating countries to the technology knowledge and availability see: http://www.infodev.org/infodev-files/resource/InfodevDocuments_1016.pdf However, in saying that, technology can be very helpful in catering to the needs of students from a number of backgrounds. It can be a great way to incorporate verbal instructions and visual aids. The students can also read words and translate through sites such as google translater. For my ESL classes, I would use ICT to record themselves when talking and play back and go through their pronunciation so they can hear where they can improve on.
Evidence:
1.4. Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. Demonstrate knowledge and understanding of ways that the use of digital resources and tools can complement the engagement, and integration of Aboriginal and Torres Strait Islander students. (What do you need to take into account when delivering material to Aboriginal and Torres Strait Islander Students?)
As teachers in Australian schools it is crucial we have a deep and rounded basis knowledge on Aboriginal and Torress Strait Islander culture and heritage. AS part of the AITSL standards and national curriculum we are expected to incorporate it into our classrooms and subjects. ICT is a great way to develop our understanding: an internet site such as “sharing culture” http://www.sharingculture.com.au/ is great for teachers and the classroom as it is a developed program that teachers can use to incorporate a deep understanding of Aboriginal culture, history and languages both in and out of the classroom. As it has a “classroom toolbox” that teachers can access and has lots of resources and classroom activities that incorporate Aboriginal local knowledge and language that is provided by the local communities. In my history class I would like to have local Aboriginal people to visit the class as guest speaker and have them demonstrate an activity like this: Teacher resource: A classroom experiment Aboriginal Professor Mick Dodson recalls a classroom experiment he was told on a school visit [12]. “A class of grade 5 students and their teacher go out for a school trip. When they return, they find that the grade 4 teacher and her students have taken over their classroom. They are told the desks no longer belong to them, or the bookshelves or the blackboard. The grade 5 students, confident of what is theirs, ask for it back. The grade 4 students refuse; it all belongs to them now and their teacher supports them. Not only do they refuse to give it back, the grade 5s are asked to stand aside, to stand on the fringes of the classroom. The grade 5 students start to get upset and angry – ‘give us our classroom back’, they insist. The grade 4 students don’t budge. The anger of the grade 5s turns to frustration and a sense of hopelessness. The grade 4s seem to be settling in to stay. http://www.creativespirits.info/aboriginalculture/education/education-for-non-aboriginal-students
An activity like this would portray a real emotion within the students and help them have a realer understanding of the colonisation and the impact that it had on Aboriginal people to this day. I would also like to have a local Aboriginal member to guest talk to get a real understanding of the stolen generation like potrayed in some classes: “When Stolen Generations member Helen Moran told high school and college students her story “many students were outraged to learn that no-one had told them the full, truthful story about Australia’s history until this late in their schooling, and that it had come from outside the curriculum.” [6].” http://www.creativespirits.info/aboriginalculture/education/education-for-non-aboriginal-students
Evidence:
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Select and use specific digital resources and tools that are matched to teaching strategies designed to meet students’ individual and diverse learning needs.
Every student will have a different academic level, as teachers, it is important that we cater to every academic level in the class. As they say “one size does not fit all” Some students will have special needs, this means that teachers might need to modify their content, modify their process and modify their products to cater to the students special needs. For students with physical and sensory disabilities I could provide switch activities to classroom activities such as word processing, matching and sorting. I would also use programs such as google translator to to translate text into speech and visa versa. I would also prepare work with larger fonts, particular colours and symbols. For students with learning difficulties I would use ICT as it provides the student with a cluitter free environment and allows them to practice skills in a diferent context. I would also use games and visual activities to makes the activities clearer, more focused and attractive to students. For stuents with emotional and behavioural difficulties I would use ICT so that students can stay more on task, feel non threatened and more motivated. I would add games such as games on school history.com http://www.schoolhistory.co.uk/games/ so that the students learn in a fun, interactive way. For gifted students I would encourage higher order and creative thinking using blooms taxonomy http://www.calstatela.edu/sites/default/files/centers/spedintern/hints11bloomtaxonomy.pdf I would also encourage them to join extra curricular activities and use programs such as edmodo to add extra work and study for those who feel confident to do it.
Evidence:
1.6. Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. Demonstrate knowledge and understanding of digital resources and tools, including adaptive and assistive technologies, that can support the participation and learning of students with disability.
ICT has a huge impact with helping students with disabilities in the classroom. As teachers, it is our job to ensure that we cater for students with disabilities and are flexible in our teaching styles. It is not simply about making students with disabilities feel more engaged or on task, it is about allowing them to communicate about what they are thinking and feeling in ways that would never be possible without the use of ICT. For students with disabilities there are many ICT resources which help students integrate easily into the classroom. An important one is : http://www.spectronicsinoz.com/activities/pretend-play-communication-boards I would like to use this program in any of my classes as it allows students to see an image as well as hear from the program what it is. There are a number of options and themes they can look at. This program can also organise daily programs for the students- this reduces the everyday anxiety students can feel at the pressure of what to expect at school. As teachers we must be prepared to use these programs and keep up to date with new programs as well as ensure we are educated on different disabilities and what we must do to individually cater for each individual students needs. This training must also be kept up to date with the students so the ICT programs don’t seem intimidating or too hard.
Evidence:
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Demonstrate knowledge and understanding of ways that students’ ICT use can influence students’ social and intellectual development and how this may affect the students’ engagement and learning.
As teachers, it is our role to cater for each individual students needs in a professional and un-judgemental manner. It is important that teachers are aware of any physical, intellectual or mental disabilities that the student may have. During classroom interactions and instruction, teachers must keep the needs of every student in mind and cater for every student in a diverse and respectful way. ICT can be used in many ways to help students with different needs. Email is a great source for students to privately email the teacher about a question or the class where they may not be able to do so in class. The use of power point as an assignment can also be used instead of an essay for students who have intellectual disabilities. For students that can’t come to school the use of Skype is a great source to share what is happening in the class, a program such as Edmodo also allows the student to keep up to date with what is happening. As a future teacher I will try my hardest to cater for every students individual needs, as I understand no two students are the same. For my ESL class I would use different programs such as Edmodo to communicate, I would also incorporate different strategies such as allowing students to use computers and tablets to go through the classwork on their own pace.
Evidence:
- Attended University of Adelaide Core Curriculum & Methodology lectures; Professional Experience lectures; Education, Culture & Diversity lectures; and Student Teacher Interaction lectures.
- Report and Abuse and Neglect full day training.
- Devised engaging and differentiated unit plans and lessons whilst on practicum.
1.2. Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Demonstrate knowledge and understanding of how student engagement and learning can be enhanced through the use of digital resources and tools.
Each student has an individual learning style in the classroom. As teachers it is vital that we are aware of these learning styles and can alter our teaching methods to every students learning needs in the classroom. ICT can be a huge advantage in helping teachers cater to many students learning styles. For example, in an ESL I could create my own programs through a program called “hot potato” http://hotpot.uvic.ca/ this is a site that I can design my own ESL classes through and incorporate apps and activities such as crosswords, quizzes, language, multiple-choice, short-answer, gap-fill, jumbled-sentence, crossword and matching/ordering exercises. I could also have a class blog which would promote the learners reading and listening comprehension as well as written and oral expression. It would also contribute to the interaction between myself and the students. This could be very rewarding for kinaesthetic learners and visual learners. Though the possibilities of using ICT can be neverending, I would make sure there was an even distribution of ICT learning and face to face as I realised both are equally important in determining the most appropriate techniques for reaching the students needs and cognitive stages.
Evidence:
- Attended University of Adelaide Student Teacher Interaction lectures.
- Created a handbook entitled Promoting a Positive Learning which references theorists who research the way students learn and how this influences teaching.
1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Demonstrate the ability to match digital resources and tools with teaching strategies in ways that are responsive to students’ diverse backgrounds.
Modern day classrooms often consist of students from a number of diverse backgrounds. Students linguistic abilities may vary considerably and as teachers, it is crucial that we understanding the linguistic, cultural, socioeconomic and religious backgrounds of each student in our classes. This involves teachers being aware of the social context of their lessons and what they are teaching and how they are teaching.
Although ICT is important in the classroom and is helpful in relating to students from a number of backgrounds, it is important that as teachers, we are aware not all students have come from a background that relies on technology as we in Australia do. Some students may have an idea of technology but their past home may have not had such access to technology so as teachers we must take this into consideration with the amount of technology we rely on in the class. For graphs relating countries to the technology knowledge and availability see: http://www.infodev.org/infodev-files/resource/InfodevDocuments_1016.pdf However, in saying that, technology can be very helpful in catering to the needs of students from a number of backgrounds. It can be a great way to incorporate verbal instructions and visual aids. The students can also read words and translate through sites such as google translater. For my ESL classes, I would use ICT to record themselves when talking and play back and go through their pronunciation so they can hear where they can improve on.
Evidence:
- Attended University of Adelaide Student Teacher Interaction and Education, Culture & Diversity lectures.
- Created an oral presentation about Special Educational Needs in the English classroom with particular reference to Asperger's Syndrome and ESL for Education, Culture & Diversity.
- Completed practicums at Marryatville High School giving me experience teaching students from a variety of backgrounds and cultures.
1.4. Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. Demonstrate knowledge and understanding of ways that the use of digital resources and tools can complement the engagement, and integration of Aboriginal and Torres Strait Islander students. (What do you need to take into account when delivering material to Aboriginal and Torres Strait Islander Students?)
As teachers in Australian schools it is crucial we have a deep and rounded basis knowledge on Aboriginal and Torress Strait Islander culture and heritage. AS part of the AITSL standards and national curriculum we are expected to incorporate it into our classrooms and subjects. ICT is a great way to develop our understanding: an internet site such as “sharing culture” http://www.sharingculture.com.au/ is great for teachers and the classroom as it is a developed program that teachers can use to incorporate a deep understanding of Aboriginal culture, history and languages both in and out of the classroom. As it has a “classroom toolbox” that teachers can access and has lots of resources and classroom activities that incorporate Aboriginal local knowledge and language that is provided by the local communities. In my history class I would like to have local Aboriginal people to visit the class as guest speaker and have them demonstrate an activity like this: Teacher resource: A classroom experiment Aboriginal Professor Mick Dodson recalls a classroom experiment he was told on a school visit [12]. “A class of grade 5 students and their teacher go out for a school trip. When they return, they find that the grade 4 teacher and her students have taken over their classroom. They are told the desks no longer belong to them, or the bookshelves or the blackboard. The grade 5 students, confident of what is theirs, ask for it back. The grade 4 students refuse; it all belongs to them now and their teacher supports them. Not only do they refuse to give it back, the grade 5s are asked to stand aside, to stand on the fringes of the classroom. The grade 5 students start to get upset and angry – ‘give us our classroom back’, they insist. The grade 4 students don’t budge. The anger of the grade 5s turns to frustration and a sense of hopelessness. The grade 4s seem to be settling in to stay. http://www.creativespirits.info/aboriginalculture/education/education-for-non-aboriginal-students
An activity like this would portray a real emotion within the students and help them have a realer understanding of the colonisation and the impact that it had on Aboriginal people to this day. I would also like to have a local Aboriginal member to guest talk to get a real understanding of the stolen generation like potrayed in some classes: “When Stolen Generations member Helen Moran told high school and college students her story “many students were outraged to learn that no-one had told them the full, truthful story about Australia’s history until this late in their schooling, and that it had come from outside the curriculum.” [6].” http://www.creativespirits.info/aboriginalculture/education/education-for-non-aboriginal-students
Evidence:
- Attended University of Adelaide Education, Culture & Diversity lectures entitled 'Whiteness & Race', 'Dreaming & Indigenous Epsitemologies' and 'Aboriginal, Indigenous, Islander Students and Our Needs'.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Select and use specific digital resources and tools that are matched to teaching strategies designed to meet students’ individual and diverse learning needs.
Every student will have a different academic level, as teachers, it is important that we cater to every academic level in the class. As they say “one size does not fit all” Some students will have special needs, this means that teachers might need to modify their content, modify their process and modify their products to cater to the students special needs. For students with physical and sensory disabilities I could provide switch activities to classroom activities such as word processing, matching and sorting. I would also use programs such as google translator to to translate text into speech and visa versa. I would also prepare work with larger fonts, particular colours and symbols. For students with learning difficulties I would use ICT as it provides the student with a cluitter free environment and allows them to practice skills in a diferent context. I would also use games and visual activities to makes the activities clearer, more focused and attractive to students. For stuents with emotional and behavioural difficulties I would use ICT so that students can stay more on task, feel non threatened and more motivated. I would add games such as games on school history.com http://www.schoolhistory.co.uk/games/ so that the students learn in a fun, interactive way. For gifted students I would encourage higher order and creative thinking using blooms taxonomy http://www.calstatela.edu/sites/default/files/centers/spedintern/hints11bloomtaxonomy.pdf I would also encourage them to join extra curricular activities and use programs such as edmodo to add extra work and study for those who feel confident to do it.
Evidence:
- Devised lessons and activities during practicums which included strategies such as chunking, scaffolding and extension.
- Developed a Praxis outlining teaching strategies for English Second Language students, Indigenous students and students with learning needs
- Created unit plans for university and practicums to account for a range of learning needs.
1.6. Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. Demonstrate knowledge and understanding of digital resources and tools, including adaptive and assistive technologies, that can support the participation and learning of students with disability.
ICT has a huge impact with helping students with disabilities in the classroom. As teachers, it is our job to ensure that we cater for students with disabilities and are flexible in our teaching styles. It is not simply about making students with disabilities feel more engaged or on task, it is about allowing them to communicate about what they are thinking and feeling in ways that would never be possible without the use of ICT. For students with disabilities there are many ICT resources which help students integrate easily into the classroom. An important one is : http://www.spectronicsinoz.com/activities/pretend-play-communication-boards I would like to use this program in any of my classes as it allows students to see an image as well as hear from the program what it is. There are a number of options and themes they can look at. This program can also organise daily programs for the students- this reduces the everyday anxiety students can feel at the pressure of what to expect at school. As teachers we must be prepared to use these programs and keep up to date with new programs as well as ensure we are educated on different disabilities and what we must do to individually cater for each individual students needs. This training must also be kept up to date with the students so the ICT programs don’t seem intimidating or too hard.
Evidence:
- Worked in the LAP program at Marryatville High School assisting students with disabilities and learning needs.
- Explored teaching resources and documents to aid in the development of an inclusive curriculum including the SACE Board website (https://www.sace.sa.edu.au/); ACARA website (http://www.acara.edu.au/default.asp)
- Worked in the special needs department at OLSH Alice Springs and assisted students with disabilities.