References

  • Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
  • Ashman, A. (2015). Education for inclusion and diversity (5th ed.). Frenchs Forest, NSW: Pearson   Education Australia.
  • Barton, K. & McCully, A. (2007). Teaching controversial issues…where controversial issues really matter. Teaching History (127), 13-19.
  • Edwards, C. and Watts, V. (2004). Classroom discipline management. QLD: John Wiley & Sons Australia.
  • Eddles-Hirsch, K., Vaille, W., Rogers, K.B., & McCormick, J. (2010). “Just challenge those high-ability learners and they’ll be all right!” The impact of social context and challenging instruction on the affective development of high ability students. Journal of Advanced Academics, 22 (1), 102-124.
  • Gay, G. (2002) Preparing for culturally responsive teaching. Journal of Teacher Education (53)2, March/April, 106-116. American Association of Colleges for Teacher Education.
  • Hoffnung, H., Hoffnung, R., Seifert, K.L., Burton Smith, R., Hine, A., Ward, L. & Pausé, C. (2013). Lifespan development: A chronological approach. QLD: John Wiley & Sons.
  • Matthews, C. (2012). Maths as storytelling: Maths is beautiful. In K. Price. Aboriginal and Torres Strait Islander Education: An introduction to the teaching profession. New York: Cambridge University Press.
  • Matthews, C., Cooper, T.J., & Baturo, A.R. (2007). Creating your own symbols: Beginning algebraic thinking with Indigenous students. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (3), 249-256.
  • Nelson Mandela Foundation. (2014). Lighting your way to a better future. Retrieved from: http://db.nelsonmandela.org/speeches/pub_view.asp?pg=item&ItemID=NMS909
  • Rogers, B. (2011). Classroom behaviour (3rd Ed.). London: SAGE Publications. 
  • Skamp, K. (2012). Teaching Primary Science Constructively (4th Ed.). South Melbourne, VIC: Cengage.
  • Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education (26)2, 114-145. National Council of Teachers of Mathematics.
  • Smith, T.E.C., Palloway, E.A., Patton, J.R., Dowdy, C.A. (2012). Teaching students with special needs in inclusive settings (6th ed.). Boston. Pearson.
  • Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press. 
  • Tenenbaum, S. (1959). Carl Rogers and non-directive teaching. Educational Leadership (16)5, 296- 328.
  • Tomlinson, C. (2010). What is Differentiated Instruction? University of Virginia: Institutes on Academic Diversity. Retrieved from http://differentiationcentral.com/DIis.html.

AITSL Standard 1.2: Understand how students learn


Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

(Australian Institute for Teaching and School Leadership [AITSL], 2014)


Situation
Understanding how students learn is crucial for effective teaching. Current research promotes constructivism as an effective student-centred teaching approach for understanding learners and learning (Simon, 1995). Social-constructivism assumes that one’s knowledge of the world is constructed from perceptions and experiences both individually and in interaction with others (Sullivan, 2011). Therefore, learning is viewed as an adaptation to one’s individual and social experience of the world - teaching needs to reorganise a student’s current cognition to a meaningful understanding of new concepts and ideas (Sullivan, 2011; Skamp, 2012). Students' thinking is important, therefore learning needs to be relevant and meaningful to all students.

Action
Diagnostic assessment is a constructivist teaching strategy used in both the science assessment and sequence to ensure learning is based on what the student knows:

  • - Students' prior knowledge on the concepts of mixtures and scientific language is determined.
  • - Discussion, drawing and recording/stating thoughts and observations, uncovers alternative conceptions students may hold. Uncovering alternative conceptions is essential for teacher and students as evidenced in the learning sequence as it enables students rethink their understandings to construct better ones (Skamp, 2012).
  • - Strategies such as discussion, facilitated by effective questioning, using an open-ended activity and engaging the learner’s interests are used in the learning sequence and assessment to construct understanding of the concepts being taught without taking initiative and control away from the student (Simon, 1995).
  • - The teacher can then build new understanding on what students know, making connections to contextualise their learning (Sullivan, 2011).
  • - Ensures all students have equal opportunity to experience the concept
  • - Questioning - used in learning sequence and assessment to assess students' understanding and engage students in scaffolded learning. Questioning takes students on a scaffolded learning journey together, drawing on knowledge individual students hold to lead them to the application of new understandings.

 Result
Students will develop an understanding of the concepts through a learning experience that is meaningful and relevant to them. They engage in learning activities that are based on their interests and level of understanding resulting in a learning experience that is enjoyed. Diagnostic strategies such as questioning and discussion engages students in thinking, therefore enabling them to actively construct new knowledge.

References
  • Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
  • Skamp, K. (2012). Teaching Primary Science Constructively (4th Ed.). South Melbourne, VIC: Cengage.
  • Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education (26)2, 114-145. National Council of Teachers of Mathematics.
  • Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press.





AITSL Standard 3.1: Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics

Picture 1 - modelling fonts

Picture 2 - collaborative learning

AITSL STANDARD 3.1 Evidence

(Australian Institute for Teaching and School Leadership [AITSL], 2014)

Situation
Create a literacy activity that is challenging but achievable for each individual student. Teaching with the student in mind is essential to ensure all students feel safe and in control of their learning (Tomlinson, 2010).
  • Five students have learning difficulties such as dyslexia, Asperger’s and literacy difficulties.
  • Six advanced learners work at grade 5 level.
  • Students are socially active with highly stimulated imaginations.
  • Enjoy playing social games such as card games. This age group is at a very social stage of their cognitive development (Hoffnung, Hoffnung, Seifert, Burton Smith, Hine, Ward & Pausé, 2013).
Action
  • Differentiation - I tailored the skill level required to each student’s learning needs by altering the learning goals and difficulty for each learning ability, varying levels of participation, and changing the way students respond to the task (Smith, Palloway, Patton, Dowdy, 2012).
    • Visual and tactile learners lacking confidence in writing have a sense of accomplishment and control over their work by drawing and designing.
    • Students with learning difficulties observed a playing card example to prompt them with ideas. Working together in groups they chose one letter to write in one chosen font.
    • The competent students designed their own card with two different words in two different chosen fonts.
    • Advanced learners were challenged with a task extension of writing their reasoning for their chosen fonts.

  • Scaffolding:

    • Modelling (picture 1) an example of the different fonts on the board to scaffold students learning and ensure the activity was achievable for all students.
    • Collaborative learning (picture 2) – Working in pairs or groups for students to connect with each other socially, collaborate by sharing their ideas, knowledge to scaffold each other’s learning (Sullivan, 2011). The social context impacts the development of cognitive abilities (Eddles-Hirsch, Vaille, Rogers, McCormick, 2010).
  • Interests – Creating an activity related to students’ personal interests, designing a playing card, was a strategy used to ensure all students would be engaged in the learning task (Simon, 1995).

 Results
Personalising the activity to students' social needs and interest in playing cards encouraged all students to engage in learning. Differentiating the task to each learning ability provided an equal opportunity for each student to be challenged within their own level of understanding and successfully accomplish the learning outcome (Ashman, 2015; Sullivan, 2011). Learning a new concept within a context they understood gave them an achievable challenge. Modelling and collaborative learning successfully scaffolded students' learning – the clear expectations and peer support provided a safe learning environment. Students eagerly engaged each other’s knowledge and creative ideas to complete the challenge together.

References
  • Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
  • Ashman, A. (2015). Education for inclusion and diversity (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.
  • Eddles-Hirsch, K., Vaille, W., Rogers, K.B., & McCormick, J. (2010). “Just challenge those high-ability learners and they’ll be all right!” The impact of social context and challenging instruction on the affective development of high ability students. Journal of Advanced Academics, 22 (1), 102-124.
  • Hoffnung, H., Hoffnung, R., Seifert, K.L., Burton Smith, R., Hine, A., Ward, L. & Pausé, C. (2013). Lifespan development: A chronological approach. QLD: John Wiley & Sons.
  • Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education (26)2, 114-145. National Council of Teachers of Mathematics.
  • Smith, T.E.C., Palloway, E.A., Patton, J.R., Dowdy, C.A. (2012). Teaching students with special needs in inclusive settings (6th ed.). Boston. Pearson.
  • Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press.
  • Tomlinson, C. (2010). What is Differentiated Instruction? University of Virginia: Institutes on Academic Diversity. Retrieved from http://differentiationcentral.com/DIis.html

AITSL Standard 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

AITSL STANDARD 2.4 Evidence

(Australian Institute for Teaching and School Leadership [AITSL], 2014)

Situation

We can't teach what we don't know (Gay, 2002). In order to effectively teach the curriculum to a diverse range of students, a teacher must have an understanding of each students' educational needs and capabilities (Skamp, 2012; Ashman, 2015). A person's cultural history is a part of their who they are; therefore, to teach ethnically diverse students, explicit knowledge about their culture and a high awareness of barriers that present themselves when engaging with their perspective is necessary (Gay, 2002). There are still many racial prejudices in Australia creating barriers against reconciliation with Aboriginal and Torres Strait Islander [TSI] people [essay]. If these barriers are not understood, then a teacher will not be able to effectively address them in aide to reconciliation. This essay and lesson sequence demonstrate how an understanding and respect of the Aboriginal and TSI perspective can be used in teaching to promote reconciliation between Indigenous and non-Indigenous Australians.

Action
  • Explicit activities promote a direct understanding and acceptance of the Aboriginal and TSI perspective through learning about their culture and history – activity on traditional Aboriginal homes [learning sequence].
  • Activities that address barriers to the Aboriginal and TSI perspective in an implicit way:
    • Learning to question themselves and each other (Barton & McCully, 2007) through posing critical thinking questions that challenge the way students currently think and see a variety of perspectives [essay].
    • Scaffolding students' understanding of 'home' to develop into empathising with having homes taken away [learning sequence].
  • An understanding of the way Aboriginal and TSI students learn allows barriers to their perspective to be addressed implicitly through the inclusion of all learning abilities.
    • Collaborative learning ensures all students are equally engaged in learning together where each student's contribution is equally valued [learning sequence] (Sullivan, 2011).
    • The learning sequence and essay reveal how a non-Indigenous Australian teacher can effectively ensure learning responds to Aboriginal and TSI students' needs, and giving them an advantage to succeed by working at their own level of understanding through visual, imaginative and hands-on activities such as story-telling, dance, drawing or craft (Matthews, 2012; Matthews, Cooper & Baturo, 2007).

 Result

Education has the power to change the world (Nelson Mandela Foundation, 2014). The result of understanding the Aboriginal and TSI perspective leads to effective planning, use of materials, questioning, discussions and activities that change non-Indigenous student's perceptions and enable Aboriginal and TSI students' learning through increased accessibility (Sullivan, 2011). This understanding influences the teacher in making necessary and inclusive adjustments to teaching activities to ensure all students are taught 'on the same basis' as each other (Ashman, 2015). Education that is understanding and respectful of the Aboriginal and TSI perspective will change the culture of Australia in becoming more inclusive and accepting.

References
  • Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
  • Ashman, A. (2015). Education for inclusion and diversity (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.
  • Barton, K. & McCully, A. (2007). Teaching controversial issues…where controversial issues really matter. Teaching History (127), 13-19.
  • Gay, G. (2002) Preparing for culturally responsive teaching. Journal of Teacher Education (53)2, March/April, 106-116. American Association of Colleges for Teacher Education.
  • Matthews, C. (2012). Maths as storytelling: Maths is beautiful. In K. Price. Aboriginal and Torres Strait Islander Education: An introduction to the teaching profession. New York: Cambridge University Press.
  • Matthews, C., Cooper, T.J., & Baturo, A.R. (2007). Creating your own symbols: Beginning algebraic thinking with Indigenous students. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of  Mathematics Education (3), 249-256.
  • Nelson Mandela Foundation. (2014). Lighting your way to a better future. Retrieved from: http://db.nelsonmandela.org/speeches/pub_view.asp?pg=item&ItemID=NMS909
  • Skamp, K. (2012). Teaching Primary Science Constructively (4th Ed.). South Melbourne, VIC: Cengage.
  • Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press. 

AITSL Standard 4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.


AITSL STANDARD 4.3 Evidence

(Australian Institute for Teaching and School Leadership [AITSL], 2014)

Situation

Both scenarios are practical demonstrations of how I approach and manage challenging behaviour in the classroom. The essay comparing Skinner's behaviour management theory with Gordon's Teacher Effectiveness Training [TET] model demonstrates why I chose to manage challenging behaviour from the basis of a positive relationship with students. The first scenario demonstrates how this looks in a supportive behaviour management approach and the second scenario displays how positive relationships can be used in preventative approaches to avoid challenging behaviour.
Children are on a journey of self-discovery. Behaviour is a product of how children cognitively formulate and confront environmental stimuli for need fulfilment (Edwards & Watts, 2004). Therefore, creating conditions in the classroom that fulfils children's basic physical, social, emotional and cognitive needs is essential. Identity wants to grow; however, behaviour modification methods significantly undermine intrinsic motivation (Edwards & Watts, 2004). Valuing a student’s identity through nurturing relationships and positive learning environment will lead students to self-regulate their own behaviour (Tenenbaum, 1959).

Action

To develop positive relationships with students, a safe and pleasant space is essential. Whether it is in the classroom environment or one-on-one, students need to feel valued, respected and heard. The physical space (scenario 2) can be modified to ensure it is welcoming and free of distractions (Edwards & Watts, 2004). Desk positioning, temperature, organisation and displays can all be used to show students they are valued as individuals. Valuing each students' voice through classroom activities or one-on-one discussions builds a trusting student-teacher relationship (Tenenbaum, 1959). Techniques such as I-messages (essay), active listening (scenario 1) and class discussions (scenario 2) build on the student-teacher relationship to problem solve behaviour management issues. The responsibility is put in the students' hands, giving them a sense of ownership and pride over their behavioural decisions (Rogers, 2011).

Result:

The outbreak of challenging behaviour will be reduced through creating a positive, safe environment for students. By seeking to understand students, misbehaviour can be managed. This process may take a little more time; however, the intervention creates an opportunity for the student to also understand themselves and how they can make positive choices in the future. Problem-solving behavioural issues together leads to self-regulation of their own behaviour. A positive student-teacher relationship not only enables successful management of challenging behaviour but also avoids it. Classroom disruptions will be reduced through an environment that students feel comfortable and safe in to take ownership over their own behaviour. These scenarios reveal that challenging behaviour can be managed through creating classroom conditions conducive to positive behaviour and seeking to understand the reasoning behind student behaviour.

References:
  • Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
  • Edwards, C. and Watts, V. (2004). Classroom discipline management. QLD: John Wiley & Sons Australia.
  • Rogers, B. (2011). Classroom behaviour (3rd Ed.). London: SAGE Publications.
  • Tenenbaum, S. (1959). Carl Rogers and non-directive teaching. Educational Leadership (16)5, 296- 328.