Standard 1 - Teachers know how students learn and how to teach them effectively
Demonstrating adept knowledge on how students learn is a crucial component to being regarded as a high quality teacher. James and McCormick declared that learning how to learn is just as important as learning the actual content (2009).
As a future graduate teacher, I know that my experience of working with my classroom of children for the academic year will assist me in achieving beyond these characteristics (for example, I was not able to adequately attain one of the characteristics relating to forms of assessment. I will have the opportunity to gain more of an understanding during my final placement and in my own classroom).
It is not possible for an educator to absolutely accomplish this standard, as every individual learns in a unique way, and learning styles are evolving with the resources that have become accessible (Fischer & Rose, 2001). This also includes pedagogical practices and theories, shaping the way teachers choose to communicate content to the students. It is important to recognise that a high quality teacher would never cease developing an understanding of how students learn and relevant teaching styles.
To continually develop one’s knowledge basis, personal development and self-reflection are some of the greatest opportunities for learning (James & McCormick, 2009). Every educator should be open to new learning styles, new methods of teaching and new perspective on students’ cognitive development for the benefit for every child (Avalos, 2011).
As a future graduate teacher, I know that my experience of working with my classroom of children for the academic year will assist me in achieving beyond these characteristics (for example, I was not able to adequately attain one of the characteristics relating to forms of assessment. I will have the opportunity to gain more of an understanding during my final placement and in my own classroom).
It is not possible for an educator to absolutely accomplish this standard, as every individual learns in a unique way, and learning styles are evolving with the resources that have become accessible (Fischer & Rose, 2001). This also includes pedagogical practices and theories, shaping the way teachers choose to communicate content to the students. It is important to recognise that a high quality teacher would never cease developing an understanding of how students learn and relevant teaching styles.
To continually develop one’s knowledge basis, personal development and self-reflection are some of the greatest opportunities for learning (James & McCormick, 2009). Every educator should be open to new learning styles, new methods of teaching and new perspective on students’ cognitive development for the benefit for every child (Avalos, 2011).
Artefacts for Standard 1
Artefact 1 - Teaching philosophy comparison: from first year to last year
I was given the opportunity during my first and last year of tertiary studies to write my statement of teaching philosophy. These excerpts demonstrate how various ideas and influences on my teaching have both evolved (through research and tertiary education) and also remained the same (indicating my core values as a professional).
I was given the opportunity during my first and last year of tertiary studies to write my statement of teaching philosophy. These excerpts demonstrate how various ideas and influences on my teaching have both evolved (through research and tertiary education) and also remained the same (indicating my core values as a professional).
Artefact 2: Lashay’s lesson modification This was an image that I took after altering a lesson plan that I was asked to carry out by my Associate Teacher. It reinforced to me that my initiative to collaborate my ideas about how students learn effectively with my Associate teacher’s efficient and reliable approaches to literacy assisted students to be more engaged. |
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Artefact 3: The Top Five Very Important Points in Literacy Education
This was an assignment I completed for my Literacy Education unit. It required a considerable amount of research on the most effective way students learn literacy. The importance of high quality literacy education integrated into the curriculum for students of all levels was strongly instilled during the research and writing stages of this assessment.
The Top Five Very Important Points in Literacy Education 2011 | |
File Size: | 89 kb |
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Artefact 4: Early Childhood Transition Activity Video
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This was an assessment examining effective ways to transition from lunchtime to nap or quiet time. This video establishes my understanding of pedagogical approaches, appropriate strategies for children with additional needs and research regarding early childhood development. |
Standard 1 CharacteristicsThese artefacts (1,2, 3 & 4) demonstrates my achievement of these characteristics:
- Have a sound knowledge of current learning theories and of pedagogical model from which they draw their practice (1, 2, 3, 4) - Have knowledge of theory and contemporary research in child and adolescent development and other fields of study which contribute to an understanding of student learning (1, 2, 3, 4) - Know the principles and skills of instruction and program design and know how to engage students actively in learning (1, 2, 3) - Have a sound understanding of the role of language and literacy in learning, of the conceptual, cognitive or developmental steps students make and barriers to learning (1, 2, 3, 4) - Have a critical understanding of both formative and summative assessment including the uses of both - Be aware of how curriculum and assessment is structured to support learning (1, 3) - Have knowledge of effective pedagogical approaches specific to the content areas they intend to teach (1, 2, 3, 4) (Victorian Institute of Teaching, 2009) |