Standard 2 - Teacher know the content they teach
Educators knowing the content they teach is extremely important in achieving the greatest outcomes for students (Kleickmann, Richter, Kunter, Elsner, Besser, Krauss & Baurnert, 2013). Without the understanding and knowledge of specific content areas within the curriculum, along with understanding, knowledge and application of relevant pedagogical approaches can make a significant difference to the way students learn (Kleickmann, Richter, Kunter, Elsner, Besser, Krauss & Baurnert, 2013). Kleickmann, Richter, Kunter, Elsner, Besser, Krauss & Baurnert refer to these vital elements as Pedadogical Content Knowledge (PCK) and Content Knowledge (CK) (2013).
Combining the understanding of Pedagogical Content Knowledge (PCK) and Content Knowledge (CK) with Standard one (Teachers know how students learn and how to teach them effectively), a high quality twenty-first century educator must be able to foresee and adapt content to fit the needs and learning styles of individual students (Victorian Institute of Teaching, 2009).
The artefacts I have included in this standard show my progression over the past four years as a student and future educator in my understanding of primary school content from the perspective of a student and teacher.
It is also important to consider an educator’s understanding and knowledge of accessible resources such as technology. Primary students in the twenty first century are highly capable and frequently exposed from a young age to various forms of technological stimulation, and as educator it is our role to understand how to use technology as an effective tool for learning (Liu, 2010).
This standard is integral to providing students from diverse backgrounds with unique needs an understanding across multiple curriculums and ample opportunities to reach their full potential.
Combining the understanding of Pedagogical Content Knowledge (PCK) and Content Knowledge (CK) with Standard one (Teachers know how students learn and how to teach them effectively), a high quality twenty-first century educator must be able to foresee and adapt content to fit the needs and learning styles of individual students (Victorian Institute of Teaching, 2009).
The artefacts I have included in this standard show my progression over the past four years as a student and future educator in my understanding of primary school content from the perspective of a student and teacher.
It is also important to consider an educator’s understanding and knowledge of accessible resources such as technology. Primary students in the twenty first century are highly capable and frequently exposed from a young age to various forms of technological stimulation, and as educator it is our role to understand how to use technology as an effective tool for learning (Liu, 2010).
This standard is integral to providing students from diverse backgrounds with unique needs an understanding across multiple curriculums and ample opportunities to reach their full potential.
Artefact 1 - The Early Numeracy Research Project Nutshell Statement
This assessment was supported by The Early Numeracy Research Project. From the script I was issued and using the resources I was required to construct, I asked two students from different levels to complete an evaluation to observe and identify their maths abilities in specific divisions. This evaluation compelled me to critically analyse and understand skills, concepts and development areas of mathematics used in the evaluation.
Subsequently, I produced two nutshell statements to present to the parents of the evaluated students. It provided me with formative assessment experience and exposure to the process of accumulating data to inform future lessons. It also gave me an opportunity to construct the evaluation information in a report format for parents.
This assessment was supported by The Early Numeracy Research Project. From the script I was issued and using the resources I was required to construct, I asked two students from different levels to complete an evaluation to observe and identify their maths abilities in specific divisions. This evaluation compelled me to critically analyse and understand skills, concepts and development areas of mathematics used in the evaluation.
Subsequently, I produced two nutshell statements to present to the parents of the evaluated students. It provided me with formative assessment experience and exposure to the process of accumulating data to inform future lessons. It also gave me an opportunity to construct the evaluation information in a report format for parents.
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File Size: | 80 kb |
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Artefact 2 - Auskick Coaching
I began looking for opportunities to gain teaching experience during secondary school, and found myself at AFL Auskick. After school hours, I was able to acquire an official Australian Football Coaching Association coaching course certificate, to become the youngest accredited female coach in Victoria (See the articles from the Herald Sun and Manningham Leader Paper). Furthermore, I became a guest speaker at a number of coaching course sessions. The large group of preps I coached provided me with opportunities to trial various teaching approaches and strategies I knew of before attending university. It gave me the confidence and validation that I was capable of learning a specific content area, planning age-appropriate activities that linked with the content and subsequently communicating those skills to my preps successfully.
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Artefact 3 - Water Pollution Video (Edited) This is a group assessment for one of my science units where we were asked to present our understanding of water pollution. My group and I were able to successfully collaborate all our strengths and create a 20 minute video presentation on the subject. It demonstrates my ability to research, learn and present information from a specific topic in an alternative format. I have edited this video so that my individual contributions are highlighted. I recorded and put together this entire video with my groups help. I believe video can be highly engaging avenue to communicate information and I have sufficient experience and enjoy editing and working with video. |
Standard 2 CharacteristicsThese artefacts (1, 2 & 3) demonstrates my achievement of these characteristics:
- Have critical understanding of the content, processes and skills of the content areas they teach (1, 2, 3) - Be aware of the key concepts, structure and the developments in their content areas (1, 2, 3) - Know the pedagogical approaches, resources and technologies used to support and assess student learning within their content areas (1, 2, 3) - Know the importance of literacy and numeracy to their content area and can incorporate strategies to support literacy and numeracy in their teaching (2) - Know how to integrate learning and students understanding across a number of content areas (1, 2, 3) - Be aware of tools and practices for assessing, recording and reporting student learning progress to parents and other stakeholders (1, 2) (Victorian Institute of Teaching, 2009) |