Know students and how they learn
Standard 1: Know students and how they learn
Sub-Standards:
1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.6 Strategies to support full participation of students with disability |
1.2 Understand how learners learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Before beginning at a placement I like to find out more about my students. I organise a time with my mentor teacher and the school to meet with the students. When I arrive at the school I take the time to observe the students to understand how they learn so that I can plan and deliver effective and meaningful lessons. In my most recent placement my mentor teacher wrote that one of my strengths was to “identify those who needed additional help or further explanation” (Stephen Baxter). Throughout my studies I have completed multiple research assignments on student learning and the implications for me as a teacher. As I observe students I become increasingly aware of how they learn and how to construct my lessons surrounding them. |
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. Through my role as an Integration Aide I used multiple strategies for the inclusion of my students into mainstream schooling. I worked alongside the classroom teacher to create individual learning plans for my students. Through my job I attended multiple student support group meetings with parents, students and other professionals working with each student to set goals achievable goals throughout a set period of time. I attended multiple professional development days to become more informed on strategies for working with my students, including a session on writing and implementing transition statements from Primary into Secondary school. This gave me great insight into the planning of a transition program including the meetings, writing the plan and ensuring the students feels safe and supported through such a big change in their life. I feel that my work as an Integration Aide has set me up with the skills and knowledge to differentiate my lessons to accommodate all of my learners. |