ACARA Assignment

* Observe and record certain elements of the pupil’s academic work therefore taking some pressure off the teacher having to complete all observations themselves.

Enhancing the quality of individual teaching skills, which includes putting into practice acquired knowledge or teaching methods

In order for the teacher to instruct effectively, she has to understand better how his/her students learn and how she will teach them. She needs to know the content knowledge. She needs

Fundamental to education is the engagement of the teacher and knowledge that even as teachers we must continue to learn. The role of any teacher is to harness the skills, interests and the ability of all students, regardless of diversity. As a new teacher, I am aware that to successfully motivate and reach students, I must continually reflect on my teaching and adapt strategies.

skills teachers and specialists. The member of staff should be able to adapt their teaching style to

In this reflection paper I will be discussing the knowledge I acquired during this class, The skills I gained from that knowledge, and how I will apply these skills to my future. I will begin by discussing two specific pieces of information that I have learned from the class, and why it is important to my well-being.

This article shows that effective teachers must be skilled in their subject area and have a broad knowledge of pedagogical materials. Mastery of content is of the highest importance, in order, for teachers to effectively understand the objectives of the various lessons that they are required to teach. Teachers should possess an awareness of knowledge relating to how students best accept new information.

The breadth of knowledge and skills required for a teacher to perform their duties is daunting. Teachers are required to know about themselves, their students, the subject matter they are teaching, educational theories and current research, and the latest technology. Knowledge of just one area is not sufficient for being a teacher, they must

Since the time that I started teaching in 2012, I knew that I wanted to understand what motivates and engages students in science. There is overwhelming evidence that states certain groups are less prone to pursue the sciences, so I wanted to see if I could hopefully start to engage my students more. What really sparked this curiosity to pursue changing my teaching practices was that I caught myself doing exactly what my colleagues were doing in the department without asking myself the most important question, why? Why was I following their practices? I knew that their style didn’t fit with mine as

associating and applying various concepts and principles to everyday situations, generating students’ interest and passion for the scientific field.

Post-assessment (learning). This piece is a self-assessment of knowledge or skills gained and the participants’ expected application of learning.

“Those that can, do. Those that can’t, teach”. This simple proverb from George Bernard Shaw’s “Man and Superman” is often quoted in modern times, denigrating the hard work of teachers from preparatory grades right through to the highest academic institutions. While it is true that almost anyone can teach in the true definition of the word, being an effective teacher is a much harder proposition. A truly effective teacher has a wide pedagogical skill set, along with the knowledge of when to apply it, an awareness of their students in terms of their needs and abilities and an understanding of the curriculum and its aims. This essay will review some of the critical prerequisites of an effective teacher.

The way science was taught in my field placement is different from how I was taught in school. When I was in elementary, the teachers were able to teach science for a full 45-minute class period. Since my field placement only has 25-30 minute reserved for science, they will not get to experiment a full lesson. Therefore, they way students learn science in today’s classroom is different from how I was taught in school. Within my teaching experiences, the simplest part of teaching science for student learning of content is to be able to create hands on activity and gather the materials that are needed. I enjoyed teaching science because it can be very hands on. When the students are preforming something, they will have a better chance of remembering it.

In chapter three of the book “ Designing effective science instruction” by (Anne Tweed, 2009), six scientific strategies are designed to lead students for better understanding in science instruction. The learning objectives of this chapter is to advance the conceptual recognizing for students by using inquiry instruction in the difficult lessons instead of the old traditional way of teaching, carrying out formative assessments before, during and after instruction, and eliciting students’ prior knowledge and work on modifying their common misconceptions. Likewise, the author concentrates on sense making activities before new lessons and wrap-up activities after each lesson, working cooperatively, and allowing students express, gather and grasp to develop their understanding. In contrast, chapter four is majoring on the environment and how to provide an appropriate learning environment in classrooms by presenting six strategies as well.

The implementation of the 21st century skills requires the development of the core academic subject its knowledge and understanding among all students. In the K-12 curriculum the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers and effective communicators is the Science curriculum goal. To carry out this goal, the teaching of science has to be done using inquiry based approach or inquiry based learning as the main teaching and learning strategy.