Definition:
Australian teachers must possess both comprehensive pedagogical knowledge and an exceptional content knowledge in their chosen specialty field to create a positive, effective, and authentic learning environment. An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities, content and encourages confident, involved learners and effective communicators (2014). The Australian Professional Teaching Standards define the elements required to ensure high quality teaching explicitly across seven standards, of which the first four will be addressed in this task. However, it is worthy of note that all seven standards are interrelated and complementary
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This element of the design aligns with the concept of an anticipatory set to increase possibilities for the students to focus on the right networks and relevant information for a particular topic or issue (Wolfe, 1998). Knowing today’s students require essential skills in literacy and numeracy and to be productive users of technology, especially ICT, the unit included several lessons, which effectively embed authentic use of ICT to enhance the learning experience, included use of YouTube clips, PowerPoints and Excel for graphing etc. see highlighted section in lessons 1 to 8 (yellow) (2.6, 3.4 & 4.5 AITSL, 2011). While the topic of the unit contains numeracy skills, the literacy skills are well addressed in the inclusion of written answers focusing on appropriate scientific discourse, which incorporates APTS 2.5 Literacy and numeracy strategies (AITSL, …show more content…
These standards are evident in the following areas; Explicit Instruction has been used throughout the unit, where rather than stating a rule or simply demonstrating the use of the rule or strategy, each of the steps in applying the rule or strategy is demonstrated with precise explanations (Archer & Hughes, 2011; Kinder & Carnine, 1991). Guided inquiry has been incorporated throughout the unit to provide students with an opportunity to learn concepts more quickly through examples and matched non-examples presented back-to-back (Kinder & Carnine, 1991). During these parts of the lessons the students are guided through several examples using the concepts discussed. Because students ‘have to process new material in order to transfer it from our working memory to our long-term memory. . . to elaborate, review, rehearse, summarize, or enhance the material’, students are given opportunities to practice and consolidate the skills they have learnt during independent practice and homework tasks(Rosenshine, 1986, p.
2.2 Explain how to provide opportunities for learners to practise their literacy, language, numeracy and ICT
In this assignment, I am going to describe how my knowledge and understanding and skills in Literacy, Numeracy and ICT help and impacts on my teaching assistant role at my school.
Inclusion of technology: The book authors pledge they “bring together all the tools and technology you expect to get the results you need” (Kosta, Williams & Capel, 2015). Still, in Prepare! Unit 1: Personal Profile, the only technology used are some audio files, as in any other book where no promises of including technology has been made. Considering the topic of the unit, the authors could take advantage of the internet, and create a webquest to encourage the students to go online and find authentic resources to work with. This kind of activity would promote high order thinking skills, and it has the convenience that “authentic materials help students bridge the gap between the classroom and the outside world.” (Ianiro & Hector-Manson, 2007)
Qualifications would include a degree; however, quality would be the way in which teachers adjust to specific needs of their students. Efforts to improve teaching are often generic (note the phrase: “good teaching is good teaching”) and typically are based on the idea that what works for one student, works for another. This, a contaminant belief, is reassuring the idea that struggling student’s just need more of the same and that is not accurate (Hawley 68). People have heard the phrase, “if at first you don't succeed, try, try again” and this can be applied here. Students are failing, and they do not need to keep trying at the procedures that have
Firstly, focusing on The Australian Professional Teaching Standard (AITSL) 1: Know students and how they Learn. Achievable through experiencing and using Literacy in my community to build relationships, develop a sense of inclusion and diversity and develop planning skills, by engaging with professionals to plan and design engaging resources for all aged children (AITSL, 2014). Secondly focusing on (AITSL) Standard 7.3: Engage professionally with colleagues, parents/ carers and the community. To acquire skills and strategies in time management and communication with professionals and relevant individuals. Lastly, to focuses on (AITSL) Standard 7.4: Engage with professional teaching networks and broader communities. By understanding the role of external professionals and community representatives to broaden Literacy networks and investigating the interpersonal relationships, The Pyjama Foundation has with community service organisations, Education Sectors, Federal, State and Local Government. Ultimately providing me with an exemplar of the sustainability of one of society’s most valuable group of individuals.
www.NAEYC.org was the first website that I reviewed, NAEYC is an organization that promotes early childhood education in a high quality environment for children from ages of birth to 8years old. It’s a platform for professionals that provide membership for over 70, 0000 individual members of the early childhood community with 300 regional affiliate chapters. NAEYC is a collaborative initiative they set the standards of quality care & it provides resources to help aide organizations & educators in ensuring the highest quality of care is rendered. I t website offers award-winning journal and magazine, a library of bestselling books and manuals, as well as digital media that a vast number of members rely on.
According to Jaiana and Whitford (2011) No Child Left Behind outlined a provision to acquire teachers of high quality to deliver instruction. Likewise, the National Board for Professional Teaching Standards contends the best way to improve schools and to impact student learning is to strengthen teaching. Successively, the National Board for Professional Teaching Standards (NBPTS) was established in 1987 (NBPTS, 2013). The NBPTS is a nonprofit nonpartisan organization, with a 63 member board of directors, consisting mostly of teachers. The key role of NBPTS is to improve schools by strengthening teaching through a three part mission: high and rigorous standards for what accomplished teachers should know and be able to do, to develop and operate
To apply the second standard to my practice I have to make sure I ask questions about the work I am supposed to be doing with my students. Once I know what I am going to doing then, it is up to me to make sure that I know and understand what I am supposed to be teaching the students. To demonstrate that I am adhering to the standard, I have to take the time to plan out what I will be teaching the students and make sure that they are understanding what they are learning.
A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.
To develop learners minimum core skills during the lesson, I encourage learners by asking them to read particular hand-outs orally, they also practise both language and literacy skills. It is vital to be able to talk with my learners on numeracy and provide support where required. I gave my learners work to do with numbers and convert time to their own country’s time to practice their numeracy skills. The use of ICT gives learners to think outside of the classroom, it is an engaging way of introducing new content and also an excellent means of motivating conversation. It also promotes an inclusive learning approach, as long as this technology is available to all learners. I also encourage my learners to do their work online. I embedded ICT minimum core skills in this way.
With developments in technology growing exponentially, teachers must show students how to think critically and problem solve, using factual information as a primary resource. By mastering these skills, students become prepared for their college and careers, which will most likely involve some form of technology that has not yet been invented. This will influence many of the decisions I make as a teacher. Instead of assigning a reading passage and then comprehension questions to answer after, I can encourage students to discuss what they read and make connections to their own lives, research a topic for different perspectives or deeper details, or give students opportunities to present what they know to their peers and me in creative ways.
Component 2: Procedures and routines Explanation Procedures and routines describe how student behaviour meets rules and expectations (Henley, 2009; Marzano, 2007; Rogers, 2016). Time must be taken to describe, model, demonstrate and practise each procedure to be effective (Kryza, 2014; Marzano, 2007). Procedures and routines enhance predictability for students to feel safe and comfortable while providing quick and efficient transitions to reduce interruptions and misbehaviour (Bear, 2015; Kryza, 2014). Furthermore, procedures and routines support all students in the classroom (APST1.6 and APST4.1), managing classroom activities (APST4.2), engaging parents (APST3.7) and keeping accurate records of student achievement (APST5.5). Strategy 1: Teacher strategy weekly homework comments Behaviour, completion and presentation of work with spelling and number facts results were recorded and sent home with the weekly homework worksheet.
The primary focus in this section is to be focussed on what the student is to learn and in this case follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards suggests,
In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in
In response to Mayer’s article on ‘Professional standards, professional learning and accomplished teaching: The foundations of a new professional accountability’. I believe that professional standards are important in the improvement of pedagogical skill and knowledge. However, to measures whether someone meets certain criteria can be difficult. Teachers need to be critical of themselves and reflect regularly on their practice. Curriculum can play an important role in teacher and student performance. Curriculum should be designed more flexibly so the teacher can address the diverse need of the classroom and cater it accordingly. Furthermore, external influences can make It difficult for teachers can negatively impact the learning experience