Standard 1 – Know students and how they learn
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Reflective Commentary
For the purpose of teaching, it is important for the teacher to know about the nature of the child he or she is going to teach. It is a well-established fact that from the viewpoints of strength, abilities, interest, emotions and nature, all the children are different. The teacher must have the capability to understand their diversities and treat them accordingly. In other words, we can state that the teacher should have the knowledge of principles and practices of child psychology. The teaching process can become meaningful only through the prudent use of this knowledge. Knowing how students learn is dependent on their year level and intellectual level. I feel confident in knowing how my students learn with the support of the Australian curriculum, and modifying lessons and teaching strategies to adapt to the learning of individual students. There will never be a class that will include students all at the same level of learning so it is crucial to understand how individual students think and learn.
Situation
During my final practicum I was placed in a classroom comprising of 27, Year 5 students, however for many subjects this classroom would be combined with the adjacent classroom (comprising of 28, Year 5 students). Both the classroom teachers would then teach collaboratively. For math lessons the students were divided into two groups. The top group of 15 students and the group of rest of 40 students who were comparatively on a middle and lower level of math. Mostly I was involved in teaching the top group. It took me a few days to get an understanding of my students’ mathematical aptitude. I realized that even within the top group there were a few students who were learning the concepts on a much faster pace than the rest of the students. Also another interesting observation was that some students were performing very well in mental math, however the needed support in mathematical concepts like percentage, fractions etc.
Action
While teaching top group of students for every lesson I had to prepare extension work for the students who had a much faster pace for learning various concepts. I had to use various teaching and differentiation strategies to cater to my students in the top group. Usually I would introduce a new concept on a Monday and then practice on Tuesday and Wednesday. Every Thursday I would then give a test to my students covering the same concept. The test was an assessment to find out my students learning and also self- evaluation of my teaching. Considering there were only 15 students in the top group, on many occasions I was able to spend one on one time with certain students who needed extra support with some concepts.
Outcome
I was quite satisfied with the learning outcomes of most of my students in the top group. This was evident from the test results. However unfortunately there were a few students who despite of all my efforts, were really performing below the expected level of the top group students and hence I had to report this to my mentor teacher who then made a decision to move these students from top group. Also at the same time my mentor teacher then upgraded three students from lower/middle group to top group. I thought this was in the benefit of all students.
Action Plan
‘Standard 1 – know the students and how they learn’, I believe is a key component of AITSL standards. As a teacher it is very important for me to get to know my students, their strengths, areas of development, their backgrounds, their learning needs, learning styles etc. Some of these might take time, however to be an effective teacher I need to be aware of these facets of my students. The more I get to know my students, the easier it becomes for me to establish a rapport with them which then will help me to plan and develop teaching strategies for achieving better learning and teaching outcomes. “Once you have learnt the student’s names, you need to get to know each student individually. It is important to accept and care for each student as a unique”. (Groundwater-Smith, et el 2011, P111). As a classroom teacher, I would like to prepare myself to get to know the students personally. This might include interacting with parents/carers of my students. In the beginning of each term, I would like to introduce some team building activities for the students to bond with each other. I also plan to run some diagnostic tests to find out about the academic levels of my students. Looking at previous classroom teachers’ notes and the results of the Standardized tests (NAPLAN) of students can also be useful. I will also endeavour to research other strategies for getting to know more about my students in a shorter period of time. This will involve my own research through literature and by looking for opportunities to work with colleagues and senior teachers to collaborate with and gain a wider range of teaching strategies and differentiation methods.
Documentation of Evidence
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Reflective Commentary
For the purpose of teaching, it is important for the teacher to know about the nature of the child he or she is going to teach. It is a well-established fact that from the viewpoints of strength, abilities, interest, emotions and nature, all the children are different. The teacher must have the capability to understand their diversities and treat them accordingly. In other words, we can state that the teacher should have the knowledge of principles and practices of child psychology. The teaching process can become meaningful only through the prudent use of this knowledge. Knowing how students learn is dependent on their year level and intellectual level. I feel confident in knowing how my students learn with the support of the Australian curriculum, and modifying lessons and teaching strategies to adapt to the learning of individual students. There will never be a class that will include students all at the same level of learning so it is crucial to understand how individual students think and learn.
Situation
During my final practicum I was placed in a classroom comprising of 27, Year 5 students, however for many subjects this classroom would be combined with the adjacent classroom (comprising of 28, Year 5 students). Both the classroom teachers would then teach collaboratively. For math lessons the students were divided into two groups. The top group of 15 students and the group of rest of 40 students who were comparatively on a middle and lower level of math. Mostly I was involved in teaching the top group. It took me a few days to get an understanding of my students’ mathematical aptitude. I realized that even within the top group there were a few students who were learning the concepts on a much faster pace than the rest of the students. Also another interesting observation was that some students were performing very well in mental math, however the needed support in mathematical concepts like percentage, fractions etc.
Action
While teaching top group of students for every lesson I had to prepare extension work for the students who had a much faster pace for learning various concepts. I had to use various teaching and differentiation strategies to cater to my students in the top group. Usually I would introduce a new concept on a Monday and then practice on Tuesday and Wednesday. Every Thursday I would then give a test to my students covering the same concept. The test was an assessment to find out my students learning and also self- evaluation of my teaching. Considering there were only 15 students in the top group, on many occasions I was able to spend one on one time with certain students who needed extra support with some concepts.
Outcome
I was quite satisfied with the learning outcomes of most of my students in the top group. This was evident from the test results. However unfortunately there were a few students who despite of all my efforts, were really performing below the expected level of the top group students and hence I had to report this to my mentor teacher who then made a decision to move these students from top group. Also at the same time my mentor teacher then upgraded three students from lower/middle group to top group. I thought this was in the benefit of all students.
Action Plan
‘Standard 1 – know the students and how they learn’, I believe is a key component of AITSL standards. As a teacher it is very important for me to get to know my students, their strengths, areas of development, their backgrounds, their learning needs, learning styles etc. Some of these might take time, however to be an effective teacher I need to be aware of these facets of my students. The more I get to know my students, the easier it becomes for me to establish a rapport with them which then will help me to plan and develop teaching strategies for achieving better learning and teaching outcomes. “Once you have learnt the student’s names, you need to get to know each student individually. It is important to accept and care for each student as a unique”. (Groundwater-Smith, et el 2011, P111). As a classroom teacher, I would like to prepare myself to get to know the students personally. This might include interacting with parents/carers of my students. In the beginning of each term, I would like to introduce some team building activities for the students to bond with each other. I also plan to run some diagnostic tests to find out about the academic levels of my students. Looking at previous classroom teachers’ notes and the results of the Standardized tests (NAPLAN) of students can also be useful. I will also endeavour to research other strategies for getting to know more about my students in a shorter period of time. This will involve my own research through literature and by looking for opportunities to work with colleagues and senior teachers to collaborate with and gain a wider range of teaching strategies and differentiation methods.
Documentation of Evidence