Professional Knowledge
2. Know the content and how to teach it
Reflective Commentary
As a preservice teacher I feel that the I have only had ‘snippets’ of the content and what needs to be taught. I feel that when I am in the classroom and teach a particular year level for a number of years then I will fully understand the content and when it needs to be taught to the students. My Mentor Teacher helped me in linking different aspects of the curriculum so they worked together. For example, teaching verbs as a grammar concept while teaching procedure and integrating Design Technologies. In an increasingly overcrowded curriculum I realise the significance in integrating content and Learning Areas effectively. Through clear, concise planning I will be able to ensure that I cover all aspects of the curriculum and maximise student learning outcomes.
During the course of my degree I have encountered the introduction, and dismissal, of the Curriculum Framework and now the implementation of the Australian Curriculum. I have found the structure, format and content of the Australian Curriculum to be more comprehensive and has more substance than that of the Curriculum Framework. As a result of this I feel more confident in knowing ‘what’ to teach and when it needs to be covered. The school in which I completed my placement used the Queensland Government’s Australian Curriculum in Queensland elaborations, assessment and planning programs. Initially this was very overwhelming for me as I obviously had never used them before, however once using the programming proformas I realised that they were very specific and comprehensive.
I believe that I used Information Communication Technologies (ICT) to help assist students in their learning. Our class had a small bank of iPads which were being used in small group activities. Knowing that there were other iPads in the school that were not being used, I approached administration and asked to utilise the iPads. This enabled me to integrated ICT into almost every lesson, allowing 1 iPad for every 2 students. I used the iPad in the classroom to photograph and document students’ learning, to display slideshows and to deliver content in a relevant and meaningful way. I believe that iPads, and other forms of technology, can be advantageous in the classroom.Additionally, the iPad should be an effective tool for learning rather than ‘playing apps’. To promote this concept, during Reading rotations the students in my classroom used the iPad to record themselves reading to demonstrate fluency, expression and intonation. My Mentor Teacher commented that using the iPad in this manner was an effective way for students to monitor their own learning.
The school that I completed my placement at used the Maths Plus series. Adopting the Maths Plus Workbook was a whole school initiative that saw every student using the workbook within the classroom. As a result of using the book it ensured that every content descriptor was covered throughout the year. While I believe a whole school approach to Mathematics is a positive step, I do not feel that using a text such as Maths plus is an effective way to teach Mathematics. The book had support and extension activities but I do not believe that it provided enough room for differentiation. When teaching Mathematics I would follow a whole-small-whole approach for learning. When students are in their small groups I would incorporate games and hands-on materials to help reinforce the concept. In these small groups I would cater for individual needs and have students working at their own levels rather than all students completing the same worksheet or page in a book. I would also focus on one particular concept for the week, or two if needed, to ensure students fully grasped the concept before moving on. Using the Maths Plus book I found that some students didn’t grasp the concept, yet the following day they were unable to review the concept as a new concept was being introduced. Moving away from a whole school workbook may be a difficult conversation to have with administration, yet I believe a whole school policy based on how to teach Mathematics using best practice would be a more beneficial policy to develop.
During the course of my degree I have encountered the introduction, and dismissal, of the Curriculum Framework and now the implementation of the Australian Curriculum. I have found the structure, format and content of the Australian Curriculum to be more comprehensive and has more substance than that of the Curriculum Framework. As a result of this I feel more confident in knowing ‘what’ to teach and when it needs to be covered. The school in which I completed my placement used the Queensland Government’s Australian Curriculum in Queensland elaborations, assessment and planning programs. Initially this was very overwhelming for me as I obviously had never used them before, however once using the programming proformas I realised that they were very specific and comprehensive.
I believe that I used Information Communication Technologies (ICT) to help assist students in their learning. Our class had a small bank of iPads which were being used in small group activities. Knowing that there were other iPads in the school that were not being used, I approached administration and asked to utilise the iPads. This enabled me to integrated ICT into almost every lesson, allowing 1 iPad for every 2 students. I used the iPad in the classroom to photograph and document students’ learning, to display slideshows and to deliver content in a relevant and meaningful way. I believe that iPads, and other forms of technology, can be advantageous in the classroom.Additionally, the iPad should be an effective tool for learning rather than ‘playing apps’. To promote this concept, during Reading rotations the students in my classroom used the iPad to record themselves reading to demonstrate fluency, expression and intonation. My Mentor Teacher commented that using the iPad in this manner was an effective way for students to monitor their own learning.
The school that I completed my placement at used the Maths Plus series. Adopting the Maths Plus Workbook was a whole school initiative that saw every student using the workbook within the classroom. As a result of using the book it ensured that every content descriptor was covered throughout the year. While I believe a whole school approach to Mathematics is a positive step, I do not feel that using a text such as Maths plus is an effective way to teach Mathematics. The book had support and extension activities but I do not believe that it provided enough room for differentiation. When teaching Mathematics I would follow a whole-small-whole approach for learning. When students are in their small groups I would incorporate games and hands-on materials to help reinforce the concept. In these small groups I would cater for individual needs and have students working at their own levels rather than all students completing the same worksheet or page in a book. I would also focus on one particular concept for the week, or two if needed, to ensure students fully grasped the concept before moving on. Using the Maths Plus book I found that some students didn’t grasp the concept, yet the following day they were unable to review the concept as a new concept was being introduced. Moving away from a whole school workbook may be a difficult conversation to have with administration, yet I believe a whole school policy based on how to teach Mathematics using best practice would be a more beneficial policy to develop.
Documentation of Evidence
Integrating Ideas for History Transport Theme
2.1 Content and teaching strategies of the teaching area
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The following document is my English Program using the Queensland Government's Australian Curriculum in Queensland planning, programming and elaborations.
2.2 Content selection and organisation 2.5 Literacy and numeracy strategies
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Tinkering Table and Display
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
I created an interactive tinkering display and table for the students to use. This engaged and motivated the students to learn, investigate and explore our concept of bicycles.
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
I created an interactive tinkering display and table for the students to use. This engaged and motivated the students to learn, investigate and explore our concept of bicycles.
Guided Reading Lesson Plan
2.5 Literacy and numeracy strategies I planned a Guided Reading session for each Literacy Block. Using the First Steps Reading book I identified the reading strategies that I needed to cover and that my students needed to focus on. |
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Action Plan
I will continue to discover new and innovative ways to use the iPad in the classroom. I agree that there are many applications that students can use, but I will aim to stay up-to-date with current technologies and use ICT to make students’ learning engaging and relevant to their lives.
When teaching Mathematics in my own classroom I would like to use a data driven program that shows students’ learning and identifies areas to be developed and their strengths. I endeavour to use the ‘Planning for an Effective Mathematics’ lessons template as a basis for this data driven teaching of Mathematics.
When teaching Mathematics in my own classroom I would like to use a data driven program that shows students’ learning and identifies areas to be developed and their strengths. I endeavour to use the ‘Planning for an Effective Mathematics’ lessons template as a basis for this data driven teaching of Mathematics.
Planning for an Effective Mathematics Lesson.
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.5 Literacy and numeracy strategies
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.5 Literacy and numeracy strategies
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