# data[].attributes.headline
2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area

# data[].attributes.subject
2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area

# data[].attributes.body
I'm in my 1st semester and never been for placement but due to the knowledge that I gathered from the assignments and presentations, I've a proper understanding about the strategies that we must use when teaching and as I moved on I got feed backs for the assignments and the presentations as follows and that enabled me to understand where I stand.

Further, I've the ability to reflect on the link between teaching strategies and I know how to adjust my lesson plans based on student's level of understanding by considering the needs learning needs of the diverse learners.

Mainly I know the importance of focusing on the cognitive development of students since I did Educational Psychology from a subject called EDFD 546. Moreover the following feedback has been attached as an evidence.This is the feedback that I got for my 1st presentation of the EDSS 516 Commerce subject

# data[].attributes.headline
2.2 CONTENT SELECTION AND ORGANISATION Organise content into an effective learning and teaching sequence

# data[].attributes.subject
2.2 CONTENT SELECTION AND ORGANISATION Organise content into an effective learning and teaching sequence

# data[].attributes.body
I’m in the 1st stage and the medium stages in terms of this aspect and I have developed 3 lesson plans for 1 strand of the Victorian Curriculum (Explain the role of enterprising behaviours and capabilities in the work environment and explore how individuals and businesses can use them (VCEBN018)),and 1 strand of the Australian Curriculum ( AusVELS STATEMENTS: The ways consumers and producers interact and respond to each other in the market  (ACHEK017) ).Thus , I've understood the differences between those 2 curriculum. Mainly, I know how to select strands and develop lesson plans based on the learning stages and the levels
Likewise, I understand the importance of sequencing in planning by using a proper introduction body and a conclusion along with relevant activities. These activities allow students to participate attentively.

I’ve an adequate understanding on how to develop strategies to test student’s understandings and to check whether  I’ve achieved the lesson objectives. For this I always use the Bloom’s taxonomy model along with examples, while asking questions and feedbacks at the end of each lesson to check whether the students have understood the key topic/ strand in depth as stipulated by the Victorian curriculum along with the sub topics

Moreover, I have the ability to engage students and reflect the effectiveness of my efforts in terms of teaching my two areas/disciplines

# data[].attributes.headline
2.3  CURRICULUM, ASSESSMENT AND REPORTING Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

# data[].attributes.subject
2.3  CURRICULUM, ASSESSMENT AND REPORTING Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

# data[].attributes.body
I use to create feedback forms for each lesson and also I know how to provide feed back and discuss with students.

I always recap knowledge about the previous lessons before moving to new or complex topics. This can be viewed from my lesson plans as well

Since I also have gone through number of marking rubrics/criteria it’s very easy for me to follow those and develop my own criteria to assess my students

A sample of one of those rubrics is attached as follows

Mark sheet of the Assignment 1 EDFD 548

In my lesson plans I always design tasks that can be linked to the evaluation process which indicates the reflection in terms of appropriateness. In this regard I use Diagnostic, Formative and Summative Assessment along with the 6 levels of the Blooms Taxonomy to develop the higher order thinking

# data[].attributes.headline
2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATIONBETWEEN INDIGENOUSAND NON-INDIGENOUS AUSTRALIANSDemonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

# data[].attributes.subject
2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATIONBETWEEN INDIGENOUSAND NON-INDIGENOUS AUSTRALIANSDemonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

# data[].attributes.body
I’ve a very little understanding in terms of the indigenous issues since I’m an International student. However as a person who has worked in Ceduna South Australia, I’ve real world experience with regard to the way that we should deal with these type of issues but I don’t have any idea about the pedagogy and indigenous issues. Furthermore, I’ve an understanding about the policies in terms of bullying and anti- bullying etc that have been introduced by the Victorian government and the following assignment also I’ve indicated the importance of obtaining the support of the community that includes parents in order to modify any sort of a misbehaviour. Mainly I’ve indicated my understanding about these aspects from the following assignment of the EDFD 604 by developing my own Behaviour management plan

This is an evidence that indicates my level of understanding about the policies but need to research and learn on how to develop strategies to incorporate Aboriginal and Torres Strait curriculum to link them to plan and teach by having an awareness about the policies related to that within the curriculum

# data[].attributes.headline
2.5 LITERACY AND NUMERACY STRATEGIES Know and understand literacy and numeracy teaching strategies and their application in teaching areas

# data[].attributes.subject
2.5 LITERACY AND NUMERACY STRATEGIES Know and understand literacy and numeracy teaching strategies and their application in teaching areas

# data[].attributes.body
Since ESL will be taught by myself as a second language which is referred to as ESL. Thus, in the 2nd semester I will be able to develop my knowledge on how to apply my perfect grammatical and English literacy to teach English, grammar etc by making it more interesting to learn English. Further since I plan to Finish my LANTITE prior to the next semester I can develop my knowledge and get things updated to go for my 1st professional teaching placement. My explicit teaching of the languages in terms of English will include activities to improve literacy in terms of Reading/Comprehension, Writing, Speaking and Listening to develop the skills of the students by using my own knowledge and resources.

Further, I would like to highlight a fact in here since I could understand the relationship between mathematics teaching, literacy with the cognitive development of each student. The following assignment of the   EDFD 546 indicates my findings

Thus I have used this knowledge when developing lesson plans and also Piaget’s equilibration concept  to decide how to teach easy mathematical problems before moving on to complex ones.

# data[].attributes.attachment_link.title
FEA LANTITE Support 2018_LANTITE Diagnostic Certificate (4).pdf

# data[].attributes.headline
3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMSPlan lesson sequences using knowledge of student learning, content and effective teaching strategies

# data[].attributes.subject
3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMSPlan lesson sequences using knowledge of student learning, content and effective teaching strategies

# data[].attributes.body
In my lesson plans I always start by recapping the knowledge of the previous lessons by using Bloom’s Taxonomy’s level 1 onwards likewise the complexity gradually gets increased in a progressive manner. Further my various strategies include pairing, grouping students, picking students by drawing lots etc. In using these techniques  always make sure that I use my standard template of the lesson plan which always facilitates my explicit teaching approaches to a greater extent

# data[].attributes.headline
3.3 USE TEACHING STRATEGIES by including a range of teaching strategies

# data[].attributes.subject
3.3 USE TEACHING STRATEGIES by including a range of teaching strategies

# data[].attributes.body
I always respond to the performance of the students and allow them to comment and ask questions through out the lesson and I must make use of a combination of learning styles such as aural ,visual and engage students in physical activities as a kinaesthetic learning as coherent pedagogies to encourage team work and collaboration by using ICT, peer marking, peer teaching by using white and smart boards.

I’ve included questions by using questioning techniques by maintaining a proper balance between the levels of the Bloom’s Taxonomy. I’ve used them in  my lesson plans to increase the involvement of the students.

Even strands like Enterprising Behaviours have been used by me to enhance critical and creative thinking, problem solving and decision making

# data[].attributes.headline
3.6 EVALUATE AND IMPROVE TEACHING PROGRAMSDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning

# data[].attributes.subject
3.6 EVALUATE AND IMPROVE TEACHING PROGRAMSDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning

# data[].attributes.body
I always make sure that I enable students to reflect their learnings to check whether I’ve achieved the intended objectives of the lesson. Even I’m able to adjust lecture materials based on the comments of the supervisor. I have to check what I did right and where I went wrong and how to change it by obtaining feed backs from the students and the supervisors. I have to check the student’s perception  in terms of the unit and the topic discussed. Further  I’ve to follow the assessment policies of the school by working collaboratively with other teachers. Mainly the feed backs of the students can be very useful to add value to the next lesson plans. Further can design and implement assessment items while engaging in moderations with other teachers. Use of Kahoot surveys and Survey Monkey to gather feedback.

# data[].attributes.headline
3.4 SELECT AND USE RESOURCES          Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

# data[].attributes.subject
3.4 SELECT AND USE RESOURCES          Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

# data[].attributes.body
When going for placements I must obtain advices to use most appropriate resources while using the readymade text books and diverse resources. Even I can use the books of the Primo library which is the way I gathered information of text books and peer reviewed scholarly/academic articles to do assignments. I always use videos of You Tube, Fuse and Kahoot to facilitate learning. These can be viewed from my lesson plans. Further, I can consider my self as a good student in terms of APA referencing.  This is mainly because of finishing an Australian degree and a Masters by doing honest referencing. I must make sure to collect resources that have been developed by the school for specific learning programmes and special needs of the students who suffer from ADHD, Autism/ASD/ intellectual and or emotional disabilities etc. Then I know that I’ve to provide visual aids and cues etc

# data[].attributes.headline
2.6 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)Implement teaching strategies by using ICT to expand curriculum learning opportunities for students

# data[].attributes.subject
2.6 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)Implement teaching strategies by using ICT to expand curriculum learning opportunities for students

# data[].attributes.body
I have a clear understanding about the distinction between the Australian Curriculum and the Victorian Curriculum can be familiar with the school policies after going for my 1st teaching placements. Even when preparing the lesson plans I’ve used several ICT tools such as FUSE, Kahoot,  You tube video links etc and plan to develop discussion forums to communicate with students and enable peer communication as well. I must make sure that I monitor students to check their adherence to the school policies in terms of the ethical use of ICT facilities.

I’ve already researched certain information with regard to the interactive White boards to inspire digital communication among the students.

# data[].attributes.headline
3.1 ESTABLISH CHALLENGING LEARNING GOALS.Set learning goals that provide achievable challenges for students of varying abilities and characteristics

# data[].attributes.subject
3.1 ESTABLISH CHALLENGING LEARNING GOALS.Set learning goals that provide achievable challenges for students of varying abilities and characteristics

# data[].attributes.body
I have the knowledge in terms of the importance of setting goals to achieve the intended learning outcomes. Further, the particular class room management scenario based Hurdle task can be highlighted as one of my key approaches to foster positive behaviour through inclusive teaching.  Apart from the knowledge of EDFD 604 Fostering Positive Behaviour EDFD 548 also enhanced my knowledge in terms of various theoretical models such as RTP etc. Here is the video that I prepared.
https://www.youtube.com/watch?v=utwIfk4SIJ4&feature=youtu.be

Even when preparing my lesson plans I considered the differentiation of learning goals by using my classroom management skills. There may be student who love to engage in group activities while others may like to act in role plays. By considering this fact I’ve used multiple activities in my lesson plans

# data[].attributes.headline
3.5 USE EFFECTIVE CLASSROOM COMMUNICATION Demonstrate a range of verbal and non-verbal communication strategies to support student engagement

# data[].attributes.subject
3.5 USE EFFECTIVE CLASSROOM COMMUNICATION Demonstrate a range of verbal and non-verbal communication strategies to support student engagement

# data[].attributes.body
I know that it’s essential to make pace for students to use appropriate body languages while encouraging them to use gestures like hands up hands down while engaging in eye contact with each other to be conscious inside the class room. From the subject EDFD 604 I understood the importance of using Antecedent strategies to set up the class room environment to enable student centred learnings by providing direct instructions, command hints by explicitly stating rule, regulations and code pf conduct before they attempt to engage in any sort of a mis behaviour. Mainly even the subject EDFD 546  Educational psychology indicated the importance of considering the Piaget’s equilibration by balancing assimilation and accommodation when developing learning contents. Further I’m aware of the strategies that can be used to correct the behaviours such as Behaviour Momentum, Token Economies, Escape by using other models such as RTP, Real Discipline, Freiburg’s model. All these can be viewed from my assignments.

I have a good memory and I can use various techniques to be familiar with the names of the students so that I can smile, develop effective conversations and support each individual since according to the USA act 2002 No Child must be left behind.

Provide clear concise instructions by using an appropriate level of tone to encourage wide participations of the students who are shy to talk in the middle of the class.

Use of open ended and close ended questions by maintaining a proper balance while detecting unresponsive students. Then have to warmup the students to stimulate their learning.

# data[].attributes.headline
4.1 SUPPORT STUDENT PARTICIPATIONIdentify strategies to support inclusive student participation and engagement in classroom activities

# data[].attributes.subject
4.1 SUPPORT STUDENT PARTICIPATIONIdentify strategies to support inclusive student participation and engagement in classroom activities

# data[].attributes.body
EDFD 604 Fostering Behaviour subject enabled me to understand that there are various types of difficulties that students experience in terms of learning. Further due to the disabilities such as Autism, ADHD, Emotional and or Intellectual disabilities students tend to demonstrate various types of behaviours. Further according to y learning experience I used to be a slow learner and consumed more time to finish tasks compared to others so there can be many student who learn at their own pace. Thus I can develop lesson plans by considering those facts. I can engage students in topic related activities by walking around and supporting them. I can accept wide range of responses and set seating plans rotate students, a suitable culture for the student who suffer from ADHD to help them to interact and socialize with others.
Cheering up the class room

# data[].attributes.headline
4.4 MAINTAIN STUDENT SAFETYDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements

# data[].attributes.subject
4.4 MAINTAIN STUDENT SAFETYDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements

# data[].attributes.body
I’ve mentioned information in terms of the Victorian government’s Anti-Bullying policy. Further to provide evidence of my understanding I found a useful article to with regard to a school’s emergency procedure.example- Glen Waverley South Primary School's critical incident policy which is a very comprehensive one http://gwsps.vic.edu.au/critical-incident-policy  Further I went through  St Leonard’s Primary School's  Emergency Management Policy. http://www.leonardsgwav.catholic.edu.au/_uploads/_ckpg/files/Emergency%20Management%20Policy%204_2_13.pdf
Furthermore the government links such as http://www.education.vic.gov.au/childhood/providers/support/Pages/emergency.aspx also provide detailed information
Likewise these enabled me to understand how to identify potential unsafe situations and be proactive in solving them collaboratively.
“The National Safe Schools Framework provides a set of principles for the Australian schools to develop positive and practical student safety and wellbeing policies with a vision to ensure that all Australian schools are safe and respected. In this regard a framework has been endorsed by all the ministers of education in December 2010. Further the Australian Government collaborates with state and territory governments to support and implement that Framework by working with Education Services Australia by creating a Student Wellbeing Hub which is an online interface that provides a range of safe strategies and resources for the school communities including teachers, school leaders, students, parents and specialist professionals”. (Australian Government,2017)
Victoria State Government.(2017) Bullying. Retrieved from http://www.education.vic.gov.au/school/parents/health/Pages/bully.aspx

Victoria State Government.(2017).Bullying Prevention Policy. Retrieved from http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/prinprevent.aspx

# data[].attributes.headline
4.3 MANAGE CHALLENGING BEHAVIOUR Demonstrate knowledge of practical approaches to manage challenging behaviour

# data[].attributes.subject
4.3 MANAGE CHALLENGING BEHAVIOUR Demonstrate knowledge of practical approaches to manage challenging behaviour

# data[].attributes.body
EDFD 604 enabled to understand the classroom management issues and the following assignment indicates the strategies that we can use even by obtaining the collaboration form the parents and the entire community. The various classroom behaviours such as interruptions /disruptions, bullying, discrimination and cyber bullying were identified few challenging behaviours and I’ve read the websites and policies of the Victorian Government 2017 in terms of the Anti- bullying policies and the school support policies that have been introduced by the government to address these issues. Even in my assignments I’ve mentioned how to use reinforcements and seating plans to set up an appropriate e environment. I’ve to be aware of the Behaviour Management policies of the school

# data[].attributes.headline
4.5 USE ICT SAFELY, RESPONSIBLY AND ETHICALLYDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

# data[].attributes.subject
4.5 USE ICT SAFELY, RESPONSIBLY AND ETHICALLYDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

# data[].attributes.headline
4.2 MANAGE CLASSROOM ACTIVITIESDemonstrate the capacity to organise classroom activities and provide clear directions

# data[].attributes.subject
4.2 MANAGE CLASSROOM ACTIVITIESDemonstrate the capacity to organise classroom activities and provide clear directions

# data[].attributes.body
Expectations are clearly stated for each activity of the lesson along with clear directions