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2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA

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2.1 CONTENT AND TEACHING STRATEGIES OF THE TEACHING AREA

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Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

For Assessment 1, I was required to plan a lesson demonstrating a range of effective strategies to support learner engagement and classroom organisation. I developed strategies that implemented appropriate teaching strategies to meet the needs of diverse learned and support inclusive student engagement in my subject area of Year 8 Science.

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Organise content into an effective learning and teaching sequence.

From Assessment 1, the creation of lesson plans, I have attached my assessment feedback which demonstrates that I have clearly and succinctly communicated information and that my sequence is well organised.

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2.6 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) 

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2.6 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) 

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Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Using ICT for Class Learning

Information Communication Technologies, or ICT’s are important for a student’s learning. I aimed to incorporate the use of ICT within one component or task throughout each lesson. Each lesson required students to watch a short YouTube video as a class. These short informative videos are beneficial for the students as they capture their attention with the aim of engaging and informing the students of the topic is about. Videos are extremely useful for visual learners and for EAL/D students, as well as if there are any students whom have learning difficulties such as ADHD, short informative videos can allow these students to be focused for a short period of time (McFarlane and Sakellariou 2002, Webb* 2005).

There are also many activites in the lesson in which student require to use their own devices. These activites such as the “Virtual Lab” and “Kahoot” allow students to use virtual instruction and gain a hands-on experience while also assessing the students’ knowledge and understanding of the topic.

We are teaching and will be teaching children who have not known a life without access to ICTs. I think it is important as teachers to incorporate this way of learning for this generation of students. ICTs are an innovative a relatively new technique when it comes to teaching. In saying this, when it comes to teaching new scientific concepts and outcomes, there are hundreds and if not thousands of ICT resources readily available for any topic of any stage of the curriculum.

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3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS 

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3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS 

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Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

In this unit, I was required to plan, structure and sequence 3 lesson programs for a junior science class. All three lesson plans were justified and below is the assessment feedback.

Comments: Your context was very clear and provided a thorough explanation of the school and class. Your lessons and activities seem engaging and effective. Nevertheless, try to ensure that you always discuss the lesson objectives at the start of each lesson. It is great to see that when reviewing homework you are asking who experienced difficulty but it is also recommended that you collect the work as a means of formative assessment as some students will not be willing to admit to experiencing difficulty. Given it is a junior class, when you play videos and you expect notes to be made, I would suggest you write them on the whiteboard so the students can copy them down (or at the very least provide scaffolding). You provided a broad range of relevant differentiation strategies. It would have been better if you had explored some learning difficulties and strategies to deal with these difficulties in more detail. Your ICT learning activities were relevant and engaging for the students. A solid effort.

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Demonstrate knowledge of practical approaches to manage challenging behaviour.

A scenario task of the in-depth study of critical incidents or problematic behaviour was explored in order to manage the different ways of difficult behaviour in conjunction with theoretical and research based knowledge.

My Scenario was: Akmal is in Year 10. He finds written work in any subject very difficult. His family came to Australia as refugees from Afghanistan when he was a toddler. After surviving a horrific sea voyage to reach Australia, his family stayed in a detention centre for three years before they were allowed to stay. He has difficulty with English and regards himself as stupid. He is growing increasingly frustrated with school. This manifest itself in temper tantrums. Since he is a large boy, both students and teachers are becoming increasingly afraid of him. Akmal is ashamed of these outbursts, but doesn’t seem able to control himself.

My three discussion questions are:

In what way do you think the 3 years of staying in the detention center impacted Akmals English proficiency?

Do you think schools are welcoming of refugees/ is there something more the school community can do for those?

From further research I have found that children in detention centers are receiving some sort of education program, do you think this educational program is effective? Their programs focus on English as a second language by the specific Immigration Detention Standards. Are these programs effective and up to the curriculum standard of and how can we ensure that when these children can come into a classroom they will be at the same level as other children?

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4.5 USE ICT SAFELY, RESPONSIBLY AND ETHICALLY 

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4.5 USE ICT SAFELY, RESPONSIBLY AND ETHICALLY 

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Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

I was required to assess three ICT learning tools in terms of safety, responsibility and ethically in the classroom. ICT tools are used in order to support a constructivist approach to teaching within the classroom, as well as how they can support students with diverse needs and how ethically and safe they are to use within a classroom environment. The 3 contemporary ICT tools I have chosen are: Kahoot!, iPad and Wordle.

Kahoot is downloaded as an application or can be used through the internet, most students these days have access to or own a ICT device such as a laptop which allows students to gain access to the game. Games can be generated by teachers or students. Students are required to enter a pin or game code in order to enter the quiz, allowing teachers to responsibly monitor when and if each student has joined emphasising the how safe this learning tool is.

Wordle is an easy, internet based website in which students can safely and responsibly access through ICT such as laptops and iPads.