Like Bransford, Brown, and Cocking (2000), I believe that students come with a range of skills, beliefs, ideas and prior knowledge that influence how they observe and interpret their environment, which subsequently affects their ability to remember, understand, problem solve, and acquire new knowledge.  Not only are people intellectual beings, but they also possess social and emotional qualities that make them unique learners.  As a teacher, I believe the most important beginning to a positive, engaging education is getting to know your students so that you can understand what pedagogical strategies best support their learning.  A belief that resonates with that of Fredrich Frobel who, according to Gutek (2001), established that each child needs to be accepted as an individual with his or her own unique needs and interests, and educated accordingly (p127).  Furthermore, to be an effective teacher it is important to know what I am teaching and how to teach it.  To achieve this, I need to have an understanding of the Australian Curriculum (2016), and teaching strategies that best support its delivery.  The Melbourne Declaration on Educational Goals for Young Australians acknowledges that globalisation and changes in technology are placing greater demands on Australian education and skills development than ever before (Ministerial Council on Education, 2008).  Therefore, I believe it is essential to engage in ongoing professional development to keep abreast of strategies and pedagogical content knowledge that will allow me to effectively plan and deliver lessons and assessment.

1.2  – Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 

Active observations had allowed me to recognise that at one end of the scale, I had Jayde and Harmony, who were confident and capable whilst at the other end, I needed to cater for John who rarely engaged with the lesson unless he has one-on-one support.  I was able to plan my lessons to include extention activities for early finishers, provided support for the students who needed it and ensure I catered for John and Seth.  After reflecting on my time spent in the classroom, coupled with the feedback (1.5) provided by my mentor, engaging in active observations had allowed me to plan a differentiated lesson with strategies that catered for all of my students learning styles.  This meant that I was better prepared and felt confident in my abilities and delivery.