Standard 1 | teachingportfolio

The Connection to Culture Program is a program designed for students from reception to year 5 and is presented by the Aboriginal Family Support Service. The program introduces students to indigenous culture that is relevant in their local area, discussing tribes, flora and fauna and historical information. The program is presented by an Indigenous educator and aims to develop the students understanding and appreciation of Aboriginal culture. It provides both Indigenous and non-indigenous students with a “hands on” experience that embraces the pedagogy of not only play-based learning, but also Yunkaporta's 8 ways of learning. The following evidence 1.4_1 discusses the importance of the Indigenous culture in our society and encourages students and their families to engage in their education.

The following excerpt [evidence 1.4_2] is taken from one of my University assessment tasks relating to the investigation of an important early childhood issue. I have discussed in depth the issue of ‘transitioning to school’ and the importance of effective communication, particularly for Indigenous families. By understanding the crucial role that Indigenous families play in a child’s education, and the benefits of involving not only the family but also the community in their education, teachers are able to create an environment that is respectful and supportive of Indigenous culture.

AITSL Standards

Professional Knowledge

During my pre-service experience in a composite year 1/2 class, I was introduced to students with very diverse needs, varying from students with diverse cultural backgrounds, to students with extensive learning needs. While these students often struggled with the language that was required to complete certain learning tasks, they were able to achieve successful results with modified learning activities. One of these activities, as seen in evidence 1.3_1, comes from the Montessori style of learning and allowed students to use tactile learning as opposed to auditory or visual styles of learning, which they found difficult to master.

I have found Gardner’s theory on multiple intelligences [evidence 1.3_2] to be another useful resource in providing students with alternative ways of learning. While it's not necessary to categorise students into one specific ‘intelligence’, providing multiple styles of learning can enrich the learning experience for all students.

During each of my pre-service placements, I have experienced working with students that had been grouped together according to their learning abilities. I have found this to be an extremely valuable method of supporting all ability levels. By providing students with learning tasks that meet their abilities, I was able to move freely around the room providing support and encouragement to each group of students. This also encourages students to work collaboratively and assist each other if needed. Evidence 1.5_1 shows three literacy worksheets, designed to meet the three varying levels of learning needs in a reception class.

The following evidence [1.5_2] is an entry taken from my personal journal that was written during my first classroom placement. It discusses the strategies that my mentor teacher used to meet the learning needs of her students. Upon reflection, this was a very valuable experience for me, as it highlighted the need for suitable extension work to be prepared and available for students that require it. This is something that I have recalled at my subsequent placements and planned for accordingly

The Australian Curriculum discusses the Disability Discrimination Act 1992 and the requirements of schools to provide students with a disability, the same rights and opportunities to education and training ‘on the same basis’ as students without disability. During one of my pre-service placements, I experienced firsthand the importance of having support strategies in place for students with a disability. Two of the students in the reception class I was placed with were diagnosed with Epilepsy and were prone to regular seizures. The classroom had been set up to support the two students, with areas created for them to go to if they felt a seizure coming on, and a very effective alert system established which utilised the other students in the class. This system allowed not only the teacher to stay with the student, but also provided the class with clear directions on how to handle the emergency calmly and effectively. Evidence 1.6_1 is a personal reflection on a situation that occurred during my placement.

I was fortunate to be given the opportunity to collaborate with the Student Support Co-ordinator during one of my pre-service placements. It was an extremely valuable experience as he was able to provide advice and expertise on how to best create an Educational Adjustment Plan for a student. I was required by the University, to observe a student exhibiting behaviour that identified a need for greater educational support, who would benefit from additional research into how they could best be supported and included in the class, and present my findings to my mentor teacher and other staff. Evidence 1.6_2 is the information I presented during my placement.

Evidence 1.3_1

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Standard 1. Know students and how they learn.

Every child is unique in personality, ability and learning style. During my pre-service experiences I observed the many ways students learn according to their intellectual development and personal abilities and characteristics. With this in mind I was able to design learning activities that were best suited to groups of students within the same levels of intellectual and developmental ability. An example of this can be seen in evidence 1.1_1 which shows three varying levels of literacy worksheets, designed to meet the education needs of all students, through either extending them or by providing additional support.

The physical needs of students is also fundamental in effective teaching, and knowing when students need to take a break and recharge is just as important as understanding their intellectual needs. When students lose focus, they cease learning. Research has found that by allowing students to take a quick “brain break” to have a healthy snack and some brief exercise, they return to work recharged and ready to learn. The short self-reflection in evidence 1.1_2 is taken from my observations during my pre-service experience with a reception class and discusses the positive effects of their “brain break”.

The unit of work I created was modelled on the revised Blooms taxonomy to establish what the students already knew about recycling. Using Blooms ‘who, what and why’ method, I conducted a brainstorming exercise [evidence 1.2_1] with the students to ascertain their prior knowledge, allowing me to tailor the lesson plans of my unit of work to build on what the students already knew while also introducing relevant new information. By implementing my understandings of Blooms taxonomy, I allowed the students the opportunity to branch off into other aspects within the unit depending on their prior knowledge, while still reaching the same objectives as the other students. I have found that by using this taxonomy, it provided me with an organisational structure that increased communication, resulting in the students and I being able to work towards the outcomes together through higher order thinking.
There have been many reports and reviews that support the use of a synthetic phonics approach to teach reading and writing, especially with students that have learning difficulties, as the program can be tailored to suit the individual needs of students. Synthetic phonics programs focus on repetition and revision and systematically building upon each learnt aspect. The following evidence 1.2_2, is an audio sample of one of the Jolly Phonics songs being sung by my reception students during one of my placements. Jolly Phonics incorporates tactile learning through the use of hand & body movements, songs and jingles and stories as it introduces each letter sound.

Evidence 1.1_1

Evidence 1.1_2

Evidence 1.2_1

Evidence 1.2_2

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Evidence 1.5_1

Evidence 1.6_1

Go to Standard 2

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1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

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.

1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.