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Note the focus area and Note the type of Describe the artefact / document and indicate the

and indicate the Describe how the artefact / document


standard descriptor/s the artefact / document possible impact or result on teaching and/ or student meets the standard descriptors you
artefact / document reflects learning have identified.
1.5 Differentiate teaching This artefact is a half Several studies agree that all students deserve the Individual student needs were
to meet the specific day plan from my final opportunity to access a quality and equitable determined using previous work samples
learning needs of practicum. education, regardless of their individual learning and assessment data. These individual
students across the full needs (Australian Curriculum, Assessment and needs were then considered during the
range of abilities Lesson structure, Reporting Authority [ACARA], n.d.; Conway, 2011). planning stages of the lesson sequence.
Demonstrate knowledge differentiation and As such, adjustments were made to the instructional, Learning activities were adjusted
and understanding of teaching strategies behaviour management and teaching strategies in accordingly to facilitate all students
strategies for differentiating were discussed with the above lesson sequence to best accommodate the success (APST: 1.5). Additional support
teaching to meet the my mentor teacher diversity within the class. Students were observed to and extension activities were also
specific learning needs of prior to implementing be further engaged in learning and individual student included to support students learning.
students across the full the lesson sequence outcomes were improved when these differentiation
range of abilities. to ensure lessons strategies were implemented. My mentor teacher wrote:
would be contextually Great work taking a group to the
2.6 Information and and developmentally The TPACK and SAMR frameworks highlight the jellybean table. You moved around well
communication appropriate for importance of meaningful and purposeful integration and assisted those reluctant writers (M.
technology students. of ICTS in classrooms (Puentedura, 2010). For my Bailey, personal communication,
Implement teaching teaching practice to align with these frameworks, it February 14, 2017).
strategies for using ICT to was essential for me to consider ways in which I could
expand curriculum learning use ICTS to expose students to ideas and concepts A variety of ICTs were effectively
opportunities for students. they might not otherwise have access to. After integrated in the lesson sequence above
conducting extensive research, I selected various including: a Kahoot quiz, dot plot
ICT resources that would truly extend students construct and interpret resource,
3.3 Use teaching learning. Students reacted positively to the ICTs used Microsoft powerpoint, video clip and
strategies and appeared to be more engaged in the learning interactive whiteboard (IWB) (APST:
Include a range of teaching activities. 2.6).
strategies.
Teachers are encouraged to employ a range of A wide range of teaching strategies and
3.4 Select and use teaching strategies within their practice so student resources are evident in the lesson
resources engagement is maintained and individual learning sequence. Examples of such strategies
Demonstrate knowledge of styles are catered for (Conway, 2011; Sood & include: whole class, group and
a range of resources, Agnihotri, 2015). I included a variety of instructional, individual work (pertinent to the gradual
including ICT, that engage behaviour management and differentiation strategies release of responsibility model), activities
students in their learning. in the day plan, to ensure quality learning for visual, auditory and kinaesthetic
experiences for all students. The implementation of learners, individual and class behaviour
such strategies resulted in improved student reward systems, strategic seating
engagement and potentially improved students arrangements and groupings of students,
abilities to demonstrate knowledge and the use of ICTs, directed and random
understanding of key lesson concepts. My ability to questioning, explicit teaching and inquiry
incorporate a variety of learning strategies ensured based learning (APST: 3.3). Plants for
that I maintained best teaching practice and catered the hands-on experiment, online video
for all learning styles. clip, online dot plot graphing tool and a
Kahoot quiz are just some examples of
As suggested by Arthur-Kelly and Nielands, effective the resources that were employed in the
teachers implement a range of resources in their above lesson sequence (APST 3.4).
learning activities (2011). Following consultation with
my mentor teacher, I selected various resources that My mentor teacher wrote:
would be engaging, meaningful and relevant for
students. Students noticeably enjoyed the variety of Brainstorming was good as a class on
resources and appreciated the engaging learning the board, collecting ideas. Resources
activities. As a pre-service teacher, incorporating were ready, whiteboard and documents
multiple resources in my lessons ensures that I were displayed (M. Bailey, personal
provide stimulating learning experiences for students, communication, February 14, 2017).
expose students to a range of new information and
cater for various learning styles within the classroom.



References

Arthur-Kelly, M., & Neilands, J. (2011). Planning effective teaching strategies. In P. Foreman (Ed.), Inclusion in action (3rd ed.). (pp.

179-218). South Melbourne, Australia: Cengage Learning.

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Students with disability. Retrieved from

http://www.australiancurriculum.edu.au/studentdiversity/students-with-disability

Conway, R. (2011). Adapting curriculum, teaching and learning strategies. In P. Foreman (Ed.), Inclusion in action (3rd ed.). (pp.

114-178). South Melbourne, Australia: Cengage Learning.

Puentedura, R. R. (2010). SAMR and TPCK: Intro to advanced practice. Retrieved from

http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf

Sood, S., & Agnihotri, K. (2015). Status of inclusion of children with special needs and effective teaching in inclusive classroom.

Learning Community: An International Journal of Educational and Social Development, 6(1), 101-109.

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