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Professional Knowledge
Standard 1 - Know students and how they learn
Standard 1 - Know students and how they learn
It is my belief, gained from theoretical and practical experience, that knowing students interests, prior knowledge, learning intelligence's, capabilities, heritage, strengths and learning needs are paramount for effective teaching and learning to occur. By knowing and using strategies that motivate students to learn they are more likely to do so. As stated by McInerney and McInerney (2010), connecting students to learning through prior knowledge, skills and interests is vital for effective learning to occur.
Throughout my university training a great deal of focus has been placed on research into how students learn and the implications for teaching. Through theories such as Piaget's 'developmental stages' (cognitive), Vygotsky's 'Zone of Proximal Development (ZPD)' (socio-cultural), Skinner's 'conditioning' (behaviourist) and Montessori's 'play based learning' (child centred natural learning) I have been able to improve my understandings on student learning (McInerney and McInerney, 2010). I feel this provides a more extensive 'teacher toolkit' from which I am able to draw from to facilitate student learning.
Throughout my university training a great deal of focus has been placed on research into how students learn and the implications for teaching. Through theories such as Piaget's 'developmental stages' (cognitive), Vygotsky's 'Zone of Proximal Development (ZPD)' (socio-cultural), Skinner's 'conditioning' (behaviourist) and Montessori's 'play based learning' (child centred natural learning) I have been able to improve my understandings on student learning (McInerney and McInerney, 2010). I feel this provides a more extensive 'teacher toolkit' from which I am able to draw from to facilitate student learning.
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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
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
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Situation
In my role as an Education Assistant I began working with Chris (pseudonym) a Year 4 Indigenous Australian student who had been identified as 'at risk' in literacy and numeracy. Chris has been diagnosed with fetal alcohol syndrome and finds it difficult to retain and recall prior learning. His attendance was decreasing, negative behaviour in the classroom was increasing and he appeared disinterested.
During a session with Chris I wanted to explore his knowledge of Noongar language. Using a Murdoch University resource from Collard, Harben, & van den Berg (2004), I played the audio recordings of a Noongar man's voice pronouncing Noongar words. It did not take long before Chris was telling me what some of these words meant in English. We then wrote down the word carda (lizard) and drew a small picture and discussed other Noongar words we could write and draw. Chris expressed a desire to get better at reading and writing.
Action
I spoke to the Principal and asked if we could include Chris in the explicitly taught, ability grouped, phonics sessions that took place every morning for the year 1, 2 and 3 classes. I arranged with his classroom teacher for this to happen. Chris was in my support group and enjoyed the phonics sessions which included songs, chants, flashcards, questioning and individual whiteboards for writing responses. It finished with games on the interactive whiteboard such as hangman, word and picture matches and rhyming words. Chris's attendance began to improve and I noticed after the school holidays that he had retained much of the content we had learnt the previous term. Late in June I noticed him pick up a book and begin to read it (before he would look to others to read for him) that is when I retested him using the early reading profile that I had previously tested him with at the beginning of the year.
Outcome
As seen in the Early Reading Profile results (press on blue text to view) Chris has improved his results by mastering all of the letter names and sounds of the alphabet. This has enabled him to independently read simple text and this is transferring into his writing. He is now able to blend and segment words made up of consonants and vowels; he is beginning to learn digraphs. He was also tested by the Learning Support Coordinator who agreed he had made progress. He is attending school regularly and has improved his behaviour in the classroom. I believe the initial connection to culture and Noongar language was part of Chris's motivation to refocus on his learning. I also feel that the explicit and repetitive nature of the phonics groups helped him to move his phonics knowledge into his long term memory.
In my role as an Education Assistant I began working with Chris (pseudonym) a Year 4 Indigenous Australian student who had been identified as 'at risk' in literacy and numeracy. Chris has been diagnosed with fetal alcohol syndrome and finds it difficult to retain and recall prior learning. His attendance was decreasing, negative behaviour in the classroom was increasing and he appeared disinterested.
During a session with Chris I wanted to explore his knowledge of Noongar language. Using a Murdoch University resource from Collard, Harben, & van den Berg (2004), I played the audio recordings of a Noongar man's voice pronouncing Noongar words. It did not take long before Chris was telling me what some of these words meant in English. We then wrote down the word carda (lizard) and drew a small picture and discussed other Noongar words we could write and draw. Chris expressed a desire to get better at reading and writing.
Action
I spoke to the Principal and asked if we could include Chris in the explicitly taught, ability grouped, phonics sessions that took place every morning for the year 1, 2 and 3 classes. I arranged with his classroom teacher for this to happen. Chris was in my support group and enjoyed the phonics sessions which included songs, chants, flashcards, questioning and individual whiteboards for writing responses. It finished with games on the interactive whiteboard such as hangman, word and picture matches and rhyming words. Chris's attendance began to improve and I noticed after the school holidays that he had retained much of the content we had learnt the previous term. Late in June I noticed him pick up a book and begin to read it (before he would look to others to read for him) that is when I retested him using the early reading profile that I had previously tested him with at the beginning of the year.
Outcome
As seen in the Early Reading Profile results (press on blue text to view) Chris has improved his results by mastering all of the letter names and sounds of the alphabet. This has enabled him to independently read simple text and this is transferring into his writing. He is now able to blend and segment words made up of consonants and vowels; he is beginning to learn digraphs. He was also tested by the Learning Support Coordinator who agreed he had made progress. He is attending school regularly and has improved his behaviour in the classroom. I believe the initial connection to culture and Noongar language was part of Chris's motivation to refocus on his learning. I also feel that the explicit and repetitive nature of the phonics groups helped him to move his phonics knowledge into his long term memory.