Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
Proficient - Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
Highly Accomplished - Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
Attached below is a term overview for a literature unit from 2015, as well a sample of one of the lesson plans. This demonstrates how the Australian Curriculum content descriptors are addressed through a variety of teaching strategies and engaging activities. In the programme I have used a combination of explicit teaching of a concept, with reinforcing engaging teaching activities, used slides to display lesson objectives and main points. The activities are engaging through a use of ICT videos, PowerPoint presentation and iPad apps.
2.2 Content selection and organisation
Proficient - Organise content into coherent, well-sequenced learning and teaching programs.
Highly Accomplished - Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
I have attached a programmes below to evidence my proficiency of this standard. I have taken students a sequenced unit on gathering evidence from the text. There is a gradual release of responsibility for the students to enable them to achieve success. Students looked at examples, annotated examples, I modelled gathering evidence, as a class we discussed evidence and did one together and finally, students independently gathered evidence from the text to show how culture, time and place influenced the two main characters within the novel.
2.3 Curriculum, assessment and reporting
Proficient - Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
Highly Accomplished - Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
The attached literature program shows activities, criteria and marking guides demonstrating my use of the relevant content descriptive and achievement standard from the Australian Curriculum, as well as the School Curriculum and Standards Authority judging standards for English. These things have been combined to create the rubric.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
No opportunity - Provide opportunities for students to develop understanding of and respect for Torres Strait Islander histories, cultures and languages.
I have had no opportunity this year to cover this standard.
2.5 Literacy and numeracy strategies
Proficient - Apply knowledge and understanding of effective teaching strategies to support students' literacy and numeracy achievement.
Highly Acconplished - Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
The attached reading lesson plans demonstrate the use of explicit teaching of reading strategies (using a differentiated program) as well as a guided reading program that is also differentiated to different levels. Comprehension programs have a high effect size (0.60 - see Hattie, 2009). This is combined with a vocabulary program (with effect sizes of 0.67 and 0.54 respectively). This direct instruction approach has a high effect size of 0.59, in contrast with a whole language approach which has an effect size of only 0.06 (Hattie, 2009).
This year, 2015, I have worked along a mathematics specialist teacher and have provide support for remedial students. I have scaffolded content to help students achieve success with numeracy concepts.
2.6 Information and Communication Technology (ICT)
Proficient - Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Highly Accomplished - Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
In the classroom we have a 1:1 iPad program that utilises the SAMR model to try and transform learning.
S stands for substitution. Things we do that fall under this category are using iPad Apps like Pages and Keynote to complete good copies of work.
A is for Augmentation, which is when technology allows for a functional improvement in the substitution. Examples of this is the use of the Google classroom where I upload lessons and all worksheets, students can then chose to complete the worksheet on their device or have a hard copy, and for students that are absent for the lesson it is easy for them to complete the lesson at home. Also on this level would be the use of internet videos projected/airdropped to the students to provide instruction. Examples include grammar videos and clips that reinforce learning objectives or increase the students background knowledge of a theme. Research tasks are also enhanced through the use of the iPads, as students are able to access all the resources of the internet individually in the classroom at their desks.
M is for modification. This is when the technology being used allows for significant task design and redefinition. The use of Apps like EDUcreations, PicCollage, Tools4Students and Prezi allow students to demonstrate their understanding of a concept and teach other students. While this has not been utilised much within the English program I have assisted students to complete projects using these programs.
R is for redefinition. In some subject areas, we have been able to completely redefine how students are able to learn and demonstrate their understanding. One example of this is in Problem Based Learning. I have used this during my Humanities program. Students are able to work through guiding lessons at their own pace that all use online resources to present, in their own style, their report at the conclusion of the term.
During Science (where I assist), we are beginning to use "Aurasma" so students can present their experiment for all to see. Parents will be able to view this using iPods and a trigger image on the student's work. Another technical redefinition we utilise is the use of Google classroom. Some screen shots of this pare below.
Proficient - Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
Highly Accomplished - Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
Attached below is a term overview for a literature unit from 2015, as well a sample of one of the lesson plans. This demonstrates how the Australian Curriculum content descriptors are addressed through a variety of teaching strategies and engaging activities. In the programme I have used a combination of explicit teaching of a concept, with reinforcing engaging teaching activities, used slides to display lesson objectives and main points. The activities are engaging through a use of ICT videos, PowerPoint presentation and iPad apps.
2.2 Content selection and organisation
Proficient - Organise content into coherent, well-sequenced learning and teaching programs.
Highly Accomplished - Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
I have attached a programmes below to evidence my proficiency of this standard. I have taken students a sequenced unit on gathering evidence from the text. There is a gradual release of responsibility for the students to enable them to achieve success. Students looked at examples, annotated examples, I modelled gathering evidence, as a class we discussed evidence and did one together and finally, students independently gathered evidence from the text to show how culture, time and place influenced the two main characters within the novel.
2.3 Curriculum, assessment and reporting
Proficient - Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
Highly Accomplished - Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
The attached literature program shows activities, criteria and marking guides demonstrating my use of the relevant content descriptive and achievement standard from the Australian Curriculum, as well as the School Curriculum and Standards Authority judging standards for English. These things have been combined to create the rubric.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
No opportunity - Provide opportunities for students to develop understanding of and respect for Torres Strait Islander histories, cultures and languages.
I have had no opportunity this year to cover this standard.
2.5 Literacy and numeracy strategies
Proficient - Apply knowledge and understanding of effective teaching strategies to support students' literacy and numeracy achievement.
Highly Acconplished - Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
The attached reading lesson plans demonstrate the use of explicit teaching of reading strategies (using a differentiated program) as well as a guided reading program that is also differentiated to different levels. Comprehension programs have a high effect size (0.60 - see Hattie, 2009). This is combined with a vocabulary program (with effect sizes of 0.67 and 0.54 respectively). This direct instruction approach has a high effect size of 0.59, in contrast with a whole language approach which has an effect size of only 0.06 (Hattie, 2009).
This year, 2015, I have worked along a mathematics specialist teacher and have provide support for remedial students. I have scaffolded content to help students achieve success with numeracy concepts.
2.6 Information and Communication Technology (ICT)
Proficient - Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Highly Accomplished - Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
In the classroom we have a 1:1 iPad program that utilises the SAMR model to try and transform learning.
S stands for substitution. Things we do that fall under this category are using iPad Apps like Pages and Keynote to complete good copies of work.
A is for Augmentation, which is when technology allows for a functional improvement in the substitution. Examples of this is the use of the Google classroom where I upload lessons and all worksheets, students can then chose to complete the worksheet on their device or have a hard copy, and for students that are absent for the lesson it is easy for them to complete the lesson at home. Also on this level would be the use of internet videos projected/airdropped to the students to provide instruction. Examples include grammar videos and clips that reinforce learning objectives or increase the students background knowledge of a theme. Research tasks are also enhanced through the use of the iPads, as students are able to access all the resources of the internet individually in the classroom at their desks.
M is for modification. This is when the technology being used allows for significant task design and redefinition. The use of Apps like EDUcreations, PicCollage, Tools4Students and Prezi allow students to demonstrate their understanding of a concept and teach other students. While this has not been utilised much within the English program I have assisted students to complete projects using these programs.
R is for redefinition. In some subject areas, we have been able to completely redefine how students are able to learn and demonstrate their understanding. One example of this is in Problem Based Learning. I have used this during my Humanities program. Students are able to work through guiding lessons at their own pace that all use online resources to present, in their own style, their report at the conclusion of the term.
During Science (where I assist), we are beginning to use "Aurasma" so students can present their experiment for all to see. Parents will be able to view this using iPods and a trigger image on the student's work. Another technical redefinition we utilise is the use of Google classroom. Some screen shots of this pare below.