Standard 2 - Know the content and how to teach it
AITSL Standard 2.1: Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
AITSL Standard 2.2: Content selection and organisation
Organise content into an effective learning and teaching sequence.
AITSL Standard 2.3: Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans
AITSL Standard 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non -Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
AITSL Standard 2.5: Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
AITSL Standard 2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Please find below: artefacts and evidence that show my understanding and ability to fulfill sub-standards displayed above
Artefact One: " Lesson Plan: Measuring in cm"
Reflection
What?
This artefact is a lesson plan created on the 11.04.2019 by Andre Hetebrueg during an assessment task of the subject EDC210 (Bachelor of Education-Primary). It is an Mathematics lesson for Grade 4 students which teaches the measuring of weight in g with three different instruments. This lesson provides evidence for the sub-standards 2.1, 2.2, 2.3, 2.5.
So What?
The ideas of measuring with all presented types of measuring instruments are demonstrated to the students during the start of the main body of the lesson. This demonstrates knowledge about the content. The teaching strategies chosen are linked to the "I do – We do – You do" model (Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. 2015), as students watch the teacher, are scaffolded by the teacher and then work autonomously. Using concrete materials such as household items, allows learners to have a purposeful and rich connection with the activity, generating engagement and relevancy. Learning is assessed by examining the Worksheet of the groups as well as a verbal, quick quiz at the end of the lesson. The lesson links Literacy and Numeracy skills, as students are reading numbers, documenting them and adding up the different measurements. The strategy chosen is peer learning, as students of groups work together to answer the Worksheet.
Now What?
Especially my teaching of specific literacy and numeracy skills needs to be more explicit as well as the underpinning of the key teaching principles in my lessons. The inclusion of more detailed instructions and demonstrations in front of the whole class can replace the peer learning approach described above. I will need to browse resource websites, such as scootle, to curate a broader range of different activities to include ICT and other digital learning resources. By observing more experienced teachers during my practical placements, I will be gaining more knowledge in applying teaching strategies, which will help me to acquire better assessment methods and develop better lessons plans in general.
References:
Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2015). Learning for Teaching, Teaching for Learning (3rd ed.). Sotuh Melbourne: Cengage Learning Australia.
Reflection
What?
The artefact provided, is a sequence of two literacy lessons, planned by me in May 2019. The resource includes an overview of the curriculum area approached, the relevant assessment method, a short description of the literature used and two brief lesson plans. The artefact is evidence for completing the sub-standards 2.1, 2.2, 2.3, 2.5 and 2.6.
So what?
During the first lesson of the sequence, the students are asked to assume a different point of view of the story and how it is told. By asking the students to consider and write down this point of view, I have demonstrated understanding of the concept, its structure and how to apply a teaching strategy to a class that will help them grasp this literacy idea.
Using an excerpt of a book, known to the class, and asking students to explore different point of views, is an example of effectively organising and using content in a teaching sequence, aimed at creating engagement of all students.
The lesson plan sequence also provides an insight into my understanding of various forms of assessments (formative and diagnostic) and I have demonstrated the ability to create lessons with specific curriculum focus of a learning area.
Including multi-modal strategies, such as drawing a specific scene of the book can be a very effective literacy strategy to ensure content comprehension of students (Seely-Flint et al., 2016) and by nominating an I-pad to be the medium of the drawing, I also made my ability to expand teaching methods to ICT evident.
Now What?
To fulfil other areas of this teaching standard, I will be finding ways to include appreciation and respectful use of Aboriginal culture and history in my classroom planning. This and the extension of my teaching repertoire with more diverse, quality teaching strategies and resources will be valuable evidence to highlight my development in achieving AITSL Standard 2.
References:
Seely-Flint, A., Kitson, L., Lowe, K., Shaw, K., Feez, S., Humphrey, S., Vicars, M. (2016). Literacy in Australia (2nd ed.). Milton: Wiley.