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Teaching Profile
  • Personal Statements
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  • Reflection & Evidence for Graduate Teacher Standards
  • Standard 1: Know students and how they learn
  • 1.1 Physical, Social and Intellectual Development and Characteristics of Students
  • 1.2 Understand How Students Learn
  • 1.3 Students With Diverse Linguistic, Cultural, Religious and Socioeconomic Backgrounds
  • 1.4 Strategies for Teaching Aboriginal and Torres Strait Islander Students
  • 1.5 Differentiate 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
  • Standard 2: Know the content and how to teach it
  • 2.1 Content and Teaching Strategies of the Teaching area
  • 2.2 Content Selection and Organisation
  • 2.3 Curriculum, Assessment and Reporting
  • 2.4 Understand and Respect Aboriginal and Torres Strait Islander People to Promote Reconciliation Between Indigenous and non-Indigenous Australians
  • 2.5 Literacy and Numeracy Strategies
  • 2.6 Information and Communication Technology (ICT)
  • Standard 3: Plan for and implement effective teaching and learning
  • 3.1 Establish Challenging Learning Goals
  • 3.2 Plan, Structure and Sequence Learning Programs
  • 3.3 Use Teaching Strategies
  • 3.4 Select and Use Resources
  • 3.5 Use Effective Classroom Communication
  • 3.6 Evaluate and Improve Teaching Programs
  • 3.7 Engage Parents / Carers in the Educative Process
  • Standard 4: Create and maintain supportive and safe learning environments
  • 4.1 Support Student Participation
  • 4.2 Manage Classroom Activities
  • 4.3 Manage Challenging Behaviour
  • 4.4 Maintain Student Safety
  • 4.5 Use ICT Safely, Responsibly and Ethically
  • Standard 5: Assess, provide feedback and report on student learning
  • 5.1 Assess Student Learning
  • 5.2 Provide Feedback to Students on Their Learning
  • 5.3 Make Consistent and Comparable Judgements
  • 5.4 Interpret Student Data
  • 5.5 Report on Student Achievement
  • Standard 6: Engage in professional learning
  • 6.1 Identify and Plan Professional Learning Needs
  • 6.2 Engage in Professional Learning and Improve Practice
  • 6.3 Engage With Colleagues and Improve Practice
  • 6.4 Apply Professional Learning and Improve Student Learning
  • Standard 7: Engage professionally with colleagues, parents/carers and the community
  • 7.1 Meet professional Ethics and Responsibilities
  • 7.2 Comply with Legislative, Administrative and Organisational Requirements
  • 7.3 Engage with the Parents/Carers
  • 7.4 Engage with Professional Teaching Networks and Broader Communities

1.1 Physical, Social and Intellectual Development and Characteristics of Students This page is part of the collection 'Teaching Profile'.

by Amy Harmer
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Nupur's profile picture

Nupur
12 September 2020 at 10:24

[Updated: 12 September 2020 at 10:26]

Hi Amy,

Your artefact shows that you have researched into building knowledge about various types of learning needs of students like physical, social and emotional.  You detailed developmental milestones and their associated implications for children in effective ways which is easy to understand.  You have also highlighted approaches to planning and pedagogical strategies for each developmental area like self-questioning and self-regulation, interaction with peers, these are key skills that children should be encouraged and supported to develop throughout their learning trajectory. 

Overall, your whole report communicates and interact with ways that are appropriate to students developmental stages.  An understanding of these is important for an educator’s practice.  The only scope of improvement I can think of exploring more specific strategies that will assist a child to target any specific weakness.   There are approaches that are valuable but I found these generic in nature if you had outlined a specific need and then provided an example of a specific strategy that would have move child forward is something that I would work to build in my future practice.  I will look for a stronger connection between pedagogical strategies and implications.

Thanks for allowing me to share my views on your artefact I enjoyed reading this. :)

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