‘Chart of Choice’ Flexible Assessment, Gardner’s Multiple Intelligence Theory and Mentor Comment
I am a firm believer in teachers nurturing and driving the development of every student, not only physically but also socially and intellectually. When planning learning programs, I accommodate the individual needs of students and create a range of activities to cater for different learning styles and thinking patterns. As such, students have demonstrated and strived to achieve competency in the learning area. I establish positive professional relationships to get to know students quickly by talking to them and asking pertinent questions about their interests and how they learn best. In doing so, I can create learning experiences with encouraging collaboration between students and seek relevant learning opportunities that relate the students to real-world situations. Acknowledging a variety of learning theories, specifically the work Howard Gardner, Piaget and Vygotsky, as found in Educational Psychology has developed and helped shape my pedagogy. One way I achieve this is through designing flexible assessment tasks. In particular, I have developed a ‘chart of choice’ format that allows students with mixed-abilities to select from a combination of tasks to complete a film study analysis. A flexible approach to assessment fostered an inclusive approach and reflected Gardner’s seven intelligences - musical, logical, spatial, linguistic, kinaesthetic, interpersonal and intrapersonal. I continuously work towards building a culture of respect and mutual trust and a focus on quality teaching and learning, leading to creative and innovative approaches that meet the needs of all students.
Learner Preference Survey, Personal Learning Plans Debate Team Involvement
It is a fundamental expectation today that teachers understand students and their learning style and preferences. Each classroom is different and diverse. It is through this complexity in which they operate that provides a compelling reason for teachers to look more closely into their individual student needs. By researching where new behaviour management, developmental knowledge and practice can be applied to improve a teacher’s pedagogy, I better support the pupil’s classroom experience. Vygotsky’s Sociocultural Theory particularly inspires me. Vygotsky offers a deeply respectful evidence-based knowledge that leads to further cognitive development. In a Vygotskian classroom, the teacher accepts individual differences and provides opportunities for the student’s active participation. Relationships are the key to achieve this successfully, and being able to build a strong rapport with students quickly is an integral part of my role as a teacher. I take an active interest in each student’s life in and out of school and find a common interest to share stories and experiences with them. Additionally, middle school students are given a learner preference survey to identify the use of sensory modalities that are used for learning information. Similarly, senior students conduct a personal learning plan (or PLP) developed by students—in collaboration with the teacher. The PLP act as a contract in a way to help students achieve unit, lesson and term learning goals. The task has assisted in identifying the individuals preferred learning style, environment and feedback. Both measures reflect a Vygotskian classroom, where the teacher goes beyond independent discovery and promotes assisted discovery. In doing so, I tailor the intervention to each pupil’s zone of proximal development. Assisted discovery is also fostered by peer collaborating. Students with varying abilities work in groups, teaching one another. A great way to do this is through the practice of debating. The debate is a multi-faceted skill that I passionately implement across all subject areas. In doing so, students engaged in active, collaborative and learner-centred activities, improving the rigour of a high order and critical thinking skills. Following the success of the debates in the classroom, I undertook the role to lead a co-curricular school debate team. I am deeply committed to reference student interest backgrounds, knowledge and even anxieties to make the classroom more personal and the material more accessible.
Food Security Simulation Game My Plate v Your Plate formative assessment.
Australia's linguistic, cultural, religious, socioeconomic and geographic diversity requires teachers to develop skills to ensure that all students, no matter what their background or where they live, achieve their full potential. I build on the contributions that diversity brings to the classroom. I am committed to fostering equity and pedagogical knowledge to ensure that my practice is responsive to the needs of students from diverse backgrounds. Students of all ages consider their own and different cultural practices, beliefs and values as part of their school experience. In my learning sequences, I spark conversations and curiosity for appreciating and valuing individual own and others' cultural perspectives and practices. I create activities that involve discovering similar and different ways people communicate in cultural groups.For example, my Year 10 Geography unit on Biome and Food Security, participated in a Food Security simulation. The aim of the classroom simulation aims to dissect the fundamental concepts about food security and determine how food-secure people are on a local, global and national level. It further highlights the inequalities that are present from a cultural, religious, socioeconomic, gender and age demographics point of view. The activity was an incentive to empower students with the knowledge, skills, motivation, values, and commitment they will need to address global issues such as Food Security. The simulation followed a formative assessment where students contrasted their daily food choices with either an Asian, African or South-American nation. The purpose of the task aligns to develop a sensitive understanding on global food choices, their interconnections to the environment and recognising the vibrancies of world cultures. I am fortunate enough to teach the subject of Geography, and in an increasingly globalised society, I will continue to bring world perspectives into the classroom.
Indigenous Mentoring Program SACE Board Aboriginal Education Strategy 2017-2021 Inclusive Indigenous Workshop Workshop Minutes
Education is a universal right for all people. There is a global recognition that education is crucial to improving the opportunities and pathways towards enhancing the quality of life. I am committed to improving the inclusivity and understanding the culture, cultural identity, linguistic background of Aboriginal and Torres Strait Islander students. The SACE Board Aboriginal Education Strategy 2017-2021 aims to align with the SACE Board Strategic Plan by positioning ATSI students in a global context. The EATSIPS has facilitated me with knowledge, understanding and skills to teach Indigenous students with more confidence and without prejudice. The plan also helped me participate in Henley High Aboriginal Education After School Mentoring program. The program involved developing positive relationships with indigenous students, providing support to complete homework and assignments and helping the school's mission unlock the potential of the aboriginal students. To deepen my professional development for cultivating these practices for teaching ATSI students, I participated in an Inclusive workshop at Henley High School hosted by the Aboriginal Education Team. The seminar informed of diverse opportunities and strategies that can be implemented to enhance the learning outcomes and capabilities for Aboriginal students. Above all, it recognised the voice of ATSI student and their families throughout the entire learning process. I acknowledge that implementing strategies for teaching ATSI student is an ongoing area for professional learning. In all areas of my practice, I will continue the engagement of ATSI students in developing their knowledge, skills, and understanding necessary for becoming active participants in an ever-changing world
Differentiated Formative for Highly-Able Level, Differentiated for Applied Level Goal Setting Plan for ASD Student Differentiated Assessment Task for Applied Level
No two students are alike. Based on this principle, differentiated teaching is often conceptualised as a teacher’s response to the diverse learning needs of a student. To support individual and varied students need, I remain flexible in my approach to give additional support and modify curriculum learning sequences were necessary. I implement this by developing differentiated forms of assessment in my planning. Differentiated assessment varies in formative and summative tasks and aims to support students with the direction in their learning and build confidence in their effort to improve. An example of this includes setting extension novel and corresponding comprehensive activities for highly-able learners in English. This strategy engages students on a deeper level, helping them to retain information to build on in future learning and lead them into developing high-order thinking skills. Alternatively, students with learning difficulties complete modified comprehensive booklets that outline detailed scaffolding, explicit instructions and flexible activities to support their participation. For example, a student with Dyspraxia found it challenging to write, draw or cut due to poor core stability. As a result, they did not have a strong base to support the use of their hands. To support the student, I converted all work in digital formats allowing them to participate through an iPad in the lesson. Furthermore, many of the students on my placement with learning difficulties have negotiated learning plans, where supportive suggestions and strategies are designed for the student, parents and teachers involved. I am now experienced in teaching students on NEPs and, to ensure that they are provided with equal opportunity to succeed, I have designed modified assessment tasks in collaboration with other teachers and SSOs, and provide more tailored scaffolding, so they can achieve. I engage parents to see how their child is developing so that myself, other staff, and parents/caregivers are well informed to work together in assisting the student towards reaching their learning goals and potential. Differentiation is an area of ongoing professional development. I am committed to developing meaningful learning to address the specific learning needs across the full range of abilities.
The Disability Standards for Education for Senior Secondary Course, Disability Discrimination ACT 1992 d Disability Standards for Education 2005 SSO Coordinator Letter.,
Australians with a disability face considerable barriers, many of which are identified at school. As a teacher, I understand that we are key stakeholders in providing multiple learning pathways so that students can have access to the most appropriate and equitable learning opportunities. This involves aligning students’ approach to learning with the most appropriate pedagogy, curriculum goals, and opportunities for demonstrating knowledge. Above all, teachers require a concrete understanding of the legislative requirements to inform the strategies that will support the participation of students with disability. The Disability Standards for Education for Senior Secondary Course has helped both understand and uphold my legal obligations under the Disability Discrimination ACT 1992 (DDA) and the Disability Standards for Education 2005. Completing this training has given me confidence in providing fair access to education for students with disability. The course also assists teachers in areas of the understanding curriculum. One in five Australians will have a disability at some stage in their lives, either temporarily or a life-long disorder. Regardless of the case, everyone has the right to be an active member of their community and to have a say in the decisions that affect their lives. As an educator, your attitudes, words, and actions can have a significant impact on the lives of students with disability. Under the DDA and the Standards, I consider the needs of individual students with disability and adjust for them. Examples of this include; incorporating flipped learning, flexible and scaffolded assessment, instruction via email to parents to support the student in completing the assessment and liaising with student support officers. I recognise as an educator, and we make a huge difference. Fostering a positive, bright attitude and actions towards students with disability not only supports the individual but sets a high standard for the other students and the broader school community. There is robust evidence that schools that focus on teaching and learning quality have a significant impact on student achievement. Knowledge of how to apply the DDA and the Standards are essential parts of this process