Knowing and understanding how all students learn is key to effective planning and implementing. As an educator, I pride myself in building a secure environment where all students feel comfortable to be themselves, physically, socially and academically. From the moment that I meet the students, I gather activities where it enables them to reflect on their individual abilities, strengths and area of improvements. This is achieved through 'get to know you' activities, pre-assessments, meetings with parents, planning and professional conversations with leadership and colleagues to distinguish the standards and expectations of where students are at in their education.
This standard has been demonstrated through engagement with children from simple conversations. Understanding student’s background knowledge and individual interests allowed me to plan different activities that will extend all students knowledge and progress them appropriately throughout the year. One example of providing opportunities for all students has been succeeded through open-ended activities, where students were able to present their understandings of a topic in a form that suited them best. I often provide open-ended summative tasks for students where they have choice in how much they wish to express what they know as well as how they are going to design and present the activity. Allowing students to express their personal interests through a subject area motivates them to learn and present their findings.
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Exploring how each student learns best has enabled me to plan lessons for each subject area accordingly. From day one, I have used my knowledge of previous study theories and from professional development days, to create teaching programs that designs learning where differentiation is clear and all students are provided the opportunity to be successful. In my class, I not only understand how students learn through get to know you activities, but I also provide time each week where students reflect on each subject area. I focus on three main aspects; what part am I enjoying and understanding, what I hope to improve on and what I am finding challenging. Further, students doing self-assessments through each subject area, often using the 'traffic light' method; red - I don't understand it, yellow - I understand some but not all, green - I understand all of it. One more example given is the use of the app 'Plickers.' Plickers is an engaging way for students to share what they know privately. It is used for check-in points, to address misconceptions, alter instructions and benefit future planning.
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Each year I acknowledge and recognise students cultural backgrounds and beliefs. As a staff unit, we often have meetings around catering for diverse backgrounds in the classroom, where these students feel catered for and comfortable to succeed in the classroom. I have placed importance in planning and implementing strategies into lessons that help address factors that have the potential to impede students learning. I take time to get to know EALD students and learn about their cultural background and home life. This allows me to not only acknowledge their traditions, but also develop a relevant and inclusive curriculum, environment and methodology.
Through staff meeting, I have collaboratively scaled EALD students work. Not only students in my class, but students across the school. Each student had two different writing samples from separate genres and through their efforts, we were able to recognise and scale their development in the English curriculum. Scaling their sample pieces has assisted me to plan for appropriate support, including differentiated instruction and assessment, to continue their development.
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It is important for all Aboriginal and Torres Strait Islander students to feel safe, secure and supported within the classroom. Creating positive and meaningful relationships with children allow them to feel comfortable in the learning environment, motivating them to engage in all activities. In my career so far, I have had one student in my class who is an Aboriginal and Torres Strait Islander. As his teacher, I ensured to educate all students on the culture, starting with Aboriginal art activities to celebrate reconciliation week. Students were given boomerangs and taught about different symbols used in the Aboriginal language. Using these symbols, students were to put together a story line and colour them in black, yellow, red or brown pencils.
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Each student deserves to have the necessary education that caters for their specific learning needs. It is important that as a teacher, I differentiate appropriately to ensure students are developing at their own pace and being challenged accordingly. It is critical to understand that each person learns differently and develops in their own way. In order to differentiate effectively, I set flexible and open-ended tasks that allow those with learning difficulties to complete it and succeed as well as challenging the gifted and talented students to extend their development.
In my teaching, I have specifically used a 'mentor' partner strategy, particularly for Maths. Before each unit of work, students receive a pre assessment task where they are provided the opportunity to show what they already know. From this, I partner students off depending on their knowledge, ability and understanding. One to be the 'mentor' of the other student. This not only challenges the mentor to teach concepts to others efficiently, but to also allow the student they are partnered with, to receive one on one help. Also, promoting team work and cooperation to the students.
This works particularly well for a student in my class who has diagnosed Dyslexia. This student particularly finds it difficult to retain information, for example when one concept is taught and it is time to move onto the next one, he often finds it challenging to remember what steps need to be taken first. Having a mentor alongside him allows ongoing support next to him to answer all his questions quickly and refresh his memory.
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I ensure to demonstrate great understanding of working with students who have a disability or learning difficulty. Students with a disability must feel safe, secure and comfortable in the environment in order for them to learn efficiently in the classroom. Therefore, I place effort into learning disabilities or difficulties that some students my have in my class. Whether this is physical, cognitive, social and emotional. By understanding the needs of the student, it has allowed me to differentiate activities effectively to meet the student's needs.
In 2020 and 2021 in particular, I have taught a student with a hearing impairment. I had a meeting with this students parents as it allowed me to learn about the severity of it, build a strong relationship with the parents and implement effective strategies that can still maximise this students learning. From this meeting, we gathered his data from his hearing tests and put together a Negotiated Education Plan (NEP) and Individual Learning Plan (ILP). This allowed both parents, leadership staff and the student himself, have a say in how his education delivery should be implemented. In these plans, numerous strategies were advised and encouraged that will thoroughly help this student develop in his education at the expected year level.
Further, I have had other students with learning needs such as Dysgraphia and Dyslexia. Similar processes were taken in creating an ILP for these students, as well as regular contact and meetings with these families to ensure the student is receiving enough support and effective teaching. Implementing and negotiating activities that suit these learning disabilities and difficulties have allowed these students to feel included, safe and secure in the classroom.
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