Standard 1

Know Students and How They Learn

1.2 Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

Teaching not grounded in and driven by theory can be seen as mere empiricism, tricks of the trade or recipe teaching (Churchill et al., 2019, p. 56).

I have a strong belief in teaching practice grounded in research on how students learn. My pedagogy is mainly informed by cognitive, humanist and constructivist orientations to learning, the following atefacts link to these theories. We know that "students learn most efficiently when guided by knowledgeable others" (AERO, 2023, p. 12), so collaborative and inquiry based learning is key in my classroom. Research also shows that stress interferes with the learning process (Vogel & Schwabe, 2016), so creating a safe learning environment that supports emotional regulation is essential.

Learning Through Inquiry

Play-based Discovery Classroom

Learning Through Connection

Scaffolded Student Learning with More Knowledgeable Others

Learn Through Regulation

Classroom Calm Corner

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

"Students from marginalized groups are often expected to learn in exclusionary spaces where they are not valued or authentically included. In these spaces, it may be impossible for them to belong." (Healey & Stroman, 2021, p. 1)

I believe in tailoring learning practices and environments to meet students needs and foster belonging. I have been lucky to work in a number of educational settings and understand teaching strategies that are responsive to diverse learners. Students' unique backgrounds can have a significant impact on how they learn. This was most apparent to me when living and working in a remote studio school in the Kimberley region. Teaching in different environments, using contextualised learning resources and allowing students to demonstrate their learning in creative/non-traditional ways are just a few examples of strategies that can have a major difference. It is important to remember that "effective differentiation is learner centered" (Tomlinson et al., 2003, p. 133).

Government

Inner City Primary School

Remote

Indigenous Studio School

Independent

Private Secondary School

References:

Australian Education Research Organisation. (2023). How students learn best. https://www.edresearch.edu.au/sites/default/files/2023-09/how-students-learn-best-aa_0.pdf

Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Shaw, K., & Rogers, J. (2019). Teaching: Making a difference (4th ed.). John Wiley & Sons.

Healey, K., & Stroman, C. (2021). Structures for belonging: A synthesis of research on belonging-supportive learning environments. Student Experience Research Network. https://studentexperiencenetwork.org research_library/ structures-for-belonging-a-synthesis-of-research-on-belonging-supportive-learning-environments/

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal of Educational Psychology, 95(1), 207-222. https://files.eric.ed.gov/fulltext/EJ787917.pdf

Vogel, S., & Schwabe, L. (2016). Learning and memory under stress: Implications for theclassroom. Npj Science of Learning, 1(1), Article16011. https://doi.org/10.1038/npjscilearn.2016.11

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