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PROFESSIONAL

KNOWLEDGE
Standard 1 - Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students.
Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning.
Example 1: Implications for students like Alex

Classrooms today are filled with a variety of children and while the curriculum might
outline content and outcomes for all students, is it up to teachers to make more
fine-grained decisions that will cater for the realities of classroom diversity (Brady &
Kennedy 2010, p.27). At Waimea Heights Primary School, children with disabilities or
deficit disorders are expected to be treated the same as every other student. This is
consistent with the Disability Discrimination Act 1992 that states all students are
entitled to the same rights, including the right to education and training on the
same basis as students without disability (Australian Curriculum n.d.). Waimea
Primary has a 9 year-old boy called Alex who has been diagnosed with severe
learning difficulties and his profile is consistent with a diagnosis of 315.2 Disorder of
Written Expression (Lynch 2013). Although he has well-developed fine motor skills,
he struggles to communicate on paper what he is thinking in his head. He is a very
good reader and can calculate mathematical problems with ease, but he finds it
difficult to physically write the answers on paper and appears to lack concentration
skills in class due to the lack of effort shown in his work. Therefore, apps such as
dragon Dictation are useful and help cater his needs better.

Example 2: Sharing in Circle Time


Sue Roffey (2006, p.3) suggests Circle Time as a framework for group interaction as
follows:
A sense of belonging
Self awareness, knowledge and skills
Knowledge and understanding of others
A focus on the positive
Increased emotional resources and well-being
Collaborative decision making, conflict resolution and problem solving


Morning Circle time is used to reiterate the class values and beliefs and why they
were put in place. It is a time that is valued every day to bring the class together and
learn, not only about one another, but also from one another through sharing
stories, cultures and experiences.

PROFESSIONAL KNOWLEDGE
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.

Example 1: Understand and use Debono's Hats when planning lessons to cater for
all types of learners.


Example 2: ETP420 Teaching and Learning Child and Adolescent Development.
Assignment 1 Comments and direct feedback:
An informed paper! You allowed your readings to support your ideas. Sound
concerns and approaches to the student are mentioned. This essay makes
good use of examples and/or textual evidence. It is supported by thoughtful
argument and analysis.

Example 3: Planning for all the different ways kids learn - 'Mystery Islands taught
mapping skills but it had a creative element that allowed the students to explore
and create anything they wanted to be on their island.


PROFESSIONAL KNOWLEDGE
Standard 1 - Know students and how they learn

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.

Example 1: Using different strategies to handle language barriers and tailoring


their work to suit their level of understanding.
For example - Individual spelling journals:

A multicultural Australia means a growing number of culturally diverse children are


entering Australian schools and todays teachers need to be fully prepared for this
increasing change. Teachers need to identify, understand and address students who
are having personal difficulties in a respectful manor. In order for this to occur
teachers need time to build relationships with their students and the school needs to
provide the necessary training, resources and strategies for this to be effective.


Example 2: Using tangible items to add visual impact. For example, when teaching
fractions use objects such as chocolate and pizza wheels for a more explicit
numeracy experience. Similarly, using blank clocks for teaching time and making
simple calculators for helping students learn their times tables.

PROFESSIONAL KNOWLEDGE
Standard 1 - Know students and how they learn

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.
Demonstrate broad knowledge and understanding of the impact of culture, cultural
identity and linguistic background on the education of students from Aboriginal and
Torres Strait Islander backgrounds.
Example 1: Reading books like My Two Blankets builds awareness of cultural
differences and by providing activities like the one following encourages children
to think about how we are all different and that we each have a unique story to
tell.

Example 2: An educational excursion to the Bangarra Dance Company.



As part of the unit ETL411 Teaching the Curriculum - Integrating Literacy, I


suggested an excursion to watch The Bangarra Dance Company for an engaging
Out-of-class activity. The assignment can be viewed using the follow link:
http://jacquiecoad.weebly.com/
Password: cdu

Following are the markers comments for my submission:


Hi Jacquie, Thank you for your assignment. This is a great idea for an OOCA and it
would accommodate a wide range of learning outcomes and divergent pathways for
learning. I have no doubt that the dances and questions will generate some
conversations: would students suggest an audience for their reflections? Is there a
dance blog where they could clarify their interpretations and practice the language
of dance? This will possibly lead to divergent learning pathways which your
pedagogical approach will need to account for.
Marker: Debbie Prescott

Example 3: At the start of every assembly at Waimea Primary the following
announcement is read:

PROFESSIONAL KNOWLEDGE
Standard 1 - Know students and how they learn

1.5 Differentiate teaching to meet the specific learning needs of students across
the full range of abilities. Demonstrate knowledge and understanding of strategies
for differentiating teaching to meet the specific learning needs of students across
the full range of abilities.

Example 1: Guided reading groups with parent help are conducted twice a week.

Example 2: An individually tailored spelling program that is made up of words that
each student has previously spelt incorrect and focuses on their individual needs.




Example 3: Catering for Alexs diversity by using apps such as:

Dragon Dictation allows the user to speak directly into the iPad and the speech is
converted to text automatically. It would help Alex to complete his work quicker as he
struggles to copy anything from the whiteboard in a timely manner. Alex would then
have more time to complete the activity rather than spending all his time trying to
write it on paper without becoming distracted and unfocused. The only downside is
you need to be in a room with minimal noise for the app to be effective. It picks up
background noise easily, which could present a problem if the classroom was
continually noisy.

PROFESSIONAL KNOWLEDGE
Standard 1 - Know students and how they learn


1.6 Strategies to support full participation of students with disability.
Demonstrate broad knowledge and understanding of legislative requirements and
teaching strategies that support participation and learning of students with
disability.

Example 1: At Waimea Heights Primary School, children with disabilities or deficit


disorders are expected to be treated the same as every other student. This is
consistent with the Disability Discrimination Act 1992 that states all students are
entitled to the same rights, including the right to education and training on the
same basis as students without disability (Australian Curriculum n.d.). Waimea
Primary has a 9 year-old boy called Alex who has been diagnosed with severe
learning difficulties and his profile is consistent with a diagnosis of 315.2 Disorder of
Written Expression (Lynch 2013). Therefore explore any documentation that exists
for students who have learning difficulties and also be proactive and learn about
student relationships issues that may affect the dynamics of the class.

Example 2: Catering for Alexs disability by promoting the use of apps such as:

iReadWrite acts as a literary guide and promotes itself as an app that allows students
to read and write with ease and confidence. It's highlights include the ability to
automatically convert text into speech, predict the next word as you type, and it also
includes a phonetic spell checker, picture dictionary and Homophone and
Confusable word checker.