PROFESSIONAL KNOWLEDGE
1. Know Students & how they learn
Please find below focus areas 1.5 and 1.6.
You will find opposite each focus area supporting evidence in pdf form, annotated in speech bubbles.
Critical reflections illustrate how my evidence demonstrates my attainment of the chosen focus areas.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
I demonstrated my knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across a full range of abilities in unit EDFD548 Effective Teaching and Professional Practice assessment 1. The annotated evidence shows the first of three lesson plans including reflections on my development of the learning sequence and my use of differentiation based on the theories and research of Marzano (2007), Hattie and Timperey (2007), Killen (2016), McDonald (2019), Tomlinson’s (2016) The Differentiated Instruction Model, and the Visual, Auditory and Kinaesthetic (VAK) Learning System. Through recognition of students’ specific learning needs I applied the 6 key elements for differentiation: High-Quality Curriculum, Continual Assessment, Respectful Tasks, Building Community, Flexible Grouping, and Teaching Up (Tomlinson, 2016). This is evident through the selected teaching strategies and lesson activities. I considered different methods of engagement with lesson content through use of the Visual, Auditory and Kinaesthetic (VAK) Learning System and engaged with the 8ways pedagogy to support intercultural understanding and Indigenous learners in the class and my commitment to culturally responsive teaching practice through inclusive language and strategies. As well as accommodating different learning styles and cultures, I also provided reasonable adjustment for the physical needs of a student with disability. The evidence clearly demonstrates my knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse backgrounds and across the full range of abilities.
1.6 Strategies to support full participation of students with disability
Through ACU’s EDES601 Special Education and Inclusive Practice unit I learnt to support all students as unique learners with diverse strengths, backgrounds, challenges, interests, and capabilities. By examining the theoretical and ethical frameworks, as well as policy and legislation, I developed strategies to support the full participation of students with disability including mental health, learning difficulties, behaviour, and social-emotional needs. Each section evidencing my attainment of this standard is highlighted to match the relevant annotations. This evidence clearly demonstrates my knowledge of a broad range of issues, opportunities, and perspectives for inclusive education. Two significant teaching strategies that emerged from this research to support learning for students with disability were collaboration and cooperative learning. I learnt strategies for cross-school collaboration and collaborative problem solving and my vital role in providing clear communication between key stakeholders. I also considered the role education plays in the breakdown of social barriers for students with disability. Cooperative learning is a key strategy I’ve developed with research showing increased engagement, improved sense of belonging through social connection, and development of vital interpersonal skills. I’ve engaged with Kagan’s (2011) PIES principles and Hattie and Zierer (2019) scaffolding to facilitiate cooperative learning through activities such as “think, pair, share.”