PROFESSIONAL KNOWLEDGE
2. Know the content &
how to teach it
Please find below focus areas 2.2 and 2.4.
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.
2.2 Content selection & organisation
ACU's unit EDFD548 Effective Teaching and Professional practice assessment 1 provided me with the opportunity to develop three lesson plans requiring I organise content into an effective learning and teaching sequence. By engaging with this unit I developed a comprehensive understanding of theories and practices that underpin teaching and learning environments. Marzano's 2007 book, The Art and Science of Teaching provided me with the elements and strategies for successful classes assisting me to:
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Utilise design questions for feedback, content, and context
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Develop well structured lesson plans within the wider curriculum context
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Use strategies to structure and sequence the learning e.g. starting with intention, linking to prior learning, using steps, using examples, questioning and giving feedback
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Relate the learning to students’ lives
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Use strategies to engage students in the content and scaffolded reflection upon the effectiveness of these strategies
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Having established a framework for content delivery and organisation I was able to consider teaching strategies for differentiation and effective classroom management. The Essential Skills for Classroom Management has helped me refine my classroom organisation. I also considered the Australian Curriculum's cross curriculum priorities and general capabilities to expand the lesson content and scaffold learning activities.
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2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
In EDFD653 Social and Cultural Contexts of Education assessment 1a and EDFD663 Transition into the Profession assessment 1 I developed a broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. The attached evidence of my research shows my developed understanding of the effect and oppression colonisation, policy and legislation has had on Indigenous people. As we move forward into reconciliation, I am aware the importance education plays in promoting this ideal and celebrating Indigenous culture and language. I have identified the development of the cross-curriculum priority, Aboriginal and Torres Strat Islander Histories and Cultures and the priorities I must ensure are part of my teaching practice and a socially responsible and culturally responsive teacher. Across these two pieces I've evidenced my:
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Awareness of the policies and educational frameworks supporting the understanding and respect of Aboriginal and Torres Strait Islander people
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Appropriate modelling of respectful and empathetic language and discourse in dealing with Indigenous issues
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Developed my understanding of the history of Australia's colonisation, legal frameworks and policies and their impact on Indigenous communities
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Considered the best teaching strategies for Indigenous students (8 ways)
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Considered my role as teacher in facilitating a better understanding of Indigenous culture and how I might best support my Indigenous students