2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural and religious backgrounds of students and how these factors may affect learning.
2.1.2 Demonstrate knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns.
2.1.3 Demonstrate knowledge of students’ different approaches to learning.
2.1.4 Demonstrate knowledge and understanding of students’ skills, interests and prior achievements and their impact on learning.
2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:
• Aboriginal and Torres Strait Islander students
• Students with Special Education Needs
• Non-English Speaking Background students
• Students with Challenging Behaviours.
2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the needs of all students including:
• Aboriginal and Torres Strait Islander students
• Students with Special Education Needs
• Non-English Speaking Background students
• Students with Challenging Behaviours.
2.1.2 Demonstrate knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns.
2.1.3 Demonstrate knowledge of students’ different approaches to learning.
2.1.4 Demonstrate knowledge and understanding of students’ skills, interests and prior achievements and their impact on learning.
2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:
• Aboriginal and Torres Strait Islander students
• Students with Special Education Needs
• Non-English Speaking Background students
• Students with Challenging Behaviours.
2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the needs of all students including:
• Aboriginal and Torres Strait Islander students
• Students with Special Education Needs
• Non-English Speaking Background students
• Students with Challenging Behaviours.
Knowing your students......
Catering to social, ethnic, cultural and religious backgrounds of students 2.1.1, 2.1.4
One student in particular that was, for a short time, in my last practical, came from a broken home with multiple issues and middle eastern culture. This students background meant that teaching strategies included the following:
This students prior skills were at Early stage 1 level for most subjects. Having interests in playing with small figurine toys and ribbons constantly in hand, which, was replaced with a ruler when ribbon was put away. At this stage I was observing and was able to sit with this student and give individual help in class. Using stories about her toys and ribbons in an attempt to engage learning. Unfortunately, this student left before any assessment of progress could be made.
Integration of prior skills and their impact on lesson.
Three students in my class came from a composite class whom had been taught the same program in maths last year. Having the same program again may have led to off task behaviour. By altering the worksheets from the set program allowed these students to broaden their knowledge of the topic. One of the three came from an Asian background whom parents were very keen to see extension of abilities. The approach below used stage 2 worksheets to extend and challenge the students.
Evidence:
Maths program and sequencing - Whole number showing differentiation for student levels and needs.
Alternate addition wheels from previous program.
Lesson plan for Maths - Chance with differentiated assessment and activities
Extension activity - Maths - Chance
- Positive re-enforcement - praise that may not have been received at home encouraged work
- Opportunity to verbalise - middle eastern backgrounds where children are brought up with strict rules in relation to when to speak, whom to speak to and what to say.
- Avoiding 'culture conflict' (Orza & Medina, 2008) - which is the conflict students may face between what they perceive is correct behaviour at school versus home. For example some cultures perceive that eye contact is disrespectful such as some native American Indians, whereas most western cultures view eye contact as completely the opposite (Ozra & Medina, 2008). Middle Eastern cultures may perceive female teachers to be of a lower status and not have authority over male students (Edwards & Watts 2008).
- Arab backgrounds emphasise learning by rote which in Western culture is not encouraged, introducing an individual, critical approach from students would be in conflict for this particular student (Walker, 2004).
This students prior skills were at Early stage 1 level for most subjects. Having interests in playing with small figurine toys and ribbons constantly in hand, which, was replaced with a ruler when ribbon was put away. At this stage I was observing and was able to sit with this student and give individual help in class. Using stories about her toys and ribbons in an attempt to engage learning. Unfortunately, this student left before any assessment of progress could be made.
Integration of prior skills and their impact on lesson.
Three students in my class came from a composite class whom had been taught the same program in maths last year. Having the same program again may have led to off task behaviour. By altering the worksheets from the set program allowed these students to broaden their knowledge of the topic. One of the three came from an Asian background whom parents were very keen to see extension of abilities. The approach below used stage 2 worksheets to extend and challenge the students.
Evidence:
Maths program and sequencing - Whole number showing differentiation for student levels and needs.
Alternate addition wheels from previous program.
Lesson plan for Maths - Chance with differentiated assessment and activities
Extension activity - Maths - Chance
Children's developmental milestones 2.1.2
A children's development matrix of milestones summarised from two sources was used. Knowledge of what to 'expect' and at what stage is necessary to assess and implement appropriate age/stage related learning opportunities to challenge and not defeat, to motivate and not to disinterest those under your care.
During whole grade sport, classes would rotate around activities. Therefore I was fortunate enough to encounter all classes in stage 1 - year 1 and year 2. It was easily observed the difference in physical, social, emotional and cognitive development. For example year 1 students would be able to run short distances, walk backwards (slowly), sideways in a relay fashion. Year 2 students were able to complete the above, longer distances between relay points, throwing and catching a ball or bouncing it at the same time as running. Year 1 were able to focus for short periods requiring explicit, repeated instructions with expectations and modelling. Year 2 students were able to focus for longer periods, follow a set of instructions with/without modelling, interacting with each other easily.
Lesson plans would include developmental milestone consideration.
Evidence:
Children's developmental milestones.doc
Science Water Works showing developmental milestones in Lesson Plan.
PDHPE lesson plan showing developmental milestones.
During whole grade sport, classes would rotate around activities. Therefore I was fortunate enough to encounter all classes in stage 1 - year 1 and year 2. It was easily observed the difference in physical, social, emotional and cognitive development. For example year 1 students would be able to run short distances, walk backwards (slowly), sideways in a relay fashion. Year 2 students were able to complete the above, longer distances between relay points, throwing and catching a ball or bouncing it at the same time as running. Year 1 were able to focus for short periods requiring explicit, repeated instructions with expectations and modelling. Year 2 students were able to focus for longer periods, follow a set of instructions with/without modelling, interacting with each other easily.
Lesson plans would include developmental milestone consideration.
Evidence:
Children's developmental milestones.doc
Science Water Works showing developmental milestones in Lesson Plan.
PDHPE lesson plan showing developmental milestones.
Teaching strategies to meet the needs of all students 2.1.3, 2.1.5, 2.1.6
All students are different, be it their cultural, abilities, socio-economic backgrounds. These strategies cater for the diverse needs in primary school.
Visual literacy
Visual literacy is "....the ability to construct meanings from visual images" ( Giorgis et al cited in Stafford, 2011; p1).
Using art or story illustrations students develop their literacy skills through role play, dramatic and creative art.
Literacy strategies that engage even those students with behavioural, special needs these activities are a fun way of developing students comprehension skill set. Also caters for gifted as well as ESL students.
Using art or story illustrations students develop their literacy skills through role play, dramatic and creative art.
Literacy strategies that engage even those students with behavioural, special needs these activities are a fun way of developing students comprehension skill set. Also caters for gifted as well as ESL students.
Indigenous / ESL students
Any learning experience that is relative to the students own backgrounds, will be more successful than one that is not. Relevancy in the topics chosen for writing will engage those students from non-mainstream areas, and intrigue those that are local.
'Recognition that their cultural or linguistic background as (sic) an adjunct to their education' (Hughes, 2001).
The use of visual literacy with Indigenous students with their natural abilities in story telling. Those of ESL backgrounds will appreciate the opportunity to communicate in a 'global' language of the body.
Evidence:
Stage 1-3 LP Literacy Comprehension 3 activities.
'Recognition that their cultural or linguistic background as (sic) an adjunct to their education' (Hughes, 2001).
The use of visual literacy with Indigenous students with their natural abilities in story telling. Those of ESL backgrounds will appreciate the opportunity to communicate in a 'global' language of the body.
Evidence:
Stage 1-3 LP Literacy Comprehension 3 activities.
Indigenous ResourcesPrior, C., McIntosh, K., Murray, P., & Hughes, S., (n.d.) Our Aunt Sharon. Fountaindale, NSW:Indij Readers (Level 14+)
Thorpe, S., (n.d.) The Emu Egg. Fountaindale, NSW:Indij Readers Brown, Aunty J., Bell, D., Lewis, D., Hinton, D., Burns, K., Harrison, M., Trist, N., Burke S., (n.d.) Bush Tucka, Our Tucka. Fountaindale, NSW:Indij Readers (Level 15) http://www.indijreaders.com.au/ |
ESL ResourcesUsing visual literacy as the foundational theory, ESL students learn literacy communicating with their bodies that help to translate into words their thoughts.
Literacy activitiesThese suit diverse needs, but are particularly useful with ESL, Indigenous, Special Education needs. Evidence:
Stage 1-2 Literacy group activities Dictionary Detectives, Boggle my spelling words, Hangman and Readers Theatre |
Evidence:
Stage 1-3 LP Literacy Comprehension 3 activities. (These activities are adapted from Stafford 2011) There are multiple activities within this one piece of evidence.
Students with challenging behaviours
Much experience and insight was gained in my last practical with three students having ADHD - one medicated. General principles that pertain to mainstream students apply to these students, however in a more explicit and controlled manner. My mentor and I shared the same learning journey during this time and collaborated closely to ensure the best plan was implemented together.
This included:
My own research into this area led me to learn that:
The US Department of Education web site provided clear, achievable strategies, which my mentor currently used with all her students and would benefit those with ADHD. One particular student with ADHD exhibited attention deficit rather with only minor hyperactivity. After speaking with colleagues at the school, with the permission of both mentor teacher and guardian, I recorded the following observations to assess particular triggers and look for strategies to implement that help this student to focus.
Evidence:
Observation 1.
Observation 2.
Observation 3.
Observation 4.
Summary of observations:
Student strengths:
Dislikes:
Triggers for off task behaviour:
Possible strategies:
This included:
- Explicit instructions - 'Go to your desk', 'Open your book at the next blank page'
- Giving explicit required outcomes - 'Write 2 sentences and stop when you get to this (place a mark in work book) point'
- Breaking down tasks into smaller steps
- Praise when steps are reached
My own research into this area led me to learn that:
- There are different combinations of ADHD - "poor sustained attention and hyperactivity-impulsiveness" (US Department of Education, 2006, p2).
- Behaviour changes with age.
- All children, including those with ADHD, exhibit different behaviours.
- All children need thorough assessment and re-assessment.
- Additional issues may be present (physical/psychological/emotional).
- Close collaboration with carers leads to higher success.
- Well structured, consistent daily routines are best.
The US Department of Education web site provided clear, achievable strategies, which my mentor currently used with all her students and would benefit those with ADHD. One particular student with ADHD exhibited attention deficit rather with only minor hyperactivity. After speaking with colleagues at the school, with the permission of both mentor teacher and guardian, I recorded the following observations to assess particular triggers and look for strategies to implement that help this student to focus.
Evidence:
Observation 1.
Observation 2.
Observation 3.
Observation 4.
Summary of observations:
Student strengths:
- Loves any puzzles or short challenges (word search, number puzzles or worksheets, 'finding the shortest way back to desk', 'give you a walking race back to class').
- Loves any visual tasks - watching short movies, videos, looking at picture books. Loves to listen to stories being read, and will read along with story when listening.
Dislikes:
- Writing for any length of time - ?pencil grip / hand cramps.
- Not having his questions answered straight away - becomes quite distressed
- Having time pressures
- Sometimes struggles with multiple requests - set of instructions
Triggers for off task behaviour:
- Increased noise level
- Any visual distraction (movement, flies in class, visitors to class, items on desk)
- Talking by others (teacher comments even though very soft and directed to other students)
- Pressure of time was both a trigger and incentive
- Long activity time
Possible strategies:
- Before a set task ask student to verbalise instructions. Particularly for creative writing tasks.
- Observation and correction of pencil grip. Alternate pencils - triangular, larger or rubber pencil grip.
- Remove everything apart from task materials from desk.
- Timer on desk or in closer proximity (removed and this improved work)
- Verbal encouragement - reminders on time left. STOP, THINK, DO - to assist with transitions - educate student to think where they need to be before starting to walk and to find the shortest route there first.
- Energy breaks - send on a message to a classroom far away, or have him sharpen pencils, straighten books. (Was assigned the "lights monitor" and switched lights on and off during lessons )
- Avoid long activities, break down tasks into smaller chunks (highlighted minimum set of questions for student to complete and celebrated any extra achieved).
References:
Berk L. E., (2009), Child Development. (8th EDN), Boston, USA: Pearson
DeBord, K. (1996). Childhood Years: Age 6-12. North Carolina Cooperative Extension. FCS 465
Edwards, C. H., Watts, W. (2008), Classroom discipline & management : An Australasian Perspective. Milton, Qld. : John Wiley & Sons
Hughes, Prof. P., (2001), What works - Best Practice in Indigenous Literacy Education. Australian Literacy Educators Association. Retrieved: http://www.alea.edu.au/documents/item/58
Orza, J. L., & Medina, J. (2008). Diversity in the classroom. Upper saddle river, NJ: Pearson/Merrill Prentice-Hall
Stafford, T. (2011), Teaching Visual Literacy in the Primary Classroom: Comic books, film, television
and picture narratives. New York, USA:Routledge
US Department of Education, (2006), Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional strategies and practices. Washingtong, DC:Edpubs
Walker, K. (2004). Teachers and teachers world-views. International Education Journal 5(3), 433-438
Images downloaded from www.funpop.com & www.acting.com
DeBord, K. (1996). Childhood Years: Age 6-12. North Carolina Cooperative Extension. FCS 465
Edwards, C. H., Watts, W. (2008), Classroom discipline & management : An Australasian Perspective. Milton, Qld. : John Wiley & Sons
Hughes, Prof. P., (2001), What works - Best Practice in Indigenous Literacy Education. Australian Literacy Educators Association. Retrieved: http://www.alea.edu.au/documents/item/58
Orza, J. L., & Medina, J. (2008). Diversity in the classroom. Upper saddle river, NJ: Pearson/Merrill Prentice-Hall
Stafford, T. (2011), Teaching Visual Literacy in the Primary Classroom: Comic books, film, television
and picture narratives. New York, USA:Routledge
US Department of Education, (2006), Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional strategies and practices. Washingtong, DC:Edpubs
Walker, K. (2004). Teachers and teachers world-views. International Education Journal 5(3), 433-438
Images downloaded from www.funpop.com & www.acting.com