ELEMENT 1 TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS
Element 1 Aspects- Graduate Teacher
1.1.1 Demonstrate relevant knowledge of the central concepts, modes of enquiry and structure of the content/discipline(s).
1.1.2 Demonstrate research-based knowledge of the pedagogies of the content/discipline(s) taught.
1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act.
1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
• Basic operational skills
• Information technology skills
• Software evaluation skills
• Effective use of the internet
• Pedagogical skills for classroom management.
Milestones- I Have...
Throughout my teaching experiences thus far, I have been able to develop a broad understanding of the NSW Board of Studies syllabus documents, as well as developing an understanding of the central concepts (Aspect 1.1.1). This can be seen through my critique of an existing unit of work, for the KLA of HSIE, against the requirement s of the HSIE syllabus. Additionally, this critique examined the appropriateness of how central concepts were explored within the unit by examining learning experiences in terms of the Quality Teaching Framework.
Excerpt from Critique:
I have also developed a range of content specific pedagogies which are grounded in research, with which to teach various KLAs (Aspect 1.1.2). This is best demonstrated within a research article which I have written which explored existing research, and made links with the existing Measurement Framework (NSW DET 2004, p. 11) to suggest improved pedagogies for the teaching of volume and capacity in the early years of school.
Introduction of Article
To read the full article, click here.
Additionally, I have been able to utilise my knowledge of the various syllabus documents in order to develop and implement many different learning sequences that link strongly with syllabus document requirements (Aspect 1.1.3). In particular, a series of lessons that were designed and implemented in a Year 5 volume and capacity context allowed me to demonstrate recognition of the outcomes that students of this stage should be working towards, including both content and skills outcomes. These lessons were adapted to meet the needs of the students for which they were developed, especially in terms of developing more challenging ways of conceptualising volume and capacity, in order to maintain the intellectual quality of the lessons.
Outcomes and Indicators for First Lesson in Series
Which Container Should Jimmy Choose?
Topic: Capacity Class: 4/5 Date: 8 September Lesson: 1 of 3
MS3.3 Volume and Capacity Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms.
I have developed a range of ICT skills, with particular strengths in word processing and image manipulation (Aspect 1.1.4). I have used PowerPoint and data projectors to create and deliver a quiz for students to summarise their learning at the end of a teaching unit. For various lessons I have sourced appropriate resources from the internet, and I have also been involved in designing a website for fellow teachers to retrieve resources for teaching from.
Milestones- I will and I need
|Endeavour to expand my use of ICT in the classroom, and develop strategies for classroom management when students are using ICT resources.||- To investigate the ICT resources available at my next Professional Experience, in order to plan learning experiences which integrate the available resources effectively. |
- To use small grouping strategies, as suggested in Managing Small-Group Learning (Reid, Green and English, 2002), to ensure that all students can access ICT resources when only a small number of computers is available.
|Revise strategies for integrating different KLA’s within units of work||- To revisit existing Stage 2 (stage of my next professional experience) resources that I have created and identify further potential links to other KLA’s, using the Board of Studies’ Guiding Statement on integration as a guide.|