~Professional Knowledge~
Standard 1: Know students and how they learn
Summary of Standard
The first standard of the Australian Professional Standards for Teachers is about knowing your students and how they learn as individuals. Through this standard, you learn about the characteristics that each student has and how these can affect their learning in the classroom. Each student has their own needs as a learner and as the teacher, you are responsible to address each of their needs to help them develop as learners. There are many factors that may impact a child’s learning including; their culture and cultural background, linguistic background, religious background and socio economic background. It is the teacher’s responsibility to make sure that they are aware of these factors so they can be used in a positive way and also positively impact students in their learning.
Situation Action Outcome
Focus Area
1.1 Physical, social and intellectual development and characteristics of students
Situation
At the start of my professional experience, it became apparent to me that it was crucial to learn each student’s individual names, especially because the students were so young. Not only was it important for me to learn their names, I also needed to understand them as people. I needed to have understanding about their interests and their background information. It was very important to me to be able to relate to my students. This would allow me to not only connect with them individually but also create learning experiences that were motivating, engaging and enjoyable.
Action
Firstly, I drew up a diagram of where each student sat, both on the mat and at their desks. This was so that I could learn their names faster. I also had many conversations with each student to get to know them and their interests. I engaged many discussions with my mentor teacher to learn more about each student, including their background information. After each of these discussions, I took notes and recorded as much information as possible about each student.
Outcome
Due to learning their names early, I was able to form a stronger, more personal relationship with each student. I was able to connect and relate to them on a more personal level. I used their interests as the basis of many of my lessons. This made each student much more motivated and excited to learn.
Focus Area
1.2 Understand how students learn
Situation
There was one student in my class who I suspected had an undiagnosed Auditory Processing Disorder. This student really struggled to carry out given instructions and it was affecting her day to day learning. I had several discussions with my mentor teacher, who also agreed that she might have an Auditory Processing Disorder.
Action
I decided to carry out my action research presentation on an Auditory Processing Disorder so I could gain more awareness about the disorder and identify strategies to use and implement which could help this student. Through this presentation, I realised that this particular student had many of the indicators known for this disorder.
Outcome
After conducting my research project, I learnt so much about Auditory Processing Disorders and strongly felt it was what this particular student had. I then decided to implement some strategies into the classroom which could help with her learning. This included adjusting the learning environment and giving out instructions in a different way. I strongly feel that the outcome of implementing these strategies were positive and helped with her overall learning and development.
Focus Area
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Situation
After getting to know each individual student and their learning abilities, I soon recognized which specific students needed differentiating. Some students needed extension work while others needed their work to be at an easier level in order for them to finish at the same pace as the other students.
Action
In each subject, I deliberately differentiated the learning according to each student’s individual need. During mat sessions, I would ask specific questions to students according to their learning level. During work sessions, I had extension work available for those who would regularly complete all their work early. A lot of the time, I gave them the same work as the others and just changed the questions around a little to suit their learning levels.
Outcome
Each student was able to learn at a pace suited to their individual needs. They were able to develop more efficiently and successfully due to this differentiation. Through differentiating, each learner was given tasks that they could learn, achieve and develop.
The first standard of the Australian Professional Standards for Teachers is about knowing your students and how they learn as individuals. Through this standard, you learn about the characteristics that each student has and how these can affect their learning in the classroom. Each student has their own needs as a learner and as the teacher, you are responsible to address each of their needs to help them develop as learners. There are many factors that may impact a child’s learning including; their culture and cultural background, linguistic background, religious background and socio economic background. It is the teacher’s responsibility to make sure that they are aware of these factors so they can be used in a positive way and also positively impact students in their learning.
Situation Action Outcome
Focus Area
1.1 Physical, social and intellectual development and characteristics of students
Situation
At the start of my professional experience, it became apparent to me that it was crucial to learn each student’s individual names, especially because the students were so young. Not only was it important for me to learn their names, I also needed to understand them as people. I needed to have understanding about their interests and their background information. It was very important to me to be able to relate to my students. This would allow me to not only connect with them individually but also create learning experiences that were motivating, engaging and enjoyable.
Action
Firstly, I drew up a diagram of where each student sat, both on the mat and at their desks. This was so that I could learn their names faster. I also had many conversations with each student to get to know them and their interests. I engaged many discussions with my mentor teacher to learn more about each student, including their background information. After each of these discussions, I took notes and recorded as much information as possible about each student.
Outcome
Due to learning their names early, I was able to form a stronger, more personal relationship with each student. I was able to connect and relate to them on a more personal level. I used their interests as the basis of many of my lessons. This made each student much more motivated and excited to learn.
Focus Area
1.2 Understand how students learn
Situation
There was one student in my class who I suspected had an undiagnosed Auditory Processing Disorder. This student really struggled to carry out given instructions and it was affecting her day to day learning. I had several discussions with my mentor teacher, who also agreed that she might have an Auditory Processing Disorder.
Action
I decided to carry out my action research presentation on an Auditory Processing Disorder so I could gain more awareness about the disorder and identify strategies to use and implement which could help this student. Through this presentation, I realised that this particular student had many of the indicators known for this disorder.
Outcome
After conducting my research project, I learnt so much about Auditory Processing Disorders and strongly felt it was what this particular student had. I then decided to implement some strategies into the classroom which could help with her learning. This included adjusting the learning environment and giving out instructions in a different way. I strongly feel that the outcome of implementing these strategies were positive and helped with her overall learning and development.
Focus Area
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Situation
After getting to know each individual student and their learning abilities, I soon recognized which specific students needed differentiating. Some students needed extension work while others needed their work to be at an easier level in order for them to finish at the same pace as the other students.
Action
In each subject, I deliberately differentiated the learning according to each student’s individual need. During mat sessions, I would ask specific questions to students according to their learning level. During work sessions, I had extension work available for those who would regularly complete all their work early. A lot of the time, I gave them the same work as the others and just changed the questions around a little to suit their learning levels.
Outcome
Each student was able to learn at a pace suited to their individual needs. They were able to develop more efficiently and successfully due to this differentiation. Through differentiating, each learner was given tasks that they could learn, achieve and develop.
Evidence
Action Plans
This standard is very important as it is the basis of a child’s learning and development. As a teacher, if you don’t know your students and how they learn, you aren’t going to be able to successfully teach them. I endeavor to continue to research ways on how students learn effectively. I also would like to research ways to get to know your students as individual people and learners.
Differentiating is a necessity to children’s learning. Without differentiation, successful learning cannot take place. After completion of this portfolio, I will conduct some in depth research into strategies and methods that can be used successfully to further children’s learning.
This standard is very important as it is the basis of a child’s learning and development. As a teacher, if you don’t know your students and how they learn, you aren’t going to be able to successfully teach them. I endeavor to continue to research ways on how students learn effectively. I also would like to research ways to get to know your students as individual people and learners.
Differentiating is a necessity to children’s learning. Without differentiation, successful learning cannot take place. After completion of this portfolio, I will conduct some in depth research into strategies and methods that can be used successfully to further children’s learning.