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Professional Knowledge
Standard 1 - Know students and how they learn
Summary of Standard 1
This standard is about knowing students holistically, for example we need to know the “1.1 physical, social and intellectual development and characteristics of students” (AITSL, 2014). By knowing the students’ development and characteristics educators should “(1.2) understand how students learn” (AITSL, 2014). An example of a characteristic of students is their cultural and language backgrounds. Focus area 1.3 states that we must “develop effective teaching strategies that address the learning strengths and needs of students with diverse injustice, cultural, religious and socio-economic backgrounds” (AITSL, 2014). Educators must implement strategies catering to Aboriginal and Torres Strait Islander students as explained in focus area "1.4 strategies for teaching Aboriginal and Torres Strait Islander students” (AITSL, 2014). Another example of students with specific needs includes students with disabilities. Focus area 1.6 advocates for "strategies to support full participation of students with disability” (AITSL, 2014). Implementing different strategies for different students is called differentiation. This is explained in focus area 1.5, "differentiate teaching to meet the specific learning needs of students across the full range of abilities” (AITSL, 2014). Standard 3 - Plan for and implement effective teaching and learning
Reflective Commentary
Situation
While an activity was just about finished, with some students handing me their work & others reading books quietly on the mat, there was a student who used his scrap bits of paper to create a 'toy'. From there I realised how so many early childhood students miss out on adequate free play and free open ended tasks. What if I provided students with materials and simply be surprised by what they come up with?
Action
I collected boxes and re-arranged the drawing corner with pretty paper and stationary. For the next four weeks on a Friday afternoon we incorporated box construction and free play at the drawing corner. The creations students came up with were so clever! In particular the box construction was a big hit! I thought that the students are taking so much pride and effort into their work and I should provide a means of displaying it. We dedicated a board to pinning up students' paper creations. Students chose what they wanted to pin up, sometimes they would give a paper creation to a friend or take it home with them.
Outcome
The outcome for the students was that they enjoyed themselves, developed their creativity and used critical thinking in creating their work. They were also given the opportunity to take ownership of their classroom by displaying some of their work if they chose to. I realised that by providing open ended tasks I get to know students' characteristics well as I am given the opportunity to see their thinking and creativity.
Action Plan
For my action plan I would like to gain more experience in learning about and implementing "(1.6) strategies to support full participation of students with disability" (AITSL, 2014). The reason for choosing this is because I have not had much experience in teaching or even working with children with disabilities. I will achieve this by observing the special needs education assistant at my school when she works with a small group of students with disabilities. I will then observe them being taught in a mainstream classroom. I will list all of the inclusive strategies that I found were most effective so that I can implement them when I work with students who have disabilities.
Evidence for Standard 1: photo of the paper creation board
Standard 1 - Know students and how they learn
Summary of Standard 1
This standard is about knowing students holistically, for example we need to know the “1.1 physical, social and intellectual development and characteristics of students” (AITSL, 2014). By knowing the students’ development and characteristics educators should “(1.2) understand how students learn” (AITSL, 2014). An example of a characteristic of students is their cultural and language backgrounds. Focus area 1.3 states that we must “develop effective teaching strategies that address the learning strengths and needs of students with diverse injustice, cultural, religious and socio-economic backgrounds” (AITSL, 2014). Educators must implement strategies catering to Aboriginal and Torres Strait Islander students as explained in focus area "1.4 strategies for teaching Aboriginal and Torres Strait Islander students” (AITSL, 2014). Another example of students with specific needs includes students with disabilities. Focus area 1.6 advocates for "strategies to support full participation of students with disability” (AITSL, 2014). Implementing different strategies for different students is called differentiation. This is explained in focus area 1.5, "differentiate teaching to meet the specific learning needs of students across the full range of abilities” (AITSL, 2014). Standard 3 - Plan for and implement effective teaching and learning
Reflective Commentary
Situation
While an activity was just about finished, with some students handing me their work & others reading books quietly on the mat, there was a student who used his scrap bits of paper to create a 'toy'. From there I realised how so many early childhood students miss out on adequate free play and free open ended tasks. What if I provided students with materials and simply be surprised by what they come up with?
Action
I collected boxes and re-arranged the drawing corner with pretty paper and stationary. For the next four weeks on a Friday afternoon we incorporated box construction and free play at the drawing corner. The creations students came up with were so clever! In particular the box construction was a big hit! I thought that the students are taking so much pride and effort into their work and I should provide a means of displaying it. We dedicated a board to pinning up students' paper creations. Students chose what they wanted to pin up, sometimes they would give a paper creation to a friend or take it home with them.
Outcome
The outcome for the students was that they enjoyed themselves, developed their creativity and used critical thinking in creating their work. They were also given the opportunity to take ownership of their classroom by displaying some of their work if they chose to. I realised that by providing open ended tasks I get to know students' characteristics well as I am given the opportunity to see their thinking and creativity.
Action Plan
For my action plan I would like to gain more experience in learning about and implementing "(1.6) strategies to support full participation of students with disability" (AITSL, 2014). The reason for choosing this is because I have not had much experience in teaching or even working with children with disabilities. I will achieve this by observing the special needs education assistant at my school when she works with a small group of students with disabilities. I will then observe them being taught in a mainstream classroom. I will list all of the inclusive strategies that I found were most effective so that I can implement them when I work with students who have disabilities.
Evidence for Standard 1: photo of the paper creation board