Standard 1 - Know students and how they learn.
Standard 2 - Know the content and how to teach it.
Electronic Books
1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1 - Strategies to support full participation of students with disability.
2.6.1 - Information and Communication Technology (ICT).
During my service learning in 2019 at Ruse Public School, I was required to make electronic books for students with vision impairment to cater for their needs. This experience and new learnt skills demonstrate how I have understood the diversity of needs within the classroom and the importance of implementing strategies to ensure each student is catered for in their learning.
1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1 - Strategies to support full participation of students with disability.
2.6.1 - Information and Communication Technology (ICT).
During my service learning in 2019 at Ruse Public School, I was required to make electronic books for students with vision impairment to cater for their needs. This experience and new learnt skills demonstrate how I have understood the diversity of needs within the classroom and the importance of implementing strategies to ensure each student is catered for in their learning.
Pages from Rockets, Planets and Outer Space by Helen Martin, Judith Simpson and Cheryl Orsini. Narrated by Bianca Parker. Sound effects were also added to engage the students in their reading.
Pages from The Rainbow by Ros Moriarty, illustrated by Balarinji. Narrated by Bianca Parker with sound effects added to engage students.
QR Codes
2.6.1 - Information and Communication Technology (ICT).
I was required to create a post learning activity for stage 2 year 4 students after attending a hypothetical geography excursion to the Minnamurra Rainforest. I chose to create QR codes for a 'What am I' activity. This demonstrates how I have understood the importance of incorporating ICT in students learning as a teaching strategy and for them to learn new skills and cater for students learning needs.
2.6.1 - Information and Communication Technology (ICT).
I was required to create a post learning activity for stage 2 year 4 students after attending a hypothetical geography excursion to the Minnamurra Rainforest. I chose to create QR codes for a 'What am I' activity. This demonstrates how I have understood the importance of incorporating ICT in students learning as a teaching strategy and for them to learn new skills and cater for students learning needs.
Reflection
Teaching student’s syllabus outcomes requires well thought out teaching strategies and recourses to deliver the content to the students effectively. Through my service-learning experience, I developed the skills on creating electronic books for students with vision impairment. This demonstrates my understanding of standard 1.6.1 and 2.6.1 as I have supported students’, with a disability, learning through using ICT (AITSL, 2011). These books can be used for any subject and can be used for all students. These electronic books allow for independent learning, as the student can listen and interact with the book independently, along with collaborative learning through multiple students using the resource for group discussion, comprehension, and overall group work. This aligns with Vygotsky’s Zone of Proximal Development as the theory states that students learning is optimise through collaborative learning and guidance from adults and peers (Fani & Ghaemi, 2011). Thus, students with vision impairment are not excluded from this form of learning as their resources are differentiated for them and other students to use.
The electronic books also allow for differentiation of teaching strategies to meet the needs of students who are unable to read a physical book and give the vision impaired students a different way of reading, instead of reading brail. This meets the standard 1.5.1 of differentiation of teaching to meet the needs of all students (AITSL, 2011).
Using QR codes as a teaching resources, used in an assessment, allows for ICT to be incorporated into student learning. ICT is engaging for students and allows for problem-solving and collaboration, while developing ICT skills during the lesson (Koh, et.al., 2015).
Overall, I believe I have achieved these standards through understanding students, with a disability, learning needs and knowing how to teach syllabus outcomes through ICT resources. These new learnt skills will reflect on my future teaching practices as I have gained experience in exploring different learning resources to cater for all students within the classroom.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from http://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s Zone of Proximal
Development (ZPD) in Teacher Education: ZPTD and self-scaffolding. Procedia – Social and Behavioural Sciences, 29, 1549-1554. doi: 10.1016/j.sbspro.2011.11.396
Koh, J.H.L., Chai, C.S., Benjamin, W., & Hong, H. (2015). Technological
Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning. Asia-Pacific Edu Res, 24, 535-543. doi: 10.1007/s40299-015-0237-2
Teaching student’s syllabus outcomes requires well thought out teaching strategies and recourses to deliver the content to the students effectively. Through my service-learning experience, I developed the skills on creating electronic books for students with vision impairment. This demonstrates my understanding of standard 1.6.1 and 2.6.1 as I have supported students’, with a disability, learning through using ICT (AITSL, 2011). These books can be used for any subject and can be used for all students. These electronic books allow for independent learning, as the student can listen and interact with the book independently, along with collaborative learning through multiple students using the resource for group discussion, comprehension, and overall group work. This aligns with Vygotsky’s Zone of Proximal Development as the theory states that students learning is optimise through collaborative learning and guidance from adults and peers (Fani & Ghaemi, 2011). Thus, students with vision impairment are not excluded from this form of learning as their resources are differentiated for them and other students to use.
The electronic books also allow for differentiation of teaching strategies to meet the needs of students who are unable to read a physical book and give the vision impaired students a different way of reading, instead of reading brail. This meets the standard 1.5.1 of differentiation of teaching to meet the needs of all students (AITSL, 2011).
Using QR codes as a teaching resources, used in an assessment, allows for ICT to be incorporated into student learning. ICT is engaging for students and allows for problem-solving and collaboration, while developing ICT skills during the lesson (Koh, et.al., 2015).
Overall, I believe I have achieved these standards through understanding students, with a disability, learning needs and knowing how to teach syllabus outcomes through ICT resources. These new learnt skills will reflect on my future teaching practices as I have gained experience in exploring different learning resources to cater for all students within the classroom.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from http://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s Zone of Proximal
Development (ZPD) in Teacher Education: ZPTD and self-scaffolding. Procedia – Social and Behavioural Sciences, 29, 1549-1554. doi: 10.1016/j.sbspro.2011.11.396
Koh, J.H.L., Chai, C.S., Benjamin, W., & Hong, H. (2015). Technological
Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning. Asia-Pacific Edu Res, 24, 535-543. doi: 10.1007/s40299-015-0237-2