students learn in different ways
Multiple Intelligences
Students have their own capacities for learning and can either have a logical, musical, spatial, linguistic, kinesthetic, interpersonal, intrapersonal or naturalist intelligence
(Churchill et al. 2011).
In my classroom I cater for all students intelligence's by constantly varying teaching and learning approaches in all areas of the curriculum as well as implementing inquiry based projects and tasks that allow students to respond in a variety of ways. I suggest ideas and allow student choice. Students complete their research and present it through video recordings, debates, written work, website and poster production, dance and music production and in many other ways.
On a teaching placement at Croydon Hills Primary School in a Grade 3/4 classroom, I allowed students the choice in how they presented their research on the topic 'Reduce, reuse and recycle".
(Churchill et al. 2011).
In my classroom I cater for all students intelligence's by constantly varying teaching and learning approaches in all areas of the curriculum as well as implementing inquiry based projects and tasks that allow students to respond in a variety of ways. I suggest ideas and allow student choice. Students complete their research and present it through video recordings, debates, written work, website and poster production, dance and music production and in many other ways.
On a teaching placement at Croydon Hills Primary School in a Grade 3/4 classroom, I allowed students the choice in how they presented their research on the topic 'Reduce, reuse and recycle".
Learning and Developmental Theories
Children aged 2-7 years use gestures, signs, sounds and words to represent and convey meaning. Children aged 7-12 years apply logic in hands on activities and use concrete experiences to solve problems (Churchill et al. 2011). In my classroom I ensure that I use appropriate tasks and strategies to cater for the developmental needs of my students. |
"Kara catered for 'Prep' attention span and learning styles"
- J. Morton, Lilydale West Primary School, 2011
- J. Morton, Lilydale West Primary School, 2011
I adopt a constructivist approach when teaching, allowing my students to interact with one another in a social setting, ask questions and construct their new knowledge rather than absorb it.
LINKS TO THE AITSL STANDARDS FOR GRADUATE TEACHERS:
Standard 1.1: "Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning"
Standard 1.2: "Demonstrate knowledge and understanding of research into how students learn and the implications for teaching".
Standard 1.3: "Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds."
Standard 1.2: "Demonstrate knowledge and understanding of research into how students learn and the implications for teaching".
Standard 1.3: "Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds."