TEACHING STRATEGIES
ENGAGE:
I draw upon students interests, prior knowledge and connect learning with relevant real world examples to use activities that excite and engage students.
EXPLORE:
I utilize an inquiry based approach that invites and supports student discussion and questioning. I
ask questions to challenge any misconceptions and to facilitate the extension of learning in order to cater for the variety of abilities and levels in the classroom.
EXPLAIN:
I use a variety of resources to ensure that students understand the new ideas and information and
give students the opportunity to present their information in a variety of ways in order to cater for diversity.
ELABORATE:
Through the use of discussion and explicit comments and feedback, I encourage higher order thinking and thus allow students to apply, analyse and compare what they have learnt to real life situations. I constantly monitor their work and allow them choice in creating their work that demonstrates their understanding.
EVALUATE:
Both the students and myself assess their work. I assess their performance against standards and learning goals and students are provided with self-reflection activities and assessment rubrics.
I draw upon students interests, prior knowledge and connect learning with relevant real world examples to use activities that excite and engage students.
EXPLORE:
I utilize an inquiry based approach that invites and supports student discussion and questioning. I
ask questions to challenge any misconceptions and to facilitate the extension of learning in order to cater for the variety of abilities and levels in the classroom.
EXPLAIN:
I use a variety of resources to ensure that students understand the new ideas and information and
give students the opportunity to present their information in a variety of ways in order to cater for diversity.
ELABORATE:
Through the use of discussion and explicit comments and feedback, I encourage higher order thinking and thus allow students to apply, analyse and compare what they have learnt to real life situations. I constantly monitor their work and allow them choice in creating their work that demonstrates their understanding.
EVALUATE:
Both the students and myself assess their work. I assess their performance against standards and learning goals and students are provided with self-reflection activities and assessment rubrics.
The Inquiry Model
Using the Inquiry Learning Model allows students to develop questions, collaborate and construct new knowledge as they engage with a variety of resources. I utilize a guided inquiry approach within my classroom as it allows students to take ownership of their learning whilst also catering for their different ability levels.
I developed and implemented an inquiry unit of work whilst on teaching rounds at Maningrida Community Education Centre surrounding the topic of big and small businesses. By creating this unit based upon the inquiry model, students were able to choose and pursue their area of interest which essentially engaged them and then successfully challenged them enabling them to develop the skills of reflection and evaluation.
I developed and implemented an inquiry unit of work whilst on teaching rounds at Maningrida Community Education Centre surrounding the topic of big and small businesses. By creating this unit based upon the inquiry model, students were able to choose and pursue their area of interest which essentially engaged them and then successfully challenged them enabling them to develop the skills of reflection and evaluation.
"Kara has demonstrated the ability to effectively teach students"
- C. Verhees, Mangingrida Community Education Centre, 2012
- C. Verhees, Mangingrida Community Education Centre, 2012
I also created a unit of work as part of a university assignment which was based upon the inquiry model. This is a humanities based unit for grade five and six students and will provide as a useful resource for me when I begin my teaching career.
the_money_of_music.docx | |
File Size: | 332 kb |
File Type: | docx |
LINKS TO THE AITSL STANDARDS FOR GRADUATE TEACHERS:
Standard 1.5: "Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities".
Standard 2.2: "Organise content into an effective learning and teaching sequence".
Standard 3.2: "Plan lesson sequences using knowledge of student learning, content and effective teaching strategies".
Standard 3.3: "Include a range of teaching strategies".
Standard 4.1: "Identify strategies to support inclusive student participation and engagement in classroom activities".
Standard 2.2: "Organise content into an effective learning and teaching sequence".
Standard 3.2: "Plan lesson sequences using knowledge of student learning, content and effective teaching strategies".
Standard 3.3: "Include a range of teaching strategies".
Standard 4.1: "Identify strategies to support inclusive student participation and engagement in classroom activities".