VIT Standards for Graduating Teachers
Professional Knowledge
Teachers know how students learn and how to teach them effectively
Graduating teachers will:
Teachers know how students learn and how to teach them effectively
Graduating teachers will:
1.1 have a sound knowledge of current learning theories and of pedagogical models from which they draw their practice.
Throughout the duration of the Graduate Diploma in Secondary Education I was exposed to a number of learning theories and pedagogical models. I researched Learning Styles theory for the purpose of developing a written paper, and through this process was able to understand the three learning preferences advocated by that theory - visual, auditory and kinaesthetic. My experience in schools allowed me to see this in action, with many middle years students preferring the kinaesthetic learning style.
I was part of a group that used Bloom's Taxonomy to devise and present a mathematics lesson to our peers in the course, and through that process I thoroughly grasped the principles of that learning theory. Indeed, my personal educational philosophy regarding beneficial learning theories includes concepts of Bloom's Taxonomy, but also incorporates constructivist principles. I believe both of these theories encourage deeper levels of students understanding and critical thinking.
I was part of a group that used Bloom's Taxonomy to devise and present a mathematics lesson to our peers in the course, and through that process I thoroughly grasped the principles of that learning theory. Indeed, my personal educational philosophy regarding beneficial learning theories includes concepts of Bloom's Taxonomy, but also incorporates constructivist principles. I believe both of these theories encourage deeper levels of students understanding and critical thinking.
1.2 know the principles and skills of instruction and program design and know how to engage students actively in learning.
I developed a Humanities unit using principles of inquiry-based learning. The unit utilises a series of guided investigations which allow students to engage with the topic on many different levels and incorporates a variety of disciplines. Although I did not have the opportunity to teach this unit, I plan on using this methodology in future planning.
Through the experience of developing and implementing my Applied Curriculum Project I gained some valuable insights into instruction and engagement of students, even those motivated to participate. My assumptions about the students being able to self-direct were false, and in future I will have a better understanding of how to plan for similar activities and projects.
I ran a couple of interactive, investigative activities with my classes at Baden Powell P-9 College, as per the photo below. As discussed in 1.1 the middle school students responded well to these kind of kinaesthetic activities.
Through the experience of developing and implementing my Applied Curriculum Project I gained some valuable insights into instruction and engagement of students, even those motivated to participate. My assumptions about the students being able to self-direct were false, and in future I will have a better understanding of how to plan for similar activities and projects.
I ran a couple of interactive, investigative activities with my classes at Baden Powell P-9 College, as per the photo below. As discussed in 1.1 the middle school students responded well to these kind of kinaesthetic activities.
1.3 have a critical understanding of both formative and summative assessment including the uses of both.
Throughout my teaching placements I was able to be a part of assessment for, as and of learning. In conjunction with other teachers I developed an assessment rubric for a unit post-test, and then was tasked with the responsibility for designing a second for another unit of work. Although I was not involved in the creation of the tests themselves it was nonetheless a valuable experience and enabled me to grasp the concepts of developing rubrics with a view to assessing to VELS standards. I also established that the DEECD Assessment Advice and VELS Teaching, Learning and Assessment Advice are excellent resources in this regard.
I designed a mathematics homework assignment for a unit on percentages, fractions and decimals, and subsequently collected and marked the work. This was a valuable experience as it allowed an overview of who did and did not understand the material and which students got better than expected marks. this raised the issue of who actually completed the work, and raised questions of whether this is a truly appropriate form of summative assessment.
I designed a mathematics homework assignment for a unit on percentages, fractions and decimals, and subsequently collected and marked the work. This was a valuable experience as it allowed an overview of who did and did not understand the material and which students got better than expected marks. this raised the issue of who actually completed the work, and raised questions of whether this is a truly appropriate form of summative assessment.
1.4 have knowledge of effective pedagogical approaches specific to the content areas they intend to teach.
My method areas are very different, with very different expectations in terms of comprehension and context knowledge. Mathematics in particular is very demanding with regard to content and approaches. I planned several lessons for a Mathematical Methods Unit One (Year 11) class, and the experience was poles apart from the lesson plans I had developed for the year seven and eight students. I felt that the pressure to get through the material at a set pace is overwhelming, even in the brief time I was in that situation.
This is what makes a solid understanding at the lower levels critical. I believe that students engage better with material when it is given a real world context, and the more they can connect with the context and the material the deeper their understanding will be. I discovered Rethinking Schools, and in particular their resource Rethinking Mathematics. It advocates using social justice concepts to teach mathematics, and I believe this speaks to the basis of the Principles of Learning and Teaching and is therefore an excellent pedagogical approach.
This is what makes a solid understanding at the lower levels critical. I believe that students engage better with material when it is given a real world context, and the more they can connect with the context and the material the deeper their understanding will be. I discovered Rethinking Schools, and in particular their resource Rethinking Mathematics. It advocates using social justice concepts to teach mathematics, and I believe this speaks to the basis of the Principles of Learning and Teaching and is therefore an excellent pedagogical approach.
