VIT Standards for Graduating Teachers
Professional Knowledge
Teachers know the content they teach
Graduating teachers will:
Teachers know the content they teach
Graduating teachers will:
2.1 have a critical understanding of the content, processes and skills of the content areas they intend to teach.
Through repeated consultation I have become relatively familiar with the VELS and AUSVELS standards for both Mathematics and Humanities, and I am extremely confident in being able to locate specific standards and learning focuses when required. These provide detailed information of the knowledge and skill components of teaching in those domains.
I have also has the opportunity to develop an understanding of the common misconceptions that students have and common errors that students make in regards to mathematical concepts. I produced a research assignment on Pedagogical Content Knowledge that addressed some of these issues.
I have also has the opportunity to develop an understanding of the common misconceptions that students have and common errors that students make in regards to mathematical concepts. I produced a research assignment on Pedagogical Content Knowledge that addressed some of these issues.
2.2 know the pedagogical approaches, resources and technologies used to support and assess student learning within their content areas.
I have collected a variety of different resources over the duration of the course and my teaching placements, both physical and digital. I use the online tool Diigo to collect online tools and resources; I have amassed a reasonable collection to date and have joined a number of community groups for educators, and I will continue to use Diigo to find, store and share online resources.
As part of my assessment for the I have collated two resources lists, one for the Mathematics method and one for the Humanities method. While these are by no means exhaustive they have provided a good starting point, and each class has provided the opportunity to trade resources and ideas with peers.
As part of my assessment for the I have collated two resources lists, one for the Mathematics method and one for the Humanities method. While these are by no means exhaustive they have provided a good starting point, and each class has provided the opportunity to trade resources and ideas with peers.
2.3 know how to integrate learning and student understanding across a number of content areas.
I developed a multidisciplinary inquiry-based Humanities unit as part of the Humanities method. Although I was unable to teach the unit it was thoroughly researched and incorporated not only economics and geography content but also covered science and some interdisciplinary strands from VELS.
I also planned and delivered an ABS (humanities) lesson for a year eight class that included elements of mathematics. The students were studying Ancient Rome from a Humanities perspective, however the lesson included Roman numerals and also construction of a three-dimensional Roman dice from a two-dimensional net.
I also planned and delivered an ABS (humanities) lesson for a year eight class that included elements of mathematics. The students were studying Ancient Rome from a Humanities perspective, however the lesson included Roman numerals and also construction of a three-dimensional Roman dice from a two-dimensional net.
2.4 be aware of tools and practices for assessing, recording and reporting student learning progress to parents and other stakeholders.
Having developed several VELS based assessment rubrics both for course work requirements as well as for use in my teaching placements, I am comfortable and conversant with this method of assessment, and how it links to both recording and reporting of student progress.
Although I have not yet had the experience of working with the program, I am also aware of the availability of On Demand Testing and how it can be used to check the progress of student understanding over a period of time. Resources such as Pearson Mathematics 7 provide methods for formative assessment and are structured to assist teachers in delivering a differentiated curriculum and recording student progress. I intent to use tools and resources such as these in my ongoing teaching practice.
Although I have not yet had the experience of working with the program, I am also aware of the availability of On Demand Testing and how it can be used to check the progress of student understanding over a period of time. Resources such as Pearson Mathematics 7 provide methods for formative assessment and are structured to assist teachers in delivering a differentiated curriculum and recording student progress. I intent to use tools and resources such as these in my ongoing teaching practice.
