Bradley
Disley
Standard 2 - Know the content and how to teach it.
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Focus Area: 2.1 Content and teaching strategies of the teaching area.
Graduate Descriptor: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
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Elaboration: It is important that teacher have a good knowledge of their content, and effective teaching strategies to ensure student engagement, and learning occurs. As a graphic designer knows how to create a package, a design teacher must also know how to create a package, but also how to hook students motivation, ideas for learning software, techniques for different learning styles, and ways to assess student understanding, including both formative and summative assessment.
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Evidence Description: The evidence I have included to display this standard is comments by mentor teachers. My career has made me quite familiar with a range of software, including photoshop, illustrator, in-design and many more. In the classroom several programs were new to me and required me arriving early and learning them, such as 3D modelling and printing. With an understanding of content, substance and structure I was able to focus on teaching strategies, engagement and assessment.
Evidence Supplied: Professional Experience and Reflection 1 and 2 combined final report. pg 1 Mentor teacher comments. (click to expand)
Focus Area: 2.2 Content selection and organisation.
Graduate Descriptor: Organise content into an effective learning and teaching sequence.
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Elaboration: It is important that teachers know their students, and how they learn, in order to plan effective lessons that extend on prior learning. This means developing sequences that establish prior knowledge, or family funds of knowledge, then relating new content to be assimilated into new learning. Sequences which are logical and easy to follow, allow for smooth transitions between activities and learning. Likewise lessons that are predictable help students understand expectations, such as cleaning up with 10 minute remaining.
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Evidence Description: The evidence included to display this standard is comments from my mentor teacher outlining my ability to plan lesson sequences, using my knowledge of student learning, and material content. I created a unit plan creating wooden chopping boards in year 9 materials, and a movie making project for year 8 technologies. I have included a link to the unit plan and detailed lesson plans for the wooden chopping board project.
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Evidence Supplied: Professional Experience and Reflection 1 and 2 combined final report. pg 1 Mentor teacher comments. (click to expand)
Focus Area: 2.3 Curriculum, assessment and reporting.
Graduate Descriptor: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
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Elaboration: It is important that teachers follow the Australian Curriculum as a guide to ensure students are achieving similar rates of learning nationally per year level. Understanding the how assessment of learning can provide information about prior knowledge, formative assessment helps teachers confirm understanding, and summative assessment is a way of not only giving a grade, but a summation of the task with guidance for the future.
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Evidence Description: The evidence I have included for this standard is comments from my mentor teachers relating to how I used the curriculum to plan my tasks, and assessment items, consistent with school timeline
requirements. The units I planned and assessed corresponded with end of term reports, my mentor included these in the summative grades and comments for my students. I have also included a de-identified class list of the grading system I used for the whole unit of work.
Evidence Supplied: Professional Experience and Reflection 1 and 2 combined final report. pg 1 Mentor teacher comments. (click to expand)
Example of a de-identified assessment sheet created for year 8 movie making.
Focus Area: 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
Graduate Descriptor: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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Elaboration: In order to promote reconciliation between Indigenous and non-Indigenous Australians it is import that teachers have respect, knowledge and understanding of Aboriginal and Torres Strait Islander histories, culture and languages. Understanding the history from all perspectives allows students to develop empathy and understanding.
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Evidence Description: Whilst studying Aboriginal Culture, Curriculum and change I wrote an essay that was to pay particular consideration to this AITSL standard focus area. The essay demonstrates my respect, knowledge and understanding of Aboriginal and Torres Strait Islander histories, culture and languages. Strategies to display the varying perspectives are discussed in this paper, as well as ways to promote empathy, understanding and respect.
Evidence Supplied: Essay submitted during Aboriginal culture, curriculum and change EDUC 5140
example: Cover page highlighting the essay was written with particular consideration for standard 1.4 and 2.4 (click to expand)
Focus Area: 2.5 Literacy and numeracy strategies.
Graduate Descriptor: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
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Elaboration: Teachers must have strategies to engage numeracy and literacy in the teaching area. Design and Technology subjects have many opportunities to incorporate literacy and numeracy into the lessons. Measuring, weighing and calculating are often used as numeracy strategies. Folios and evaluations can be a way of including literacy strategies, and providing an opportunity at assessing students literacy.
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Evidence Description: The evidence I have provided for this standard is an example of a design and technologies folio, to prompt student responses. When first learning to document a project it is helpful to provide students with a structure. This folio requires students completing it during, or at the completion of the project, as a teachers literacy strategy and assessment item.
Evidence Supplied: An example of a design folio for year 8/9, design and technologies units. Cover page, and page 1. (click to expand)
Focus Area: 2.6 Information and Communication Technology (ICT).
Graduate Descriptor: Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
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Elaboration: Teachers must be aware of new technology and ways it can be used to enhance and expand curriculum learning opportunities for students. Using computer software in authentic ways allows students options for narrating situations, or options for assignment submissions and assessment. Teaching students about resources such as cameras available in the school, and how to use software to create a movie, not only expands curriculum learning, it also gives students another option for assessment outside of a written essay.
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Evidence Description: The evidence supplied to display this standard is two detailed lesson plans I created and implemented during a movie making unit of work. Teaching student about cameras they can borrow in the library, empowers them and inspires the use of creativity, whilst also being socio-economically inclusive. Learning software to edit and compose a story is important in expanding curriculum opportunities, and could be a way students submit assignments differentially.
Evidence Supplied: Two detailed lesson plans, from a movie making unit plan, outlining specific strategies for using ICT to expand curriculum learning opportunities for students.