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Litteracy and numeracy are essential skills that students need in order to achieve success in their education and in their every day lifes. The development of this should be implimented into all eareas of education with specific adjustments to each approiate method area. Litteracy is known as the abilit to read and write but is also relates to competency and knowledge in a specified area. In all science subjects litteracy is used in a way that is alternative to humanities. Scientific writing uses short clear sentences that reads objectively and without the use of adjectives.
As part of my placement experience year 10 Biology students were asked to design their own experiment and write a prac report to follow this. Many had not ever written a formal report and did not understand the difference in language used in scientific writing. As part of their development in scientific literacy skills I designed a series of activities and tutorials on how to write lab report. This included a detailed explanation of each area in a report, introduction, method, discussion and conclusion, as well as clear template to follow. I found that this was especially useful in helping the lower achieving students understand difficult concepts and how to go about writing a report.
Evidence #2 Example Practical task
Evidence #1 How to write a prac report
Evidence #2 Teachers evaluation report
The primary idea of this mind map is in the center. Use different color notes to differentiate between the seven standards. Use lines and arrows to create branches that connect ideas to each other.
Chris Karambelas
La Trobe University
When working at any school is it important that teachers engage with colleagues, parents/cares and the broader school community. This is to ensure that rapport and strong connections are built as well developing trust and the ability for students to relate to the teacher.
During my professional experience as a pre service teacher I have demonstrated a broad range of contribution to the school. This includes attending staff meetings that were appropriate to the science, maths and physical education faculty as well as whole school meetings. After school I often stayed behind helping students with either their homework as well as content that they were finding difficult. At lunch times I often engaged with various students as well as attending yard duty. One of the more significant events was parent teacher night where I was able to familiarise myself with what took place outside school hours. This helped identify where students may need improvement such as organization or completing homework tasks.
As a teacher it is important to use the tools and resources available to you in order to better communicate ideas, explore difficult concepts and develop key skills relating to your subject area. This usually includes using a variety of resources such as ICT, experiments, practical activities and other school facilities to your advantage.
Throughout my practicum I ensured that I used all available resources and tools to facilitate lessons to my highest potential. In most lessons I incorporated PowerPoint lessons to convey information so that learning intentions and key success criteria was illustrated at the beginning of each lesson. It also helped me explain core concepts and ideas through visual imagery and video presentations that otherwise would have been difficult to convey. I often made use of the science lab facilities by organising several practical activities with the class using materials that were inexpensive. This included the natural selection experiment where only chopsticks, buttons and forks were used. I also took advantage of the fossils and rocks that the school had purchased in order to elaborate on the topic of evolution. In summary classes I often used an online tool called Kahootz, an interactive game like quiz where students test their understanding of specific content. I found that using a variety of resources helped me successfully convey the appropriate information to the students which led in a satisfactory achievement in their test results.
Evidence #1 Evolution Revision on A Kahootz
Evidence #2 Rates and Ratio's Kahootz
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As a teacher it is important to encourage everyone in a classroom to participate in some way. This can be achieved by using a variety of inclusive strategies such as allowing students to participate in self-selective exercises, developing online resources, including a range of different learning, scaffolding and team based projects.
During my placement I was quite observant of how students interacted with one another and engaged in the classroom. Often students would sit quietly at the back of the class having little classroom present. I used several strategies to try engage those students and allow everyone within the classroom to contribute. During revision I used an online quizzing tool Kahootz where all students could answer question in real-time. I also used summary cards that where each student was given a question to answer and present to the class. Though the student thought this questions were not random there were purposely allocated to suit each students level of understanding. The largest contribution to inclusive learning was the use of group work I incorporated into lessons. During year 10 Biology class I allowed students to form groups of 3-4. Each lesson these groups were allocated a research topic where they were given specific instructions and at the end of each class they were given time to present their findings. By asking students to present their ideas to the class I found that they were more likely to engage in the lesson rather than allowing them to simply write their answers in their books. In future I wish to expand on this is identify new ways to better engage student participation.
Evidence #1 group research task
As a student teacher I will face many obstacles and challenges in my early teaching practice. This is why it is valuable to gain constructive criticism, feedback and dissuss how I may improve and where I should focus my attention on.
In my experience I had the opportunity to demonstrate my skills as a teacher in front of several different teachers each providing their own perspective and criticisms of my practice. The general feedback given to me was mostly consistent in that my knowledge of content and understanding of principles was some of my strengths while my behavioral management and planning required some work. I found that in both secondary school students were typically difficult to deal with in the younger years, especially year 8. They lacked focus and maturity which was a major obstacle in mainlining engagement. My supervisors gave me several strategies which I could use to combat this. As a began implementing these strategies my ability to focus the class on tasks and maintain an appropriate level of noise improved. Through this I recognised the significance of seeking and applying constructive feedback in order to improve my teaching practice.
Evidence #1 Student evaluation form
Evidence #2 bacteria on hands experiment
Evidence #3 student evaluation report
2. Know the content and how to teach it
4. Create and maintain supportive and safe learning environments
5. Assess, provide feedback and report on student learning
6. Engage in professional learning
7. Engage professionally with colleagues, parents/carers and the community
1. Know students and how they learn
3. Plan for and implement effective teaching and learning