1.1 Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning.
Evidence: 1A, 2B, 6D, 8D
My integrated English Unit on Visual Literacy (see 'Teaching and Learning Activities) demonstrates examples of multiple teaching strategies used to improve student learning, based on knowledge of their physical, social and intellectual development.
Knowledge of students’ development characteristics: My university studies in psychology and education, professional readings (such as Effective Teaching Strategies [Killen, 2009] and How Learning Works: Seven Research-Based Principals for Smart Teaching[Ambrose, Bridges, DiPietro, Lovett & Norman, 2010]) and professional discussions (see annotated conversation notes) have provided me with a well-rounded and research-based understanding of students’ physical, social and intellectual development, whilst feedback from students and parents (see Three-way conversation goals and planning), have helped me to identify specific learning needs.
Use of teaching strategies based on this knowledge: Perhaps one of the most important lessons I learned in my studies is how crucial movement is for students’ education. I’m not just talking about physical education, that’s important too, but in the classroom; it is essential that students aren’t sedentary and that their growing bodies have ample time to move, eat and refresh. It is for these reasons that I endeavour to allow movement in my class, whether a fruit snack, stretch break, relocation (e.g. floor to desks) or learning rotation – after all “movement anchors thought” (Hannaford, C, 1995, p.98).
But what thoughts should we anchor?
Which leads to the second fundamental lesson I learnt in my studies (and reinforced in practice) – students learn best in collaboration. Indeed, one of the most memorable experiences I had as a pre-service teacher was witnessing upper primary students mentor their lower primary buddies for reading; my supervising teacher had recommended the idea based on an experience he had had with a year 5 cohort previously, and whilst it wasn’t as long I could certainly see benefits. For this reason I provide frequent group (e.g. The Rabbits – Lesson plan) and partnered (e.g. Think, pair, share) work opportunities, so that,in collaboration with a more knowledgeable-other, students can access their zone of proximal development which is vital in both social and intellectual aspects of learning.To further promote working in the ZPD I considered environmental factors in the classroom and have arranged tables in mixed ability groupings with empty ‘universal’ collaborative spaces available; doing so allows students the opportunity to work collaboratively during their everyday learning, whilst also providing areas for students to move around in and collaborate with peers outside their regular table groups and/or during Friday colour (mixed ability) group challenges. In addition to collegial advice and experience, discussions with students have confirmed that the group learning environment helps them stay focused and seek advice from others.
1.2 Structure teaching programs using research and collegial advice about how students learn.
Evidence: 5E, 5F, 7D
My integrated English teaching programme was developed using advice from my mentor and peer teachers in conjunction with research regarding how students learn (see reflections on engagement and inclusion and literacy advice).
Regarding research: My university studies in psychology and education, professional readings (such as Using Picture books to empower and inspire readers and writers in the upper primary classroom [Booker, 2012] and How Learning Works: Seven Research-Based Principals for Smart Teaching [Ambrose, Bridges, DiPietro, Lovett & Norman, 2010]) highlighted the importance of engagement and reflection in learning that has been consolidated through a number of professional development opportunities I’ve experienced this year (see Reflections on Early Career Teacher training days 2015 and Reflections on Engaging Students in Reading and Writing PD).
Regarding collegial advice: During fortnightly discussions with my mentor, the successful implementation of learning programmes was frequently discussed, with particular focus on differing learning styles and engagement.
One example incorporating the above research and collegial advice: While reflecting on pedagogy and the inquiry method, my mentor and I discussed the structuring of a unit based on key questions, and how these can be used to increase student engagement as well as guide the presentation of content and student and personal reflections. Traditionally I had used inquiry pedagogy in Science and History programmes (see below for a video explaining inquiry pedagogy); however, considering advice I had received, I set myself the challenge of creating some key questions to guide the integrated English unit I was creating. In doing so, I kept in mind the research I’d read regarding using picture books in upper primary (Booker, 2012) and the advice I’d had concerning engagement and the use of a narrative structure. Having drafted my ideas I was able to refine them through further discussion with my mentor, including the benefit of using hooks (see reflection on discussion with mentor) to help engage students during the introduction of a concept. I have subsequently applied this advice throughout my integrated unit in addition to my subsequent programming.