Consideration for diverse leaners- APST Focus area: Standard 1
21st century classrooms in Australia have a wide range of diverse students and understanding them is imperative (APST: Focus area- 1.1). Creating a sense of belonging, connection and trust with individual students within the classroom will be beneficial for their learning outcomes and content engagement. For teachers to truly understand students from diverse backgrounds, they must have self-awareness and effectively communicate their views socially, culturally and within a global context. As stated by Robinson and Jones Diaz, ‘When educators acknowledge their own world views, they are more able to promote educational and social equality, and positively influence learner engagement’ (as cited in Ewing, Kervin, Glass, Gobby, Le Cornu, Groundwater smith, 2020, p. 43). Understanding students’ cultural and socio-economic backgrounds in my classroom will positively impact the way I implement teaching strategies (APST: Focus area- 1.4).
Based on my previous practicum, many of my classes included culturally diverse students. I noticed that a diverse classroom requires teachers to accommodate for students of varying backgrounds by incorporating different learning styles and approaches. For learning to be effective in diverse classrooms, teachers need to promote ‘inclusiveness’ within the classroom dynamic. Importantly, inclusivity creates a sense of belonging for socially marginalised students. For example, the learning needs for Aboriginal and Torres Strait Islander (ATSI) students can be catered for within a teacher’s pedagogy by first promoting inclusivity in learning processes within the classroom. Inclusiveness in learning approaches is important as it promotes equality and the opportunity to engage in meaningful content, enriching the learning experience. Through classroom inclusiveness, ATSI students will find opportunities to express, create and succeed.
There are multiple frameworks to support teachers to create an inclusive classroom for a wide range of diverse learning styles. The 8 ways framework that was created for ATSI students is an effective framework to engage Indigenous students but will also support students from a diverse range of backgrounds (APST, Focus area: 2.4). This framework supports ATSI students and a wide range of diverse students, as it caters for many different learning styles such as: symbols and images, storytelling and community links. These learning techniques encourages an inclusive classroom that incorporates Indigenous perspectives. Additionally, these teaching methods cater for the visual learner using symbols and images, the auditory learner using narratives and the interpersonal learner drawing on community links making personal connections to curriculum content (APST, Focus area: 1.5).
Although teaching frameworks are implemented to support the learning for diverse students including ATSI students. Within my pedagogy as a preservice teacher, it is my goal to create an inclusive classroom for ATSI and not treat them as an individual group (APST, Focus area: 1.4). I want to make the content I teach relevant for ATSI students, that connects to their history and perspectives in a respectful manner (APST, Focus area: 2.0). According to Hudson (2013), ‘Research shows that meeting the educational needs of Aboriginal and Torres Strait Islander students in very practical ways can improve attendance, retention and workplace participation’ (p. 236).
It is in my best interest as a preservice teach that my pedagogy accommodates for diversity (APST, Focus area: 1.5). Achieving this I want to implement the quality teaching model, ensuring I can create a quality learning environment (APST, Focus area: 4.4), producing significant lessons at a high level of intellectual quality (APST Focus area: 2.2 and 2.1) (McLeod, Reynolds, 2007).
This framework correlates with the APST closely and when implemented effectively will support the wide range of diversity within the classroom environment.
References:
8 ways. (2007). Aboriginal Pedagogy. Retrieved from: www.8ways.online
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: www.aitsl.edu.au/teach/standards.
J. H. McLeod. R. Reynolds. (2007). Quality teaching for quality learning; planning through reflection. Chapter 5, Quality teaching. Thomson social science press; Cengage learning. South Melbourne, Victoria.
K. Robinson. C, Jones Diaz. (2005). Diversity and difference in early childhood education: Issues for theory and practice. Open university press, London.
P. Hudson. (2013). Learning to teach in primary school. Aboriginal and Torres Strait Islander education (pp. 225- 244). Cambridge University Press.
R. Ewing; L. Kervin; C. Glass; B. Gobby; R. Le Cornu; S. Groundwater-Smith. (2020). Teaching; dilemmas, challenges and opportunities. Chapter 3: Understanding learner diversity (pp. 42- 67). Cengage Learning Australia Pty Limited.
21st century classrooms in Australia have a wide range of diverse students and understanding them is imperative (APST: Focus area- 1.1). Creating a sense of belonging, connection and trust with individual students within the classroom will be beneficial for their learning outcomes and content engagement. For teachers to truly understand students from diverse backgrounds, they must have self-awareness and effectively communicate their views socially, culturally and within a global context. As stated by Robinson and Jones Diaz, ‘When educators acknowledge their own world views, they are more able to promote educational and social equality, and positively influence learner engagement’ (as cited in Ewing, Kervin, Glass, Gobby, Le Cornu, Groundwater smith, 2020, p. 43). Understanding students’ cultural and socio-economic backgrounds in my classroom will positively impact the way I implement teaching strategies (APST: Focus area- 1.4).
Based on my previous practicum, many of my classes included culturally diverse students. I noticed that a diverse classroom requires teachers to accommodate for students of varying backgrounds by incorporating different learning styles and approaches. For learning to be effective in diverse classrooms, teachers need to promote ‘inclusiveness’ within the classroom dynamic. Importantly, inclusivity creates a sense of belonging for socially marginalised students. For example, the learning needs for Aboriginal and Torres Strait Islander (ATSI) students can be catered for within a teacher’s pedagogy by first promoting inclusivity in learning processes within the classroom. Inclusiveness in learning approaches is important as it promotes equality and the opportunity to engage in meaningful content, enriching the learning experience. Through classroom inclusiveness, ATSI students will find opportunities to express, create and succeed.
There are multiple frameworks to support teachers to create an inclusive classroom for a wide range of diverse learning styles. The 8 ways framework that was created for ATSI students is an effective framework to engage Indigenous students but will also support students from a diverse range of backgrounds (APST, Focus area: 2.4). This framework supports ATSI students and a wide range of diverse students, as it caters for many different learning styles such as: symbols and images, storytelling and community links. These learning techniques encourages an inclusive classroom that incorporates Indigenous perspectives. Additionally, these teaching methods cater for the visual learner using symbols and images, the auditory learner using narratives and the interpersonal learner drawing on community links making personal connections to curriculum content (APST, Focus area: 1.5).
Although teaching frameworks are implemented to support the learning for diverse students including ATSI students. Within my pedagogy as a preservice teacher, it is my goal to create an inclusive classroom for ATSI and not treat them as an individual group (APST, Focus area: 1.4). I want to make the content I teach relevant for ATSI students, that connects to their history and perspectives in a respectful manner (APST, Focus area: 2.0). According to Hudson (2013), ‘Research shows that meeting the educational needs of Aboriginal and Torres Strait Islander students in very practical ways can improve attendance, retention and workplace participation’ (p. 236).
It is in my best interest as a preservice teach that my pedagogy accommodates for diversity (APST, Focus area: 1.5). Achieving this I want to implement the quality teaching model, ensuring I can create a quality learning environment (APST, Focus area: 4.4), producing significant lessons at a high level of intellectual quality (APST Focus area: 2.2 and 2.1) (McLeod, Reynolds, 2007).
This framework correlates with the APST closely and when implemented effectively will support the wide range of diversity within the classroom environment.
References:
8 ways. (2007). Aboriginal Pedagogy. Retrieved from: www.8ways.online
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: www.aitsl.edu.au/teach/standards.
J. H. McLeod. R. Reynolds. (2007). Quality teaching for quality learning; planning through reflection. Chapter 5, Quality teaching. Thomson social science press; Cengage learning. South Melbourne, Victoria.
K. Robinson. C, Jones Diaz. (2005). Diversity and difference in early childhood education: Issues for theory and practice. Open university press, London.
P. Hudson. (2013). Learning to teach in primary school. Aboriginal and Torres Strait Islander education (pp. 225- 244). Cambridge University Press.
R. Ewing; L. Kervin; C. Glass; B. Gobby; R. Le Cornu; S. Groundwater-Smith. (2020). Teaching; dilemmas, challenges and opportunities. Chapter 3: Understanding learner diversity (pp. 42- 67). Cengage Learning Australia Pty Limited.
Cross curriculum priorities and general capabilities- APST Focus area: Standard 2
General capabilities (GC) and Cross-curriculum priorities (CCP) are frameworks designed for teachers to embed within their pedagogy. CCP’s need to be considered in the delivery of the content in a manner that will deepen the knowledge and create relevance for students learning outcomes (ACARA, n.d) (APST, Focus area: 2.1 & 2.4). Whereas GC are the essential capabilities that students need to learn and use to increase the understanding of particular learning areas (ACARA, n.d) (APST, Focus area: 3.1).
In the video provided, it shows Glen incorporates some GC within the lesson effectively, although the incorporation of CCP’s are absent. The subject ‘rocks’ is a suitable learning topic to incorporate Sustainability and Aboriginal and Torres Strait Islander (ATSI) Histories and Cultures (APST, Focus area: 2.2 & 1.4).
This could have been achieved within the lesson by embedding environmental sustainability as a topic of consideration after the identification of coal. In light of this the integration of GC ‘ethical understanding’ and ‘critical and creative thinking’ (NSW DET, 2008) creates a learning opportunity through discussion and communication, deepening the students learning experience and process as well as their knowledge. The discussion can create a cognitive link to their previous topic involving space, through the promotion of the ethics of generating energy from the sun as an alternative of using coal for electricity (APST, Focus area: 3.3). This would have been effective teaching practice and encouraged ‘higher-order thinking’ (NSW DET, 2008). Furthermore, the representation of Aboriginal and Torres Strait Islander perspectives was non-existent in this lesson. The inclusion of the history of mining in Australia and the conflict it represents to first people nations, broadens the scope of cultural and ethical understanding from an alternate perspective.
Glen could have presented ‘cultural knowledge’ and created an ‘inclusive’ (NSW DET, 2008) classroom for ATSI students, as well as promoting intercultural understanding. If I was teaching this lesson in the future classroom, I would establish an inquiry lesson into how ‘rocks’ as coal and a resource are viewed by all citizens and how they are used within society, to stimulate a ‘deep understanding’ (NSW DET, 2008) by relating to everyday life. Continuing with ‘’rocks’ as landmarks which then becomes an opportunity to elaborate and incorporate ATSI cultures by representing Uluru, and the rich history of Ancient Aboriginal Australia and their significant knowledge of rocks, not as a resource but a cultural and spiritual element of everyday life (APST, Focus area: 2.4).
Glen’s lesson was a good example of the effective incorporation of ICT ‘s, with clear and concise directions contributing to equally effective behaviour management. (APST, Focus area: 2.6, 3.2 & 4.3).
One of my goals in my first professional experience was to be clear and concise in my content delivery. Feedback from my mentor teacher throughout the experience showed that I improved my delivery and I look forward to implementing this in my future practice.
As a preservice teacher I want to include the effective classroom practices demonstrated by Glen’s lesson into my own pedagogy and expand on areas within the lesson regarding cross curriculum priorities. Reflecting on Glen’s teaching practice and my personal experiences, I intend to design my pedagogy to incorporate general capabilities, cross curriculum priorities and the quality teaching framework concurrently adhering to the APST to deliver evidence-based curriculum content to every student in every class.
References:
8 ways. (2007). Aboriginal Pedagogy. Retrieved from: www.8ways.online.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d). Cross-curriculum Priorities. Retrieved from: www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d). General Capabilities. Retrieved from: www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities.
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: www.aitsl.edu.au/teach/standards.
NSW Department of Education (DET). (2008). Quality Teaching Framework. Retrieved from: theelements.schools.nsw.gov.au/introduction-to-the-elements/policy-reforms-and-focus-areas/quality-teaching-framework.html.
General capabilities (GC) and Cross-curriculum priorities (CCP) are frameworks designed for teachers to embed within their pedagogy. CCP’s need to be considered in the delivery of the content in a manner that will deepen the knowledge and create relevance for students learning outcomes (ACARA, n.d) (APST, Focus area: 2.1 & 2.4). Whereas GC are the essential capabilities that students need to learn and use to increase the understanding of particular learning areas (ACARA, n.d) (APST, Focus area: 3.1).
In the video provided, it shows Glen incorporates some GC within the lesson effectively, although the incorporation of CCP’s are absent. The subject ‘rocks’ is a suitable learning topic to incorporate Sustainability and Aboriginal and Torres Strait Islander (ATSI) Histories and Cultures (APST, Focus area: 2.2 & 1.4).
This could have been achieved within the lesson by embedding environmental sustainability as a topic of consideration after the identification of coal. In light of this the integration of GC ‘ethical understanding’ and ‘critical and creative thinking’ (NSW DET, 2008) creates a learning opportunity through discussion and communication, deepening the students learning experience and process as well as their knowledge. The discussion can create a cognitive link to their previous topic involving space, through the promotion of the ethics of generating energy from the sun as an alternative of using coal for electricity (APST, Focus area: 3.3). This would have been effective teaching practice and encouraged ‘higher-order thinking’ (NSW DET, 2008). Furthermore, the representation of Aboriginal and Torres Strait Islander perspectives was non-existent in this lesson. The inclusion of the history of mining in Australia and the conflict it represents to first people nations, broadens the scope of cultural and ethical understanding from an alternate perspective.
Glen could have presented ‘cultural knowledge’ and created an ‘inclusive’ (NSW DET, 2008) classroom for ATSI students, as well as promoting intercultural understanding. If I was teaching this lesson in the future classroom, I would establish an inquiry lesson into how ‘rocks’ as coal and a resource are viewed by all citizens and how they are used within society, to stimulate a ‘deep understanding’ (NSW DET, 2008) by relating to everyday life. Continuing with ‘’rocks’ as landmarks which then becomes an opportunity to elaborate and incorporate ATSI cultures by representing Uluru, and the rich history of Ancient Aboriginal Australia and their significant knowledge of rocks, not as a resource but a cultural and spiritual element of everyday life (APST, Focus area: 2.4).
Glen’s lesson was a good example of the effective incorporation of ICT ‘s, with clear and concise directions contributing to equally effective behaviour management. (APST, Focus area: 2.6, 3.2 & 4.3).
One of my goals in my first professional experience was to be clear and concise in my content delivery. Feedback from my mentor teacher throughout the experience showed that I improved my delivery and I look forward to implementing this in my future practice.
As a preservice teacher I want to include the effective classroom practices demonstrated by Glen’s lesson into my own pedagogy and expand on areas within the lesson regarding cross curriculum priorities. Reflecting on Glen’s teaching practice and my personal experiences, I intend to design my pedagogy to incorporate general capabilities, cross curriculum priorities and the quality teaching framework concurrently adhering to the APST to deliver evidence-based curriculum content to every student in every class.
References:
8 ways. (2007). Aboriginal Pedagogy. Retrieved from: www.8ways.online.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d). Cross-curriculum Priorities. Retrieved from: www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d). General Capabilities. Retrieved from: www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities.
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: www.aitsl.edu.au/teach/standards.
NSW Department of Education (DET). (2008). Quality Teaching Framework. Retrieved from: theelements.schools.nsw.gov.au/introduction-to-the-elements/policy-reforms-and-focus-areas/quality-teaching-framework.html.
Effective teaching- APST Focus area: Standard 3 and 4
Student development and achievement are determined by effective teaching practices within the classroom. Effective teaching practices act as a foundation for the teacher’s capability to embed the Australian Professional Standards for Teachers (APST) within their pedagogy. This in turn increases student engagement and therefore maximises opportunities for achievement. As evidenced in Hattie’s research, student achievement is dependent on the effectiveness of a teacher’s performance. For example, effective classroom practices are evidenced in teacher accountability and influence which equates to 30% of overall student achievement (Hattie, 2003). Teacher pedagogy thus influences and informs student academic performance.
Effective teaching is critically reflecting on how students learn within classroom context (APST Focus area: 1.2), and how the teacher adapts their pedagogical strategies to improve student achievement and effective teaching practices (APST Focus area: 3.6).
As a preservice teacher, adopting the APST and effective classroom practices will guide my professional development from a preservice teacher to an effective classroom teacher.
An effective classroom teacher must operate within a broad spectrum of requirements. ‘The requirements of teaching can be divided into the following categories:
The APST are a guide for teachers to evaluate their practices and maximise their level of expertise to cater for student development. Whitton, Barker, Nosworthy, and Sinclair (2016) ‘Professionalism in teaching’ interprets the requirements of being a professional educator. Whereas John Hattie’s (2003) ‘Teachers make a difference, what is the research evidence’ illuminates the dimensions on what makes an expert teacher. Through John Hattie’s (2003) research he identifies five dimensions of expert teachers. These five dimensions are expert teachers’ necessities to identify fundamental representations of their subject and influence student learning through interactions. Additionally, an expert teacher can influence student outcomes, by being aware of student learning progressions and providing feedback accordingly in a matter that a student will connect and understand (Hattie, 2003). The five dimensions correlate with the APST closely, in particular; (APST Focus area: 4.2, 3.5, 5.2, 1.2 and 5.4).
Educators are trained specialists with a myriad of qualities and attributes that can contribute to positive and effective learning classrooms. Effective teachers combine the dynamics of the APST, the requirements and dimensions of the teaching profession to create an optimal learning environment for their students (APST Focus area: 4.4) and reflect on their teaching practices for professional growth and development (APST Focus area: 6.2).
Analysing the connections between John Hattie’s research and the APST will provide professional evidence-based sources that will support the development of effective teaching practices and skills as a Preservice teacher transitioning into the teaching profession.
References:
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: www.aitsl.edu.au/teach/standards.
Hattie, J. (2003). Teachers make a difference, What is the research evidence? Retrieved from: research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003.
Whitton, Barker, Nosworthy, Sinclair. (2016). Professionalism in teaching. Retrieved from: content.talisaspire.com/scu/bundles/5e5cc8fdc1af24253f36c964.
Student development and achievement are determined by effective teaching practices within the classroom. Effective teaching practices act as a foundation for the teacher’s capability to embed the Australian Professional Standards for Teachers (APST) within their pedagogy. This in turn increases student engagement and therefore maximises opportunities for achievement. As evidenced in Hattie’s research, student achievement is dependent on the effectiveness of a teacher’s performance. For example, effective classroom practices are evidenced in teacher accountability and influence which equates to 30% of overall student achievement (Hattie, 2003). Teacher pedagogy thus influences and informs student academic performance.
Effective teaching is critically reflecting on how students learn within classroom context (APST Focus area: 1.2), and how the teacher adapts their pedagogical strategies to improve student achievement and effective teaching practices (APST Focus area: 3.6).
As a preservice teacher, adopting the APST and effective classroom practices will guide my professional development from a preservice teacher to an effective classroom teacher.
An effective classroom teacher must operate within a broad spectrum of requirements. ‘The requirements of teaching can be divided into the following categories:
- Professional development
- Academic
- Ethical
- Legal
- Cultural
- Personal’ (Whitton et al, 2016, p. 42).
The APST are a guide for teachers to evaluate their practices and maximise their level of expertise to cater for student development. Whitton, Barker, Nosworthy, and Sinclair (2016) ‘Professionalism in teaching’ interprets the requirements of being a professional educator. Whereas John Hattie’s (2003) ‘Teachers make a difference, what is the research evidence’ illuminates the dimensions on what makes an expert teacher. Through John Hattie’s (2003) research he identifies five dimensions of expert teachers. These five dimensions are expert teachers’ necessities to identify fundamental representations of their subject and influence student learning through interactions. Additionally, an expert teacher can influence student outcomes, by being aware of student learning progressions and providing feedback accordingly in a matter that a student will connect and understand (Hattie, 2003). The five dimensions correlate with the APST closely, in particular; (APST Focus area: 4.2, 3.5, 5.2, 1.2 and 5.4).
Educators are trained specialists with a myriad of qualities and attributes that can contribute to positive and effective learning classrooms. Effective teachers combine the dynamics of the APST, the requirements and dimensions of the teaching profession to create an optimal learning environment for their students (APST Focus area: 4.4) and reflect on their teaching practices for professional growth and development (APST Focus area: 6.2).
Analysing the connections between John Hattie’s research and the APST will provide professional evidence-based sources that will support the development of effective teaching practices and skills as a Preservice teacher transitioning into the teaching profession.
References:
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: www.aitsl.edu.au/teach/standards.
Hattie, J. (2003). Teachers make a difference, What is the research evidence? Retrieved from: research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003.
Whitton, Barker, Nosworthy, Sinclair. (2016). Professionalism in teaching. Retrieved from: content.talisaspire.com/scu/bundles/5e5cc8fdc1af24253f36c964.
Collecting data- APST Focus area: Standard 5
Australian society is diverse culturally, economically and religiously. Reflecting on the Australian Bureau of Statistics (ABS) (2016), 26% of Australia’s population were born overseas, 60% of the population are known to have a religion and 15.8% of people were single parent families. These statistics representing Australian society, indicates a wide range of diverse students’ which teachers need to accommodate for in a classroom. Diversity for an educator presents an opportunity to adapt their teaching strategies to match the learning capabilities and understanding of their diverse students (APST, Focus Area: 1.3, 3.3). Information data regarding the diversity of students within your classroom will be beneficial for teachers to plan effective lessons in order to maximise student learning and engagement (APST, Focus area: 2.4, 3.2, 4.1). The variety of differences, whether it be cultural, economic or religious diversity, emphasises the importance for teachers to establish consistent classroom routines and practices. Having orderly working routines can be adapted to account for the growth and development of the student’s physical, social and intellectual capabilities. (APST, Focus Area: 4.2) That is, the teacher’s organisation of classroom expectations and activities provide clear directions and learning expectations and goals.
ABS data will guide me professionally and inform my teaching practices in planning for student diversity within the classroom context. Getting to know students on a personal basis and integrating quantitative and qualitative data of students will enrich my professional knowledge to cater for an individual student needs (APST, Focus area: 1.1, 4.2). Research presented by Anthony Shaddock (2013) states that the use of data to understand queries about student learning and teaching practices is proven to, improve student learning, enhance teaching practices and expose normally unseen student development. My approach to teaching in the future to a wide range of diverse students, is to use the Australian Professional Guidelines for Teachers (APST) as the foundation of my classroom practices, beginning getting to ‘know students and how they learn’ (APST, 2017). Implementing standard 1 from the APST and using the relevant data about my students, informs my delivery of the lessons and unit of work, where differentiation can be implemented and therefore cater to the diversity within the classroom.
Data can be viewed from various angles and divided numerous categories to assist teachers in knowing their students (Renshaw, Baroutsis, van Kraayenoord, Goos, and Dole, 2013). Armstrong and Anthes (2001) allocate data into:
Knowing your students and how they learn (APST, 2017) is fundamental for being an effective teacher. Knowing your students on a personal basis and connecting to individual students’ interests can assist their overall learning experience and ultimately support their health and wellbeing. ‘Simply knowing a respected adult cares about their interests and concerns may provide such students with the emotional support needed to focus on learning’ (Protheroe, 2005, p. 51).
Student engagement in the classroom stems from established, routines and relationships with the teacher as well as their classmates. This level of comfort and security directs the focus on their learning and can only improve effective teaching. Collecting data on their learning needs and effectively implementing teaching strategies enhances student engagement and achievement.
References:
Anthony, S. (2013). Using data to improve learning: Teachers, teaching and data. Camberwell, Victoria. ACER Press.
Armstrong, J., & Anthes, K. (2001). How data can help: Putting information to work to raise
student achievement. American School Board Journal, 188(11), 38-41.
Australian Bureau of Statistics. (2016). Stories from the census. Retrieved from www.abs.gov.au/ausstats/[email protected]/Lookup/2071.0main+features22016.
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: https://www.aitsl.edu.au/teach/standards.
Protheroe, N. (2005). Learning and the Teacher- student connection. Retrieved from: www.naesp.org/sites/default/files/resources/2/Principal/2005/S-Op50.pdf.
Renshaw, P., Baroutsis, A., van Kraayenoord, C., Goos, M., and Dole, S. (2013).
Teachers using classroom data well: Identifying key features of effective practices. Final report. Brisbane: The University of Queensland.
Australian society is diverse culturally, economically and religiously. Reflecting on the Australian Bureau of Statistics (ABS) (2016), 26% of Australia’s population were born overseas, 60% of the population are known to have a religion and 15.8% of people were single parent families. These statistics representing Australian society, indicates a wide range of diverse students’ which teachers need to accommodate for in a classroom. Diversity for an educator presents an opportunity to adapt their teaching strategies to match the learning capabilities and understanding of their diverse students (APST, Focus Area: 1.3, 3.3). Information data regarding the diversity of students within your classroom will be beneficial for teachers to plan effective lessons in order to maximise student learning and engagement (APST, Focus area: 2.4, 3.2, 4.1). The variety of differences, whether it be cultural, economic or religious diversity, emphasises the importance for teachers to establish consistent classroom routines and practices. Having orderly working routines can be adapted to account for the growth and development of the student’s physical, social and intellectual capabilities. (APST, Focus Area: 4.2) That is, the teacher’s organisation of classroom expectations and activities provide clear directions and learning expectations and goals.
ABS data will guide me professionally and inform my teaching practices in planning for student diversity within the classroom context. Getting to know students on a personal basis and integrating quantitative and qualitative data of students will enrich my professional knowledge to cater for an individual student needs (APST, Focus area: 1.1, 4.2). Research presented by Anthony Shaddock (2013) states that the use of data to understand queries about student learning and teaching practices is proven to, improve student learning, enhance teaching practices and expose normally unseen student development. My approach to teaching in the future to a wide range of diverse students, is to use the Australian Professional Guidelines for Teachers (APST) as the foundation of my classroom practices, beginning getting to ‘know students and how they learn’ (APST, 2017). Implementing standard 1 from the APST and using the relevant data about my students, informs my delivery of the lessons and unit of work, where differentiation can be implemented and therefore cater to the diversity within the classroom.
Data can be viewed from various angles and divided numerous categories to assist teachers in knowing their students (Renshaw, Baroutsis, van Kraayenoord, Goos, and Dole, 2013). Armstrong and Anthes (2001) allocate data into:
- ‘Demographic data: background information,
- Achievement data: including students’ results, and
- Instructional process data: related to the curriculum’ (p. 1).
- Summative assessments, which includes; standardised tests/assignments/quizzes
- Formative assessments, which includes; observations of student progress and informal notes of student engagement to determine what works and what doesn’t (Renshaw et al, 2013).
Knowing your students and how they learn (APST, 2017) is fundamental for being an effective teacher. Knowing your students on a personal basis and connecting to individual students’ interests can assist their overall learning experience and ultimately support their health and wellbeing. ‘Simply knowing a respected adult cares about their interests and concerns may provide such students with the emotional support needed to focus on learning’ (Protheroe, 2005, p. 51).
Student engagement in the classroom stems from established, routines and relationships with the teacher as well as their classmates. This level of comfort and security directs the focus on their learning and can only improve effective teaching. Collecting data on their learning needs and effectively implementing teaching strategies enhances student engagement and achievement.
References:
Anthony, S. (2013). Using data to improve learning: Teachers, teaching and data. Camberwell, Victoria. ACER Press.
Armstrong, J., & Anthes, K. (2001). How data can help: Putting information to work to raise
student achievement. American School Board Journal, 188(11), 38-41.
Australian Bureau of Statistics. (2016). Stories from the census. Retrieved from www.abs.gov.au/ausstats/[email protected]/Lookup/2071.0main+features22016.
Australian Institute for Teacher and School Leadership (AITSL). (2017). Australian Professional Standards for teachers. Retrieved from: https://www.aitsl.edu.au/teach/standards.
Protheroe, N. (2005). Learning and the Teacher- student connection. Retrieved from: www.naesp.org/sites/default/files/resources/2/Principal/2005/S-Op50.pdf.
Renshaw, P., Baroutsis, A., van Kraayenoord, C., Goos, M., and Dole, S. (2013).
Teachers using classroom data well: Identifying key features of effective practices. Final report. Brisbane: The University of Queensland.
