​​1.1 Physical, social and intellectual development and characteristics of students

Brief description of evidence

​In the past few weeks, I have observed the Social interaction, development and characteristics of students in my classes. One of my special education needs students has been going quiet well, my first class he requested to leave, using a 'time-out', he does not like a lot of noise. I have made conscious effort to keep the classroom relatively quiet and he has not left my class since.

Other social characteristics and developments of my year 8 students include separating students to improve on-task behaviour and productivity.     ​

In my year 9 classes, there are certain students who when sitting together, have been disruptive, lowering their own and others productivity. Separating these students has proven to greatly improve productivity and lower general noise in the classroom allowing all students to develop their intellect and social connections with other students in the class.

During sport, the observation was made that the physical development of students had improved, students walked further with less complaining and in less time.  ​

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​​Analysis of what i learned

​It is a good idea and sound practice to separate students that prove themselves to be unproductive and disruptive.   

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Evidence

​I created seating plans (shown below) to maximize productivity by minimizing the temptation to talk and get side tracked.

 

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​1.2 Understanding how students learn.

​Brief description of evidence

In the past few weeks I have used my understanding of how students learn to implement effective teaching strategies and develop my pedagogy. 

When I developed the unit of work for the assignment, I contemplated the different ways in which students learn and developed resources to help cater for a range of learning styles. See RESOURCES: Figure 01, Figure 02, Figure 03 ​

These resources relied on and made good use of the white board and projector.   ​

 

Analysis of what i learned

The use of the white board really worked well. 'chalk and talk' can still be effective in moderation and at certain times. I found using it at the start of the lesson settled students and helped them to understand what I was explaining and what they would be focusing on each lesson. It also served as a reminder for what students needed to do when they finished one task or got stuck.

The projector and my net-book have been invaluable resources for demonstrating and explaining the tasks for the lessons and the assignment.  ​

 

Evidence

​See RESOURCES page of this website - board work​

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​1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

​Brief description of evidence

​To meet the learning needs of students across a range of abilities I have incorporated the use of written instructions with verbal instructions to increase the amount of information students absorb. I have used physical resources and created examples of work I wish for students to do and done demonstrations for the examples afterwards, encouraging students to follow on with their project.    

 

Analysis of what I learned

​students respond well to a variety of teaching methods combined.

 

Evidence

For the year 8 class, I used a sample booklet (filled in), finished coaster (see Projects: 02 coaster) and also brought in pieces of timber to show students the different characteristics of timber including growth rings, pores, weight, odor, texture and colour. (see resources: Year 8 resources)

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For year 9, I have created an extensive range of examples and resources for the students to see and use. See PROJECTS: 01 fable - a compilation of all the examples I made for all the different types of animation projects. See RESOURCES: assignment details AND worksheets.

   

1.6 strategies to support full participation of students with a disability

​Brief description of evidence

​In each of my classes, I have had a student with a slight disability, most of them are learning disabilities. For each student I have given individual help and assistance. I also observed and helped in the year 7 class of another teacher. This class had a student with a higher level of disability, he was very enthusiastic, eager to learn and payed attention to instructional details that other students did not. His motor skills were not refined to the level of other students and this meant his projects needed assistance and were not on the same level as other students.   

 

Analysis of what I learned

​In the year 7 woodwork class of another teacher, I helped a student with diverse abilities, I learned a lot about how to help students and differentiate tasks for them that are achievable for the student. ​

In my classes, I learned to keep in mind the diverse range of abilities of my students when explaining, demonstrating, instructing and helping individually.

 

Evidence

​The simplistic and easy to understand work sheets made for the year 9 classes cater for the students who require structured planning for their animation and prompts for what to do. these worksheets have been used and refereed to often by most of the students. They worked well for the whole class. 

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