References

Australian Curriculum, Assessment and Reporting Authority. (2018). Gifted and Talented Students. Retrieved from https://australiancurriculum.edu.au/resources/student-diversity/gifted-and-talented-students/.

 

Australian Curriculum, Assessment and Reporting Authority. (2018). National Assessment Program. Retrieved from https://www.acara.edu.au/assessment.

 

Australian Institute for Teaching and School Leadership Limited. (2018). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards.

 

Bandura, A. (1993) “Perceived self-efficacy in cognitive development and functioning”. Educational Psychologist, 28(2), pp. 117-148. Retrieved from https://doi.org/10.1207/s15326985ep2802_3.

 

Berk, L. E. (2009) Child development (8^th ed.) Boston: Pearson.

 

Chknman (2011, November 2). ICT in the Classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=o4yZG69sm4Q&feature=youtu.be.

 

Churchill, R., Godinho, S., Johnson, F. N., Kseddie, A., Letts, W., Lowe, K., Mackay, J., Mcgill, M., Moss, J., Nagel, M. C., Shaw, K., Ferguson, P., Nicholson, P., Vick, M. (2015). Teaching: Making a difference (3^rd ed.). Milton, Australia: John Wiley & Sons.

 

Dewey, J. (1919). How we think. Boston: DC Health.

 

 

Flynn, JR. (2000). The hidden history of IQ and special education: Can the problem be solved?, Psychology, Public Policy and Law, 6(1), 191-198.

 

 

Frey, B., Schmitt, V., Allen, J. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2).

 

ISU Writing Program. (2015, June 18). What is Assessment? [Video file]. Retrieved from https://www.youtube.com/watch?v=xb609JC3_QU.

 

Kearny, P. (2007). Cognitive assessment of game-based learning. British Journal of Educational Technology, 38(3), 529-531.

 

Maslow, A. (1999). Toward a psychology of being (3^rd ed.) New York: John Wiley & Sons.

 

National Assessment Program. (2018). NAPLAN. Retrieved from https://www.nap.edu.au/naplan.

 

New South Wales Education Standards Authority. (2018). Assessment Principles. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/assessment-principles.

 

TheFightinAnalyst. (2012, August 8). Good Will Hunting (Education vs. Intelligence) [Video File]. Retrieved from https://www.youtube.com/watch?v=6ZI1vgJwUP0.

 

Twining, P. (2002). Conceptualising computer use in education: Introducing the computer practice framework (CPF). British Educational Research Journal, 28(1), 95-110.

 

Vidergor, H. E. & Harris, C. R. (2015). Applied practice for educators of gifted and able learners. Boston: Sense Publishers.

 

Woolfolk, A, & Margetts, Kay. (2013). Educational psychology (3^rd Ed.). Frenchs Forest: Pearson Australia.

Critical Reflection 4: Assessment

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(A useful summary of the principles of assessment)

 

Effective assessment is something that I am finding a high priority as I learn more about the creation and implementation of assessment throughout my university studies. NESA (2018) state that it is an integral part of the teaching and learning experience, suggesting it is not merely a method of indicating ‘results’. The ideas and arguments both for and against standardised testing such as NAPLAN are of particular interest. ACARA (2018) encourages the principle that assessment be authentic and challenge students. Rather than simply assessing a student’s ability to summarise content, a task should challenge to consider why the acquired knowledge is necessary and what implications it has in a wider context – here making cross-curriculum priorities relevant. Frey et al. (2015) suggest that assessment tasks with real world connections and implications are more authetntic and thus engaging for students. Recently, whilst designing sample assessment tasks for an assignment, I was careful to address diverse learning styles and preferences as well as backgrounds, in order to address Australian Professional Teaching Standards 1.3, 1.5 and 2.6. The assessments I designed sought to allow a degree of choice in the subject area (where relevant) and mode of presentation of the assignments, thereby addressing the diverse learner styles and needs and also encouraging student self-efficacy, allowing them to challenge themselves if possible. Upon reflection, the potential here is that some students may not challenge themselves and have the intrinsic motivation necessary to do so. So, it will be important in my personal use of assessment to regularly reflect on how effective they have been, informing me for future assessment delivery and design.

Image source: https://i1.wp.com/issuesunderfire.com/wp-content/uploads/2015/03/self_reflection.jpg?resize=548%2C407

 

Critical Reflection 3: Lesson Planning and Behaviour Management

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Perhaps one of my greatest fears when beginning practicum last year was the inevitable moment that a lesson plan fell through – for one reason or another, it was bound to happen. My reflection of practicum overall only further advanced this idea of inevitability, though the fear itself was allayed. One particular lesson taught to year 8 English in period 5 (after lunch, the last of the day) looked to be the most likely candidate for a disastrous classroom experience. However, it was not. Surprisingly, this lesson which I had meticulously planned out and was quite proud of in theory, though scared to implement, went so smoothly that my supervising teacher was shocked too. Conversely, a few days later, a year 7 English class taught in period 2 which was no less planned and of rather similar content was a disaster. In this case, the group activity was not working well, misbehaviour was rife and as students began distracting others it was quickly evident that the entire lesson was spiralling out of my control. At first, I couldn’t understand why, when these lessons were so similar, they could have such opposite results. Here, the benefits obtained through reflective practice (Churchill et al., 2015) became obvious. As I truly reflected on these lessons in a conversation with my supervising teacher, I began to realize that there were three factors involved here: the first, beyond my control, was the coincidental and unpredictable mood of the class that day. But, the second and third factors were within my control and related to the importance of differentiation for the very diverse range of learners in that class and my ability to implement behaviour management strategies. Many students at this school, relating back to Maslow’s hierarchy of needs, were not having all their needs met before coming to the classroom. Many came from families who had limited to no interest in their child’s education or were even not in the picture at all. This taught me that I must be aware of my students’ overall wellness before beginning or implementing a lesson as well as differentiate more effectively to accommodate the diversity in the classroom. This overall experience and discussion with my supervisor gave me great understanding of the importance of a number of the Australian Professional Standards for Teaching, particularly 4.3, and 6.3, thus providing opportunity to develop my skills for the next practicum I undertake.

Critical Reflection 2: Gifted & Talented Students

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With relatives in the teaching profession, there has been one particular issue in education that has seemingly increased in prominence of recent – that of gifted and talented students. Whilst these students may exhibit well above average proficiencies in many areas, the necessity of identifying and addressing them as gifted and talented has been highlighted as a key priority in ensuring their success. Section 1.5 of the Gifted and Talented Policy (2006) states that

“Teachers have a responsibility to select and implement a variety of teaching strategies for inclusion in programs for the range of gifted and talented students in their classes”.

However, as Berk (2009) has stated, these students can often be found to mask their ability, often in order to ‘fit in with the crowd’. It is thus of vital importance these students be identified as early as possible. Once identified, differentiation becomes a significant aspect of the student’s education. In my experience tutoring a few students identified as gifted and talented at school, the differentiation they require goes beyond the realm of simple extension activities. Sometimes this is dependent on their year level or the wider ability of their peers, but I have found that content itself must be broadened, or sometimes, the student may require completely different content material. Whilst I am studying to become a secondary teacher, I found I learnt a lot about this subject when tutoring one particular kindergarten student. So far advanced was his mind and ability that he was given not only more complex maths work for example, but was reading books about space and could explain complexities of space travel and gravity in some detail. The experience I have had with gifted and talented students gave me important insight into ways I understand and might in future address Australian Professional Standards for Teachers item 1.5 in my classroom, teaching me that each gifted and talented student once identified, will require a specific and vastly different approach and perhaps upon reflection, all students might benefit from this differentiated approach.

(Will demonstrates previously unidentified gifted and talented qualities and intelligence)

Critical Reflection 1: ICT

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As mentioned earlier in my teaching philosophy, ICT and the extent to which it is involved in the classroom is a contentious issue in modern education, with arguments both for and against its deeper integration. Being a bit further separated from secondary schooling than some of my peers, I was in fact quite shocked at the profound influence and even reliance on ICT in classrooms. My opinion of ICT use is still somewhat wavering; on the one hand, I can see how useful it can be not only as a resource, but as a tool to engage students, particularly through use of multimedia platforms. – but it can also conversely distract from learning or be misused. Australian Professional Standards for Teaching item 2.6 outlines a requirement to incorporate ICT which leads me to a current stance that would argue ICT should indeed be utilised, but should also be used meaningfully, not

“…merely because it makes something look nice, or because it should be used” (Churchill et al., 2015, p. 344).

Image source: https://media1.tenor.com/images/4586398487335a08cb728d0520f180d2/tenor.gif?itemid=5299647 

 

My experience of the classroom has taught me that close monitoring of ICT use is always necessary, particularly in the use of group work as it can quickly become a source of distraction. I would never seek to undervalue the educational benefits and possibilities of ICT, but find I agree with Twining (2002), who asserts ineffective engagement with ICT, whereby it is used merely for the sake of using it and addressing a standard will result in ineffective learning. In these cases, students will often simply engage in automatic behaviour, replicating an already learned skill. For example, if ICT is repeatedly used for the same purpose and on the same platform, such as in the use of PowerPoint, the ICT element of the activity or lesson has not been meaningful and no new knowledge has been acquired. So, it will be imperative that ICT is used carefully as well as creatively to adequately and meaningfully address this curriculum priority. If there is a carefully considered rationale behind incorporating ICT in a lesson, then I believe it will be effective and enhancing for learners. Of course, it will be important as a reflective teacher to revaluate the successes and failures of this incorporation to refine future implementation. Furthermore, careful consideration will also be necessary in terms of addressing the diverse backgrounds of learners (e.g. considering socioeconomic or cultural backgrounds and access) as well as their diverse learning styles.

(A university assignment created by a student, outlining the benefits of ICT)

Teaching Philosophy

“No one should teach who is not in love with teaching” – Margaret E. Sangster

Completing my secondary education quite some time ago in 2009, I have had plenty of opportunity to gain a diverse experience of life and working environments since leaving school. Whilst teaching was not my initial choice, beginning my Bachelor of Teaching/Bachelor of Arts at ACU in 2016 has taught me I have definitely found the right path. I decided upon a career in secondary education as I believe it will not only allow me to pursue passionate interests I have long held, but will challenge me on a personal and intellectual level every day. I believe teaching is not just a job, but a vocation – something which I find brings a valuable dimension to educators of any kind. Knowledge is both a gift and a fundamental right to be shared amongst all. My role as a teacher is to facilitate learning to all students from all backgrounds. In keeping in line with the Australian Professional Standards for Teachers (AITSL, 2018), particularly in reference to item 1 – all subsections – I must be aware of the diversity of student backgrounds as well as be prepared to diversify my teaching to meet the respective diverse needs and learning styles of students.

Contrary to Piaget’s theories of human development, modern understanding of the neuroplasticity of the brain suggest that as teachers, we have the opportunity to play a vital role in not only imparting knowledge, but shaping the ways students learn and utilising this plasticity to our advantage as educators (Churchill et al., 2015). Whilst the digital age and dependency on technology are a cause for concern to some, I support the idea that on the contrary, engagement with an array of technological platforms and mediums has expanded the capabilities of learners, especially in relation to improved cognitive ability and multitasking Flynn 2000; Kearny 2007). The Australian Professional Standards for Teaching item 2.6 in fact suggests that the use of ICT may be used to expand learning opportunities for students across the curriculum, further supporting this belief.

Image source: https://www.simplypsychology.org/maslow-hierachy-of-needs-min.jpg

Motivation becomes a concern here in terms of not merely maintaining the attention of students throughout a lesson, but ensuring they are motivated to learn in general. Whilst behaviourists would suggest reward/punishment methods and social cognitivists would almost discount reward entirely, I seek to adopt a humanist approach in my teaching. Maslow (1999) suggested a hierarchy of needs with each step needing to be met before the next may be achieved. Having experienced a school where, in some cases, the basic needs of students were not being met, I find myself strongly affiliated with this theoretical approach. Whilst all learners are diverse in their ability and learning styles, I have found that no amount of lesson diversification is helpful when motivation is not present. I found throughout practicum that as a teacher, I not only needed to address the content of a lesson, but at times the overall wellbeing of a student. This ties back to the idea of teaching as a vocation and a career one must be truly passionate about. I expect my teaching to be a holistic experience which enriches the lives of my students overall, addressing interdisciplinary priorities and expanding into their preparedness for life outside school. As supported by Vidergor & Harris (2015), I believe it is important a teacher is themselves enthusiastic and encouraging in order to best facilitate learning and maintain student motivation. Internal motivation would be by strongest focus, as there is a proven positive link between performance and student self-efficacy (Bandura, 1993).

Of key importance to my teaching overall, perhaps beyond any other principal, will be reflective practice. Going beyond mere observation of how a lesson is progressing, Dewey (1910) suggested reflective thought is rather a pattern of behaviour whereupon a conscious effort is made to evaluate the reasoning behind a practice. I aim to keep this in mind throughout my own reflections in order to adhere to a teaching philosophy that, whilst it may change, will always be supported by evidence of success.

Engaging in reflective practice once I begin teaching full-time might change some of my philosophy, which is perfectly acceptable as long as I continue to foster holistic, diverse and meaningful learning for my students and utilise an array of mediums to maintain their motivation whilst addressing their basic needs. Hopefully, through this, my students will learn to love learning as I do.

Professional Profile

I completed my HSC, finalising my secondary education in 2009. I am currently studying a Bachelor of Teaching/Bachelor of Arts at Australian Catholic University. Due to receiving credit for previous study, I will finish my degree majoring in both History and English and will thus apply for ‘first accreditation’ in both disciplines. I currently work two jobs to support myself through this degree; I hold a part-time position as a duty manager in a supermarket as well as a casual position in a retail outlet. I am a passionate person who enjoys learning as well as sharing that knowledge, which recommends me highly as a future educator.