Standard 2 - Know the content and how to teach it
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2.1 Content and teaching strategies of the teaching area & 2.2 Content selection and organisation During my PST placement, I developed a year 10 physical education unit which investigating the various systems of the body. This example outlines one of the lessons which looked at the function of the muscular system. This lesson concludes with a sharing circle which serves a couple of purposes: - provide feedback to the teacher about the class; - have students summarise/synthesise the content they have acquired in the session - identifying the content that students need further assistance on and adjust succeeding lesson plans In addition, the sharing circle can be seen as a supporting tool to the cognitive learning theory. In particular, this tool aims to address Vygotsky’s theory of Zone of Proximal Development. This tool can also be used a guide for teachers to identify what students know and further need support with in succeeding lessons. Furthermore, the sharing circle also facilitates the development of a number of inter/intra personal skills such as self-awareness, self-development & relationship skills. Artifact 1. Year 10 lesson plan which highlights content selection relevant to the teaching area, teaching strategies and organisation techniques. Artifact 2. Mid-Practicum report outlining my content knowledge and ability to use a range of learning theories and styles in my teaching. 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australia As a teacher of Physical Education, I have the pleasure of being able to introduce students to a variety of games from many different cultures. As part of my PST placement, I planned an "ice-breaker" lesson for year 8 students which involved them bringing a game from a different culture to be played in class. One of the games I demonstrated was a game called "Kai", originating from the Torres Strait Islands. This traditional indigenous game not only provided students with the opportunity to develop physical skills and gain understanding of the importance of developing individual and team strategies, it also provided an opportunity to learn about, appreciate and experience aspects of Aboriginal culture. According to the Curriculum Leadership Journal (2013), the Australian government and education system must close the gap between Aboriginal and Torres Strait Islander and non-Indigenous Australian educators to develop students’ understanding of, and respect for Aboriginal and Torres Strait Islander community. This activity not only can be seen as a creative approach on how students can understand the content, but more importantly place emphasis on how non-Indigenous Australians understand and respect Aboriginal and Torres Strait Islander’s culture. 2.6 Information and Communication Technology (ICT) In the realm of Physical education, not many things excite me more than developing strategies for implementing ICT within my lessons. The justification of my use of ICT is influenced by constructivist theory; particularly connectivism, social learning theory and anchored instruction. During the course of my PST placement I was able to implement and assess some of the resources that I had begun to develop during my post graduate studies. According to Diana Laurillard (2002), there are several basic types of learning technology; narrative, interactive, adaptive, communicative and productive. The online quiz which I outline in the attached document falls into the interactive or adaptive media category. The key to successful use of these technologies in the classroom is in teachers developing these quizzes in ways that they play less of an assessment role, and more of a teaching role. This can be achieved by understanding the goals of the ICT use and careful construction of the types of questions used as well as the type of feedback provided to the student. I have also used video to great effect in my teaching, one example being a series of videos used during a year 9 physical education theory class to analyse movement skills. Students were able to replay, pause, speed-up and slow down the video which enabled them to accurately analyse the demonstrated skill in a way which would otherwise be impossible. Artifact 3. Essay highlighting my understanding of the theoretical justification of ICT use in the classroom Artifact 4. Screenshots from the "Poll Everywhere" app which demonstrate its use as a formative assessment tool. Artifact 5. Screenshot of video used by students for movement analysis. |