Know the students and how they learn
"Nikki asks questions about the students and show great interest in their learning and individual needs" (Maria Kovas, Pinewood Primary School, 2012)
"Nikki has build a positive rapport with students and adapts to different learning needs" (Stacey Micallef, Knox Park Primary School, 2014)
"Nikki adapts tasks to meet individual students needs" (Kerri Emonson, Wantirna South Primary School, 2013)
Theory of Multiple Intelligences:
Gardner: "These intelligences are used typically to complement one another as individuals develop skills or solve problems" (Killen, pg, 121). Furthermore, "students are typically stronger in relation to some of these intelligences than others" (Killen, pg, 122)
I am a constructivist teacher where I believe knowledge is constructed in the mind of the learner. I have used this in the classroom in an Inquiry Unit where students are introduced to the topic 'Hands Across Australia' and all the elements we will be covering over the weeks. Students are then to write a question they have for example "Who made the Australian Flag?'. At the end of the unit students researched and responded to their questions and displayed their answers in their portfolio. I was able to expereince the students become interactive learners sharing ideas and using pre-existing knowledge of the unit to answer their own posed question. Students had ownership of their own learning
I cater to learners in and outside the classroom using the Theory of Multiple Intelligences.
Constructivist Theory:
Where knowledge is constructed in the mind of the learner.
Know the content and how to teach it
“Nikki displayed continued growth in her understanding of the curriculum and knowledge required to support student learning to meet all needs” (Wantirna South Primary School, 2013, Kerri Emonson)
“Nikki plans her lessons well and ensures that she is organised in advance to lessons, preparing timing of activities and reflecting on success” (Knox Park Primary School, 2014, Stacey Micallef)
"Nikki willingly takes on advice and seeks feedback, as she reflects on the success and areas of improvement needed after each lesson" (Stacey Micallef, Knox Park Primary School, 2014)
“Nikki’s willingness to research and develop content is a strength. She was well prepared and planned” (Gladesville Primary School, 2013, Peter Humphreys)
My Weekly Planner
e5 model:
Is an instructional model using the constructive approach, which implies that students learn and construct new ideas on top of their old pre-existing knowledge.
Using the e5 model in a year 1/2 science sequence enabled me to use a constructive apporach in a different curriculum area. The sequence conducted over 8 weeks enabled me to incoporate all aspects of the e5 model. I was able to effectively engage students through videos and games covering the topic of chemical sciences. Throughout the sequence I was able develop my teaching and learning throughout as I reflected on my teaching and the students learning in the lessons. Here I have attached a link to a Prezi which shows the development of the students and results of our teaching sequence.
Planning weekly allows me to effectively plan and organise lessons in advance. I am able to focus on particular students in specific subjects. Here is an example of a weekly planner I completed. This shows how I organise my lessons, plan effectively and involve all students in learning.
Inquiry Learning:
Is a constructivist approach where students have ownership of their learning.
I implemented a sequence for 5/6’s involving two key learning areas and all three forms of assessment. The unit on Circuit Boards and writing a procedure focused students on the subjects Science and English. I diagnostically assessed the students through brainstorming and questioning about circuit boards and further assessed their prior knowledge of procedural texts through brainstorming. I used formative assessment as students were playing with the circuit board materials and ICT circuit board games to observe and quickly attend to any misconceptions before going further in the lesson. I used Summative Assessment to create a portfolio assessment piece to overlook their knowledge and experience with Circuit boards and procedural texts. This further my practice as a teacher as the sequence allowed me to reflect and develop my skills in assessment and development of students in a unit or sequence and my teaching strategies.
Inquiry unit - Circuit Board - English/Science
To effectively plan and deliver lessons whilst on placement, I utilised both diagnostic assessment and the curriculum to give me an indication on what students already know and what they needed to know. In one lesson sequence with 3/4’s, I introduced chance and data, over the course of two weeks; the students were diagnostically assessed through reflection on the white board and observation of small group games. I was able to formatively assess the students through one-to-one discussions and results in small group games. From this, my mentor and I were able to create a summative assessment task to record the students learning. The student’s progress was monitored and modified through individual and small group activities to support and challenge the students through their learning of chance and data.
4/5 - Math Sequence - Chance and Data