Students find it extremely rewarding to incorporate aspects of their lives, into their What a person knows – learning and curriculum this includes things content. In the subject of outside the school Italian, culture and environment. For immigration plays a example, a prominent role. On one of student might not my teaching rounds, I be very familiar with taught at a school which science but is very was very multi-cultural. Funds of Knowledge knowledgeable about So in teaching a lesson on immigration, I asked agricultural-related students to put up their topics as he works on hands if they themselves the farm; agricultural had a story about knowledge is part of this immigration which they student’s funds of could share with the knowledge (Moll et al class. With these stories 1992). of immigration, came recounts of family traditions, cultural values and personal experiences. Aspects of this Professional Challenge that I need to know more about and/or need to implement avoid acts that would ‘To be likely to injure Duty of care Need to know more. another person’ (Marsh 2008) PROFESSIONAL PRACTICE 4. Graduating teachers plan and assess for effective learning. The graduating teacher establishes clear and achievable learning goals for students and plans for a sequence of activities and materials to provide meaningful learning opportunities for students. The graduating teacher uses assessment strategies to evaluate the learning of the students and is able to analyse their progress and engagement in learning, and provide appropriate feedback. Within the context of a course of pre-service teacher education which provides at least 45 days of supervised professional practice, graduating teachers will … use their design lesson and evaluate student plan learning monitor and record • • • • • student learning, professional unit which responses and work sequences and providing knowledge to integrate a range of samples, using a units which are appropriate establish clear, activities, resources, variety of strategies consistent with feedback to challenging and and materials to and tools to make curriculum students on their achievable learning support learning, appropriate statements and progress and how goals for students including the use of assessments of frameworks and to improve, and for as individuals and ICT and other learning and plans assessment reporting to parents. groups. learning for future teaching structures technologies. and learning commonly used in activities. schools.
Funds of Knowledge What a person knows – this includes things outside the school environment. For example, a student might not be very familiar with science but is very knowledgeable about agricultural-related topics as he works on the farm; agricultural knowledge is part of this student’s funds of knowledge (Moll et al 1992). Students find it extremely rewarding to incorporate aspects of their lives, into their learning and curriculum content. In the subject of Italian, culture and immigration plays a prominent role. On one of my teaching rounds, I taught at a school which was very multi-cultural. So in teaching a lesson on immigration, I asked students to put up their hands if they themselves had a story about immigration which they could share with the class. With these stories of immigration, came recounts of family traditions, cultural values and personal experiences. Aspects of this Professional Challenge that I need to know more about and/or need to implement Duty of care ‘To avoid acts that would be likely to injure another person’ (Marsh 2008) Need to know more. PROFESSIONAL PRACTICE 4. Graduating teachers plan and assess for effective learning. The graduating teacher establishes clear and achievable learning goals for students and plans for a sequence of activities and materials to provide meaningful learning opportunities for students. The graduating teacher uses assessment strategies to evaluate the learning of the students and is able to analyse their progress and engagement in learning, and provide appropriate feedback. Within the context of a course of pre-service teacher education which provides at least 45 days of supervised professional practice, graduating teachers will … • use their professional knowledge to establish clear, challenging and achievable learning goals for students as individuals and groups. • design lesson and unit which integrate a range of activities, resources, and materials to support learning, including the use of ICT and other learning technologies. • evaluate student responses and work samples, using a variety of strategies and tools to make appropriate assessments of learning and plans for future teaching and learning activities. • plan learning sequences and units which are consistent with curriculum statements and frameworks and assessment structures commonly used in schools. • monitor and record student learning, providing appropriate feedback to students on their progress and how to improve, and for reporting to parents.
teresa_colaianni_900186795_eee401_task_1__audit.docx