Professional Challenge 1: What do I understand about how students learn and how to teach them effectively? Practice Word/Phrase Descriptor Proof of Practice (Describe how you HAVE (Response to Professional (Explanation of word or (Evidence to support put word or phrase into Challenge) phrase) practice claim) action) I have attempted to incorporate behaviourism into my lesson plan by strategically paring or Behaviourism, in terms of grouping students on the learning, considers that it of who works well is through modifying with whom. By ensuring behaviour and ensuring that students are working Behaviourism learners’ preparedness for collaboratively with learning that the best someone who will not outcomes will be distract them in their achieved. (Woollard 2010) work, I as the teacher am ensuring that I can get the most attention and participation out of my students. In a year 9 Italian to establish the students’ Formative assessment prior knowledge on the was developed through topic of I asked the ‘food’, the responses I received students to contribute from students. If I am vocabulary to a class given correct responses to brainstorm. Although questions I have asked, input was basic, I became then I know that the aware that the students students are needed to begin the Obtaining information understanding and subject from scratch and about student’s progressively acquiring hence, plan my lessons progression and knowledge of the subject. around the students Formative Assessment progression and the I also conduct a very having no prior quality of how lessons are minor form of formative knowledge. being taught. (Marsh assessment by asking 2008) students if they are In a year 10 Italian I following on with was able to pinpoint directions and which students fully information. By asking the understood my students to repeat explanations, by asking recently acquired for repetition of my knowledge, then I can be command or a translation sure that they are of my command. understanding the lesson content and instructions. A collection of data that I have not currently tells us what students undertaken any know and do not know, summative assessment, and what they are capable Summative Assessment but am in the process of of doing. Summative preparing a task which will assessment usually occurs be summatively assessed. at two stages in the school year, mid-year and
Professional Challenge 1: What do I understand about how students learn and how to teach them effectively? Word/Phrase (Response to Professional Challenge) Descriptor (Explanation of word or phrase) Practice (Describe how you HAVE put word or phrase into action) Proof of Practice (Evidence to support practice claim) Behaviourism Behaviourism, in terms of learning, considers that it is through modifying behaviour and ensuring learners’ preparedness for learning that the best outcomes will be achieved. (Woollard 2010) I have attempted to incorporate behaviourism into my lesson plan by strategically paring or grouping students on the of who works well with whom. By ensuring that students are working collaboratively with someone who will not distract them in their work, I as the teacher am ensuring that I can get the most attention and participation out of my students. Formative Assessment Obtaining information about student’s progression and progression and the quality of how lessons are being taught. (Marsh 2008) Formative assessment was developed through the responses I received from students. If I am given correct responses to questions I have asked, then I know that the students are understanding and progressively acquiring knowledge of the subject. I also conduct a very minor form of formative assessment by asking students if they are following on with directions and information. By asking the students to repeat recently acquired knowledge, then I can be sure that they are understanding the lesson content and instructions. In a year 9 Italian to establish the students’ prior knowledge on the topic of ‘food’, I asked the students to contribute vocabulary to a class brainstorm. Although input was basic, I became aware that the students needed to begin the subject from scratch and hence, plan my lessons around the students having no prior knowledge. In a year 10 Italian I was able to pinpoint which students fully understood my explanations, by asking for repetition of my command or a translation of my command. Summative Assessment A collection of data that tells us what students know and do not know, and what they are capable of doing. Summative assessment usually occurs at two stages in the school year, mid-year and I have not currently undertaken any summative assessment, but am in the process of preparing a task which will be summatively assessed.
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