1. EDUC5256 JPB: Implementation of AITSL
Australian Professional Standards for Teachers
during my junior primary placement
2. AITSL 3.3 USE TEACHING STRATEGIES
INCLUDE A RANGE OF TEACHING STRATEGIES
• Selecting the appropriate teaching strategy to support student learning.
Need to have a range of evidence based teaching strategies to select
from (Deans et al 2016).
• Use of think-pair-share to support collaborative learning and build oral
communication skills.
• Explicit teaching: showing students what to do and how to do it.
• Whereas, during exploration, students participate in inquiry or
cooperative learning.
3. AITSL 3.4 SELECT AND USE RESOURCES
DEMONSTRATE KNOWLEDGE OF A RANGE OF
RESOURCES, INCLUDING ICT, THAT ENGAGE
STUDENTS IN THEIR LEARNING.
• Use of manipulatives are important in the early years mathematics as
they deepen understanding. For example, exploring number and
subitising.
• Students were particularly engaged with educational songs and videos
from sources such as YouTube. These were often used to introduce a
topic or during daily routines.
• Use of interactive mathematics and reading games, as a class or
independently, engages the students.
4. AITSL 4.1 SUPPORT STUDENT PARTICIPATION
IDENTIFY STRATEGIES TO SUPPORT INCLUSIVE
STUDENT PARTICIPATION AND ENGAGEMENT IN
CLASSROOM ACTIVITIES.
• Routines and structures are key to achieving a productive learning environment (Williams 2013).
Helps the students to feel safe and supported in the school environment and encourages
independence. They know what is expected of them. During placement it was important that I keep
my teaching consistent with the routines established and also keep expectations the same.
• Building positive relationships with students supports participation, growth and exploration. It is
important to build trust with all students so that the classroom is a safe and secure environment
(Sapon-Shevin 2010). As my placement in the same class continued, I built relationships with
students which I found made teaching easier, as student engagement increased and there was more
open communication.
• Another, key is having flexibility in lesson planning. Learning to read the class, when is it time to end
this lesson, change it if it’s not working, perhaps come back to it. Reflect on what the students need
in that moment – don’t stick to a rigid plan.
5. REFERENCES
• Deans, J, Page, J & Tayler, C 2016, Pedagogy: the selection and use of
evidence-based teaching strategies ; The balance, purpose and intent of
children’s learning within play-based programs, in J Page & T Collette
(eds), Learning and teaching in the early years, Cambridge University
Press, Port Melbourne, Victoria, pp. 74–89.
• Williams, D 2013, ‘Background basics’, in Constructing a theoretical
practical and philosophic approach to managing learning environments
(EDUC 3007), Pearson Australia, Frenchs Forest, N.S.W., pp. 1–24.
• Sapon-Shevin, M 2010, ‘Schools as communities’, in Because we can
change the world: a practical guide to building cooperative, inclusive
classroom communities, 2nd edn, Corwin Press, Thousand Oaks,
California, pp. 21–43, 245–256.
Editor's Notes
Talk about how I implement these AITSL standards during my placement
This standard refers to the selection of …....
While on placement I used a range of teaching startegies that were suitable for the circusstance
good for encouraging fluency with number etc, maths – days of the week etc. Things that just need to be remembered. Also targetting maths to practice and review mathematics skills. Teach your monster to read – independent practice of phonics and reading.
Routines and structures are key to achieving a productive learning environment (Williams 2013). Helps the students to feel safe and supported in the school environment and encourages independence. They know what is expected of them. During placement it was important that I keep my teaching consistent with the routines established and also keep expectations the same.
Building positive relationships with students supports participation, growth and exploration. It is important to build trust with all students so that the classroom is a safe and secure environment (Sapon-Shevin 2010). As my placement in the same class continued, I built relationships with students which I found made teaching easier, as student engagement increased and there was more open communication.
4.2: Clear instruction prior to engaging in an activity is really important in early years. Need to give very detailed instructions, things you don’t always think about. For example, to wipe the excess water from a paint brush. Exit strategies – are a good way to organise the class prior to break time. Thinking about how to transition from one activity to another.
What are we learning and why. Make learning objectives clear at the start.
Another, key is having flexibility in lesson planning. Learning to read the class, when is it time to end this lesson, change it if it’s not working, perhaps come back to it. Reflect on what the students need in that moment – don’t stick to a rigid plan.
“providing and maintaning conditions that will optimise student engagement and learning” Routines and structures are key to achieveing a productive learning environment (Williams 2013)
