Artefact: Supervising Teacher Feedback
Research has shown that students learn best:
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Through practical and hands-on activities (Duchesne & McMaugh, 2016).
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When guided through effective questioning techniques (Hattie, 2012).
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When purposefully grouped with others.
As evident in the teacher feedback, I have been successful in applying my theoretical research-based knowledge in my class, meeting therefore standard 1.2.1.
I encouraged hands-on learning: When learning about bike safety, I asked students to bring their helmets to class and work in pairs to assess their understanding of the correct way to fit the helmet.
Hands-on approaches help to concrete and deepen student learning (Duchesne & McMaugh, 2016). When students are actively participating in their education (versus passively receiving information transmitted by the teacher), they are likely to remember what was learnt.
I used effective questioning techniques: During a guided reading activity, my intentions were to facilitate group participation and tap on critical thinking skills. Using Blooms taxonomy, I started text discussions by activating students prior-knowledge (using verbs such as describe, list to frame my questions), moving towards questions requiring elaboration (interpret, infer), justification of choices (decide, compare, analyse) and finishing with more complex queries requiring exploratory talk (assess, evaluate). As Hattie (2012) proposes, students learn through dialogue and I was successful in leading an open-ended discussion which unpacked the text and encouraged students to deepen their thinking by extending, elaborating and justifying their responses.
I encouraged peer scaffolding through mixed-ability group work: this strategy is beneficial especially for those students who are reluctant to participate in class discussions. Harry was one of these students. Intentionally grouping him with friends taught Harry to collaborate, negotiate and contribute his thoughts within a safe platform (Hattie, 2012). In my class, Harry was given a voice and encouraged to be involved and actively participate in his learning.
The above strategies will be incorporated in my future classrooms as they have been effective in achieving desired learning outcomes (Words: 310).
Standard 1: Know Students and how they learn.
Focus area: Understand how students learn (1.2.1). Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
