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vol 22
Me as a
& teacher!
Bugs bunny alert!
Who am I as a learner!!
Top left: me listening into a discussion about a book. Top right: what VAK learning theory means.
Bottom left: me observing a dissection. Bottom right: trying to shoot a goal in netball.
Me as a learner!
I learn through the following...
- by being challenged
- physically participating
- having a choice
- weird, strange facts
- information is put into relevance
- constantly questioning
I learn by first attempting a challenge, then I will seek guidance
from an expert to see how I can improve and achieve the challenge
set before me. This allows me to demonstrate my own knowledge
and then be given the assistance I need to fill in the blanks (Left
Main Picture: Myself during a yoga class. During yoga, I learn new poses, by using VAK Learning
styles, by listening, observing & challenging myself. I find yoga represents Constructivism through me
learning through experience. Top Left Picture: my mentor Danielle, has given me the chance to perform
the pose, & sees that I need extra guidance or instruction to help me perform the pose correctly and safely.
It is through trust that I also like to learn.
Multiple Intelligence!
I acknowledge that everyone learns differently
and that is the same for myself. Howard
Gardner Multiple Intelligences allows
everyone to reflect their way of learning and
strengths (1). I display all nine intelligences
when I am learning but my key strength lie
with being a bodily-kinaesthetic, logical-
mathematical & intra-personal learner.
Left: when I learn new information it has to be
logical, and have a purpose, hence why I feel
comfortable when learning maths and science
information. There is a logical explanation
Bottom Right : when I learn new information I
need to be actively performing the task for me
to retain information. I live by the motto " the
best way to learn is to do."
Bottom Left: only recently have I become
connected to my inner emotions thanks to my
devotion to yoga. Yoga has allowed me to
reflect on everything I have learnt and
understand what is required of me to tackle the
day and the challenges it brings.
"An intelligence is the ability to solve problems
or to create products, that are valued within one
or more cultural settings"
-- Howard Garner (1)
Who am I as a teacher?
Left: creating different learning spaces to
allow for group engagement. Below: a quote
that I picked up during my placement.
Above: me working with a student to
achieve the goal they want to achieve. Right:
my favourite quote that is on my teaching
Positive Relationships
Positive Learning Environments
The previous page demonstrates that I understand each of my students and have develop a
good rapport with them that they are willing to learn and give me their best. I am constantly
walking around the room, assisting every student, checking in on them, prompting questions and
discussion. I structure lesson activities around students passions and interest.
Below: As Rita Pierson quotes " you need to value the importance of human connection. This is
strengthen by Dr. James Comer, who quotes " no significant learning occurs without a
significant relationship." (2)
"Students report that they work harder for teachers who treat them as individuals and express
interest in their personal lives"
Davidson & Phelan, 1999 (3)
This strong relationship comes from me building a learning environment that is supportive and
productive; that promotes independence, interdependence and self-motivation (Principles of
Learning and Teaching P-12). (4) I know that when I feel comfortable in the learning
environment I am more willing to learn. I once was too scared to ask questions or try as I was
scared of doing it wrong or feeling stupid, but I never had a relationship with my teachers back
Main: Rita Pierson Ted talk (2)
Engage all students!
Group work: I've found students work
effectively and engaged when they can work
with others, to bounce ideas and theories
off( above and below).
Passion: connect the learning to
students passions. This allows the
students to see relevance with their
learning and become engaged (below).
Inclusiveness/ democratic learning: let
the students become involved in their
learning. Take an interest, let them make
choices and decisions (above).
Blooms taxonomy/ constructivism
Constructivist approach to teaching ensures students are engaged as they are active in the
learning progress (5).It allows the students to be part in the co-construction of knowledge and is a
natural way to develop inquiry and promote the search for knowledge (5).
Blooms taxonomy and e5 model are valuable in planning engaging lessons as they start at low
order thinking and develop into higher order thinking. Both methods building on knowledge and
inquiry. Allows students to understand why and how and also how to transfer their knowledge into
real life situations. Expectations are known by the students, when you develop activities to get the
students to achieve higher order thinking, as you are encouraging them to aim him and succeed.
I'm a firm believer of not spoon feeding knowledge, but facilitating the development of
I make sure every lesson is engaging by planning activities that interest the students. I also provide options,
and higher order thinking activities. I ask them what they want to learn from the selected topic.
I know my students are learning &
developing by:
Questioning: when students pose questions, they are engaged in the learning and slowly trying
to connect the pieces of the information.
Laughter: laughter to me is an indicator that students are engaged in the learning
Student- centred learning: when the knowledge is constructed by the students (5).They are
conversing with their peers, putting ideas out into the open, encouraging each other to try their
best or to assist them in finding an answer.
Connections: when the students start making connections between the information. They start
to transfer their knowledge to other information and connect the dots.
My teaching in the future!
Differentiation: there is high diversity of student
learning abilities. I believe in challenging every
student and getting them to grow. I will constantly
create different learning centres to cater for the
different learning styles, from using books, to ICT
apps, to small collaborative groups.
Choice: providing choice is at the utmost
importance as it:
1) as for students to show their full potential using
their prefer intelligence
2) challenges a student, and allows them to set their
own pace and meet their goals
3) take ownership of their learning
Student - Centred Learning: the most effective
strategy I found, with my students engaged about
their learning and demonstrating their knowledge
to me. Prompts problem solving skills.and
communication skills.
Student preparation!!
Information &
iPads are the latest craze and society is all about
technology. This is slowly rolling out in new
schools with students as young as prep requiring
an iPad. Students know more about ICT than we
Relevance to the real
Students need connections to become engaged.
They need to see the importance of
learning algebra, writing letters,
how science connects to the
world, and learning a
More community
Getting the community involved allows for more
interactive learning. It provides that relevance
need to become engaged and curiosity. It gives
students ideas of career ambitions.
Schools of the future: sugata mitra.
Sugata Mitra inspired many
educators, to throw out the text
book and what is required to be
learnt and memorised and
transform the way we teach,
through the use of technology and
students curiosity.
"Knowledge isn't a commodity
that's delivered from teacher to
student, but something that
emerges from the students own
curiosity-fuelled explorations.
Teachers provide prompts, not
answers and then they step aside
so students can teach themselves
and one another."
-- Joshua Davis(6)
Go watch what on youtube what
two students did for a humanities
assignment. This is much more
creative than my me as a learner.
1) Armstrong, T 2009, Multiple Intelligences in the classroom,
Association for Supervision and Curriculum Development
2) 'Rita F. Pierson: Every kid needs a champion'. Video file, viewed 01
October, 2014,<
gn=ios-share >
3) Amato, EA 2008, The challenges of a change in Practice: the story
of an experienced Principle, ProQuest LCC
4) Department Education & Training - Victoria (2005), Summary of
the principles of teaching and learning, Melbourne, Department of
Education and Training
5) McMahon, T & O'Neill, G 2005' 'Student-centred learning: what
does it mean for students and lecturers?' Emerging issues in the
practice of university learning and teaching, vol. 7, no. 1. pp. 27-36
6) Davies, J 2013, ' How a radical new teaching method could unleash
a generation of geniuses', Wired, vol. 21, no. 11