Note the focus area and Note the type Describe the document / artefact and indicate Describe
Describe how the document / artefact meets the
standard descriptor/s the
artefact / document reflects
1.2
Understand how
students learn
Demonstrate knowledge
and understanding of
research into how students
learn and the implications
for teaching
1.5
Differentiate teaching
to meet the specific
learning needs of
students across the
full range of abilities
Demonstrate knowledge
and understanding of
strategies for
differentiating teaching to
meet the specific learning
needs of students across
the full range of abilities
1.6
Strategies to support
full participation of
students with
disability
Demonstrate broad
of artefact / the possible impact or result of the artefact /
document document on teaching and/ or student learning
The artefact The artefact provides evidence that I
provided is have satisfied Standard 1 of the
an extract Australian Professional Standards for
from a final Teachers. It demonstrates that I am able
professional to effectively ask questions regarding
experience student circumstances and as a result,
report, be able to know my students and how
conducted in they learn.
the year of
2015. The conversing of ideas between the
mentor teacher and myself, enabled me
to gain a range of teaching strategies
applicable for teaching students with
diverse abilities and learning styles. The
advice provided was implemented
towards the creation of differentiated
lesson plans whereby, the specific
learning needs of students were
addressed. This impacted on student
learning as the students felt valued
within their learning environment and
thus, the creation of a rich learning
experience (Tomlinson, 2014).
Furthermore, by catering for students
with special needs, I was able to create a
supportive and inclusive classroom
where all students were able to actively
participate in all learning experiences.
standard descriptors you have identified.
By seeking advice from my mentor teacher
prior to the implementation of lesson plans, I
was able to understand the specific learning
needs of the students in my class.
Consequently, lesson content was tailored
towards understanding how students learn
and focusing on objectives that are within
their academic levels (APST 1.2).
My mentor wrote:
Rachel took the time to get to know the
students of 1/2S early on in the practicum.
She asked questions about certain
students and their individual learning needs.
As a result of formal and informal discussions
with my mentor teacher and particular
parents, I was able to differentiate both my
pedagogical practice and lessons to suit the
individual learning needs of students (APST
1.5). My mentor provided me with specific
teaching strategies such as direct
instruction, repetition and the use of tangible
objects for kinaesthetic and visual learners.
These strategies promoted full participation
of students with a disability (ASPT 1.6). In
particular was an Autistic student who had
severe sensory difficulties.
knowledge and Strategies included small group work and My mentor wrote:
understanding of the use of visual cues. Students who are We have several students with special
legislative requirements part of an inclusive classroom, will feel a learning needs in the class and Rachel
and teaching strategies sense of belonging and is thus, able to catered for them in her lessons in any
that support participation
learn more productively (Baglieri & way required.
and learning of students
Shapiro, 2012).
with disability