Standard 1 Learning from Colleagues - Edufolios

Starting with Standard 1

Below you’ll find an overarching question that starts with Standard 1. (You’ll find entries for standards 2 through to 7 here.) All you need to do is read the overarching question and then pick the career stage you are working toward.  Each career stage will help you focus your evidence at the right stage.  If you want to maximise this opportunity, you can scroll down even further and check out how to turn this into a super duper evidence set!

Don’t forget that, where possible, you should include evidence or artefacts that can be annotated and commented on. For example, a lesson plan with your notes on, a picture of your notes or marking, copies of an assignment, photographs etc. that you then explore and elaborate on in your writing


Standard 1: Know Students and How They Learn

F.A: 1.2 Understand how students learn


Overarching Question:

What learning theory, collegial advice or recent research have you read/listened to?

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In Theory: In your topics at uni, what have you studied relating to students and how they learn?  This would be a great opportunity to share an assignment in which you have explored something like:

  • childhood development
  • Vygotsky’s Zone of Proximal Development
  • Differentiation
  • Classroom Contexts
  • Pedagogical approaches to learning
  • Developing relationships with students

etc.

On Prac: Did you use any of the things you’ve learned in your workshops and assignments to help you make decisions and navigate learning opportunities for your students whilst on Prac? What was the result? What implications might this learning have for your future classroom?

Suggested Artefacts: Lesson Plans with annotations showing where your ideas link to your studies, notes from your conversations with mentors and other teachers,  heat mapped standards/assessment for your prac, examples of pupil work that show the impact of your choices,   etc

How are you applying this in your classroom? What affect do you think it’s having/going to have on your student’s outcomes?

 

Suggested Artefacts: notes from your conversation, examples of resources or other documents you have shared or implemented in your classroom, samples of student work/reports/ before and after you tried the new/amended technique. 

Have you identified a learning barrier in your classroom?  What research are you conducting to help them overcome these barriers? Have you put any strategies in place? What affect do you think it’s having/going to have on your student’s outcomes?

 

Suggested Artefacts: notes from your conversationz, links to presentations you’ve shared (NOT commercial ones… your own work), statements and comments from the staff you’ve been working with and the parents and community that advice has impacted. – In fact… ask them to comment on the post you write!

Are you leading a research project or evaluating learning programs in your school?  What are you discovering about how students learn?  What are your findings showing? What initiatives might you suggest to move your school forward?

Suggested Artefacts: Plans for the initiative that you have created and implemented, research articles and papers that have informed your decision making, statements from colleagues and parents outlining the positive impact your work is having (or a comment on the post you write once you’re done!), data or student samples which show increased outcomes as a direct result of your initiative. 

Get even more out of this Reflection – 16 extra focus areas for you… in one piece!

It’s really rare for one artefact to lead to just one standard or focus area. By that, we mean that as you discuss your artefacts (notes, heat maps, pupil work etc) in relation to this standard and focus area, you should start to touch on other standards too…  Below are some suggestions about what you might be able to include – just expand the box:

If we’re having conversations about how we can improve learning outcome for students then there are, of course, a range of things that might crop up.  Perhaps you’re discussing the Physical, social and intellectual development and characteristics of students (1.1) as you strive to understand how they learn? (1.2). Cultural factors may also influence learning styles and so ATSI considerations may play a part (1.4).  You may decided that the solution is to differentiate instruction as that will help overcome barriers (1.5).

It may just be that the advice your given involves new ways to deliver the content that you’re working with. If so, you’re heading straight into standard 2.  As you explore how students learn, you’re bound to be discussing the content and looking at the strategies you might employ to meet those learning needs (2.1), ICT may even play a part as you appeal to a learners needs in a digital space (2.6)

If your learners needs involve ensuring they are suitably challenged or supported you’re definitly going to touch on 3.1 (Establish challenging learning goals) and 3,3 (Use teaching strategies) and this is where you can make sure you have evidence of lesson plans and activity ideas to support your reflection. There’s a high chance that, whilst discussing learning needs, you’re also evaluating the program you’re using to meet those needs (that’s 3.6).

If learning needs involve extra support with behaviour management, self-regulation or routines in the classroom then standard 4 is going to start featuring highly.  Behaviour is covered in 4.3, classroom activities and routines in  4.2  and supporting their participation in  4.1. OF course, if you’re using ICT (2.6) then you’re also going to make sure you do so ethically (4.5)

I’m sure that, to prove your idea worked, you’re likely to complete some form of pre and post assessment.  That’s standard 5! 5.1 will be a must as you assess their learning to gauge your impact.  If you’re looking at how your colleague is getting results that you wish you could achieve, you may also do a little bit of 5.3 as you compare outcomes and come up with some strategies together

Of course, any collegial conversation is standard 6 and you’re most definitely engaging with colleagues to improve practice (6.3)

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