Learning Outcome f) Investigate ways of achieving successful learning for diverse learners.
Evidence One
Notes taken in class.
ICT
During the lesson we talked about what it means to use ICT as a learning tool in the classroom and some sites that as teachers we could utilise during our lessons.
Terminology:
ICT: Information Communication Technology. (any device that can communicate information is an ICT device eg. pen).
e-Learning:
m-Learning: using devices anytime, anywhere eg. phones, ipods, iphones, ipads, video recorders, cameras.
21st century learning and teaching: keeping up to date, students are using techonolgoy whether teachers are or not.
In the class we talked about how technology is often used more in senior classrooms than junior classrooms. This is often based on teachers ideas that children need to learn the basics first before they can utilise technology in your learning. However there are still ways to utilise technology in teaching younger students without needed basic underlying skills first eg. using skype.
We also talked about how many teachers are using technology as a 'filler' activity just as a babysitter to keep children amused why they worked with smaller groups or with other children. In ICT, children need to be learning through technlogy. This means the technology must be used in a way that enhances their learning and enables them to learn.
We also talked about the relevance of ICT and why we should use it. We decided that society is becoming more relient on technoglogy and therefore we need to keep up with what is going on and ensure that children are developing the skills they need to survive in the future. We also talked about how technology can teach children vital skills about how to search, find and analayse information from the internet and then utilise this in their learning. I feel this is a vital skill as this teaches children HOW to learn.
This made me think about the importance of ensuring that when using technology in my classroom that I am not just using it as an activity to give to the children to keep them amused. I need to ensure that by them using the technology there learning is benefited in some way and that they are learning while using the technology. I also need to ensure I teach how to use devices and the most effective way to get the best learning out of websites or search engines.
Evidence Two.
Notes taken in class.
ICT
During the lesson we talked about what it means to use ICT as a learning tool in the classroom and some sites that as teachers we could utilise during our lessons.
Terminology:
ICT: Information Communication Technology. (any device that can communicate information is an ICT device eg. pen).
e-Learning:
m-Learning: using devices anytime, anywhere eg. phones, ipods, iphones, ipads, video recorders, cameras.
21st century learning and teaching: keeping up to date, students are using techonolgoy whether teachers are or not.
In the class we talked about how technology is often used more in senior classrooms than junior classrooms. This is often based on teachers ideas that children need to learn the basics first before they can utilise technology in your learning. However there are still ways to utilise technology in teaching younger students without needed basic underlying skills first eg. using skype.
We also talked about how many teachers are using technology as a 'filler' activity just as a babysitter to keep children amused why they worked with smaller groups or with other children. In ICT, children need to be learning through technlogy. This means the technology must be used in a way that enhances their learning and enables them to learn.
We also talked about the relevance of ICT and why we should use it. We decided that society is becoming more relient on technoglogy and therefore we need to keep up with what is going on and ensure that children are developing the skills they need to survive in the future. We also talked about how technology can teach children vital skills about how to search, find and analayse information from the internet and then utilise this in their learning. I feel this is a vital skill as this teaches children HOW to learn.
This made me think about the importance of ensuring that when using technology in my classroom that I am not just using it as an activity to give to the children to keep them amused. I need to ensure that by them using the technology there learning is benefited in some way and that they are learning while using the technology. I also need to ensure I teach how to use devices and the most effective way to get the best learning out of websites or search engines.
Evidence Two.
Reading Reflection
Earl. K., & Forbes, D. (2012). Transforming learning through ICT: Swimming with dolphins. In McGee and D. Fraser, (Eds.), The professional practice of teaching (pp. 185-204). (4th ed.). South Melbourne, Victoria: Cengage Learning.
Earl. K., & Forbes, D. (2012). Transforming learning through ICT: Swimming with dolphins. In McGee and D. Fraser, (Eds.), The professional practice of teaching (pp. 185-204). (4th ed.). South Melbourne, Victoria: Cengage Learning.
This chapter focused on the use of ICT in the classroom and how to effectively ensure students are not simply using ICT to fill in time but are learning through ICT. This helped me to understand how in the classroom I need to ensure that there is a strong purpose for students when using ICT and that they are learning through using it. I believe students hugely enjoy using ICT to search and gain information so they can become experts on a topic of interest to them. This allows students to engage in deep learning about a topic where they can teach what they have learnt to others. I also believe ICT will be extremely useful and succesful in allowing students to publish their work. Through creating this blog, I believe making a class blog where students could showcase their learning and work with their friend and family would help students to gain a strong sense of ownership where they are proud of their achievements. ICT can also be effectively used in order to communicate with others. The reading showed me how the class could gain information from others far away through resources such as online pen-pals, online chat skype or emailing others in the wider community or internationally to gain insight about a topic. I believe these could all be effective ways I could incorporate ICT into my classroom.
I personally feel I am competent using ICT equipment and internet resources. I think this will help me as a teacher as I will be up to date with new ICT trends that may be advantageous to use in the classroom. I believe it is important to teach children about how to appropriately use ICT equipment to ensure they are getting valid responses from search engines and using the internet safely.
Evidence Three.
Notes taken in class.
Inclusive teaching.
Although I have a large knowledge base surrounding inclusive education due to taking papers surrounding this topic during my degree, this lecture continued to affirm my beliefs in inclusive education.
We watched a documentary that focused on students who are unable to communicate verbally and how others treat and make assumptions about their mental capacity based on this. Many teachers that worked with the students used deficit language and thinking when they talked about the students such as saying they were "dependent", "can't do things" or saying "a child like that". Teachers discussed how often when they first worked with these students they assumed that since they can't communicate verbally, they therefore mustn't have anything to communicate. Getting to know the students and working with them showed that they are thinking and wanting to communicate, but that a way had to be found first to enable them to communicate.
This documentary influenced me as a future teacher as it reinforced the importance of not making assumptions of students and that getting to know them and how they communicate is the most important step in helping them learn. It was upsetting to see that teachers were not willing to listen to students in ways that didn't involve hearing. They often ignored the students communication methods and assumed the students can't learn.
The students loved interacting with other children of their own age and therefore this reinforced the importance of including the students in the classroom. The children were often on their own working with a teacher aide and therefore unable to engage in learning conversations with others. Children learn through communicating with each other and therefore I feel it is important they are given this opportunity for interaction.
The most positive story was Kay's, who was fully included in her high school and achieving exceptionally well both academically and socially. She had a large group of friends and once teachers got to know Kay and how she learns, they were able to help her learn and succeed in their classes. Kay was happy and postivie about her future. This makes me want to create an inclusive classroom environment where all students feel accepted and supported.
Evidence Four.
Reading Reflection.
Snow, K. ( ). Presume Competence.
This reading reiterated to me the importance of presuming competence in all people. It clearly outlined the injustice that people with disabilities face due to the pre judgements society makes. It especially made me think about my future students and how "Shulmans heart, hand and head" practice could influence how students in my class learn. If I believe in my heart and think in my head that students in my class with disabilities are incompetent then my practice will follow where I will not allow students to show their competence. Diminishing students the right to show competence will mean I as a teacher will have failed these students before even giving them a chance.
As a teacher I need to be positive and non judgemental of children. I need to presume competence in all and allow every student their right to the opportunity to show their competence and therefore learn in my classroom. To create a classroom community I need to treat every student with the same expectations and respect. I want to develop an inclusive classroom where all students feel welcome and treated fairly. I will strive as a teacher to have my practice reflect my beliefs where I will adapt and make accessible the curriculum and classroom environment to ensure students are given the opportunity to show their competence. I believe this will create a fully inclusive classroom where all students are included and valued.
Evidence Four.
Notes taken in class/reading reflection.
Reading: www.tki.org.nz/e/community/Pasifika/ New Zealand Ministry of Education. (2006). Connections and conversations: making links for learning.
This workshop focused on Pasifika learners and more specifically how we would welcome and teach a Pasifika student in our classroom. We were given the scenario of finding out that a Pasifika student named Aiiana who is 8 years old would be starting in our class tomorrow. We were then given an hour to create a plan for his arrival and what we would do to welcome him in his first week in our class.
We used these resources to develop our plan:
http://pasifika.tki.org.nz/
Pasifika Education Plan
Spiller Reading
Siope Reading
We found that there were commonalities amongst the reading relating to how teachers should interact and teach pasifika students. These include:
Evidence Three.
Notes taken in class.
Inclusive teaching.
Although I have a large knowledge base surrounding inclusive education due to taking papers surrounding this topic during my degree, this lecture continued to affirm my beliefs in inclusive education.
We watched a documentary that focused on students who are unable to communicate verbally and how others treat and make assumptions about their mental capacity based on this. Many teachers that worked with the students used deficit language and thinking when they talked about the students such as saying they were "dependent", "can't do things" or saying "a child like that". Teachers discussed how often when they first worked with these students they assumed that since they can't communicate verbally, they therefore mustn't have anything to communicate. Getting to know the students and working with them showed that they are thinking and wanting to communicate, but that a way had to be found first to enable them to communicate.
This documentary influenced me as a future teacher as it reinforced the importance of not making assumptions of students and that getting to know them and how they communicate is the most important step in helping them learn. It was upsetting to see that teachers were not willing to listen to students in ways that didn't involve hearing. They often ignored the students communication methods and assumed the students can't learn.
The students loved interacting with other children of their own age and therefore this reinforced the importance of including the students in the classroom. The children were often on their own working with a teacher aide and therefore unable to engage in learning conversations with others. Children learn through communicating with each other and therefore I feel it is important they are given this opportunity for interaction.
The most positive story was Kay's, who was fully included in her high school and achieving exceptionally well both academically and socially. She had a large group of friends and once teachers got to know Kay and how she learns, they were able to help her learn and succeed in their classes. Kay was happy and postivie about her future. This makes me want to create an inclusive classroom environment where all students feel accepted and supported.
Evidence Four.
Reading Reflection.
Snow, K. ( ). Presume Competence.
This reading reiterated to me the importance of presuming competence in all people. It clearly outlined the injustice that people with disabilities face due to the pre judgements society makes. It especially made me think about my future students and how "Shulmans heart, hand and head" practice could influence how students in my class learn. If I believe in my heart and think in my head that students in my class with disabilities are incompetent then my practice will follow where I will not allow students to show their competence. Diminishing students the right to show competence will mean I as a teacher will have failed these students before even giving them a chance.
As a teacher I need to be positive and non judgemental of children. I need to presume competence in all and allow every student their right to the opportunity to show their competence and therefore learn in my classroom. To create a classroom community I need to treat every student with the same expectations and respect. I want to develop an inclusive classroom where all students feel welcome and treated fairly. I will strive as a teacher to have my practice reflect my beliefs where I will adapt and make accessible the curriculum and classroom environment to ensure students are given the opportunity to show their competence. I believe this will create a fully inclusive classroom where all students are included and valued.
Evidence Four.
Notes taken in class/reading reflection.
Reading: www.tki.org.nz/e/community/Pasifika/ New Zealand Ministry of Education. (2006). Connections and conversations: making links for learning.
This workshop focused on Pasifika learners and more specifically how we would welcome and teach a Pasifika student in our classroom. We were given the scenario of finding out that a Pasifika student named Aiiana who is 8 years old would be starting in our class tomorrow. We were then given an hour to create a plan for his arrival and what we would do to welcome him in his first week in our class.
We used these resources to develop our plan:
http://pasifika.tki.org.nz/
Pasifika Education Plan
Spiller Reading
Siope Reading
We found that there were commonalities amongst the reading relating to how teachers should interact and teach pasifika students. These include:
- Teachers must be aware of diversity and generalisations about students such as that all pasifika students speak two languages.
- Teachers must be aware that pasifika students may have cultural obligations.
- Teachers must be aware that students may live in two different worlds (a school and home world).
- Treat students with high expectations.
- Create a strong link between home and school - therefore invite parents to come in and watch the class. This will create mutual trust between parent and teacher.
- Bridge the gap between home and school life by bringing some home culture into the classroom.
- Pasifika children may learn best when working in groups, orally and through hands-on interactive.
This information helped form our plan shown below:
We then compared our plan to BES - best evidence sythesis for teaching practice and found that our plan matched many of these effective teaching practices showing that this could be a welcoming plan for all students not only those of pasifika descent.
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