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Element 1- Teacher Know Their Subject Content and How To Teach that Content to Their Students

                                

MILESTONES – ELEMENT #01

 ELEMENT 1- TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

I believe that it is crucial for teachers to realise that our own process of learning is forever continuing, alike to that of our students, therefore expanding what we know and designing relevant and significant lessons to help students enhance their learning is vital. Teachers who are effective in their teaching are knowledgeable in their field of teaching materials. By knowledgeable, this is not saying that teachers need to be experts about the materials they are teaching, but they need to have an in depth knowledge and be able to transfer this knowledge to their students in an effective manner (McInerney & McInerney, 2006, p. 13).  It is important to design lessons which meet the requirements of syllabus outcomes and indicators because it allows teachers to have a clear focus on what they want their students to learn, and the strategies used (Ewing, Groundwater-Smith, & Le Cornu, 2003, p. 92).

I believe that it is really important for students to be engaged in their learning, and that connecting students’ learning to their prior knowledge and to their background is important in the process of learning. I believe that the use of technology within the classroom contributes greatly to the process of learning, because exposing students to a range of technology will prepare them for the types of technology they will encounter beyond the classroom environment. The use of technology in the classroom in current times has a huge impact on student learning because it opens students to a whole new world of acquiring and transferring knowledge and information immediately (Ewing et al, 2003, p. 138).

I have designed and implemented lessons which address the syllabus outcomes and indicators. I have also explored pedagogical content knowledge within the lessons which I have conducted. During professional experience last year, I was able to implement a creative unit of work on harmony which we completed as an assignment during third year. There were six detailed lessons, and within these lessons, there were links to other KLAs rather than just concentrating on the strands from creative art. I have also critiqued a HSIE unit of work in the board of studies syllabus during HSIE last year, which helped me to design other units of work.

I will learn how to use a wider range of technology so that I am able to expose my students to a greater range of technology. I will also keep up to date with all the developments in education with regards to the changes in the NSW syllabus documents and other curriculum requirements of the Education Act. I will continue to expand the base of my knowledge of pedagogy through researching about the content/disciplines being taught to my students, and also researching about the different teaching strategies I can use to teach the content/discipline.

I need to use a more diverse range of technology within the classroom. My experiences with using different types of technology have been limited to the blackboard, whiteboard, overhead projector and computers. I have not had the opportunity of using a smart board in the classroom. However, I have used the smart board at uni during Science classes, and I think that it is a really useful technology to use in the classroom because it will provide students with lots of visual stimulus. I need to communicate and transfer my knowledge onto my students in the way that they are able to connect what they learn in the classroom environment to the real world.

EVIDENCE #1 FOR ELEMENT 1

The 2 following lessons reveal that the lessons have addressed syllabus outcomes and indicators, and that the lessons not only address one KLA, but a variety of KLAs.

PRAC LESSONS 2008 – RINGROSE PRIMARY                                          DRAMA

STAGE Stage 2

LESSON 1

DRAMA FORMS improvisation, movement

ELEMENTS space, mood

OUTCOMES/INDICATORS

Making

DRAS1.1 Takes on roles in drama to explore familiar and imagined situations-          Creates a range of roles and situations adapted from their imagination, pictures and everyday experiences-          Expresses an understanding of the shared fiction of the drama by stepping-into-role to enact a situation and stepping out-of-role to reflect on the action-          Responds to the action of the drama through individual and group roles-          Interprets a dramatic context by responding in a drama form, eg. Improvisation, movement, mime

DRAS1.2 Conveys and expresses feelings by using the elements of drama and the expressive skills of movement and voice-          Expresses feeling and other responses when depicting an event eg. The feelings associated with a particular character-          Responds to the elements of drama (eg. Tension, mood, space) to create shared meaning-          Expresses dramatic meaning through voice and movementPerforming

DRAS1.3 Interacts collaboratively to communicate the action of the drama with others-          Shares their drama making with others-          Interacts in role to communicate meaning to the audience-          Incorporates costumes and props to communicate role, situation and place

1)      EXPLORING

Begin the lesson with a simple game called “Guess what colour I am?”Gather students onto the floor, and present them with the white piece of cardboard with a circle in the middle which is divided into six equal parts. Place the white piece of cardboard onto the blackboard with thumbtacks. Tell the students to help teacher fill in the six equal parts of the circle with different colours. These colours are not just any colours, but they are colours which comprises the colour wheel. Teacher will ask students questions about a particular colour, and they will help the teacher figure out what colour she/he is talking about. For example, teacher will say:-          I am a colour which can be found on an animal which makes buzzing noises. What colour am I? (yellow)-          I am a colour which can be found on a “Stop” sign. What colour am I? (red)-          I am the colour that stands out the most when people walk into a rainforest. What colour am I? (green)-          I am the colour of the ocean and the sky. What colour am I? (blue)-          I am a colour and also a type of fruit. What colour am I? (orange)-          I am the colour of one of the members of the Wiggles who likes to sleep a lot. What colour am I? (purple)Every time the students get a colour right, the teacher will colour in one of the parts of the circle with that particular colour. Teacher tells students to take note of the place where the colours are situated within the circle (yellow and purple are opposite to each other, blue and orange are opposite to each other, and red and green are opposite to each other). At the end of this activity, the teacher and students will end up with a colour wheel. The teacher will introduce the students to colour harmony. Teacher will inform students about the combinations of ways colour harmony can be achieved- through complementary colours (red/green, blue/orange, and yellow/purple), or the arrangement of colours which are next to each other in the colour wheel.

2)      DEVELOPING

3)      Teacher divides the class into four groups. Every group is designated with a colour from the colour wheel to work with (two groups will be given two colours to work with).

4)       It is each group’s task to come up with a still image which is a scene that they have come up with in relation to the colour/s that they were given.

5)      For example, the group that had the colour green can do a still image of a tree growing in the middle of the Amazon Rainforest. The group that had the colour blue can do a still image of

6)       Every member of the group plays a role in the still image. There needs to be a narrator who gives out clues to the class of what is going on in the still image. They actually do not give away what is happening in the still image, so that the class can guess for themselves through their observations of the group’s performance.

7)      Teacher organises the students to come together again as a whole class, and gets each group to come and perform their still image.

8)      The teacher tap into each student from the still image, and they must reveal a bit about themselves and the role that they play within the still image without actually giving the still image away. The students being tapped in must give hints about themselves. 9)      After everyone has performed their still images, teacher organises students to sit back onto the floor. Teacher randomly asks a few students to sit on the “hot seat” at the front. The other students will have opportunities to ask questions to the student on the hot seat.    

EVIDENCE #2 FOR ELEMENT 1

PRAC LESSONS 2008 – RINGROSE PRIMARYCREATIVE ARTS

KLA- Creative Arts/English

Stage- 2 Year 3/4R

Lesson 2

Aim: The aim of the lesson is to reinforce what students learnt in the prior lesson about “Colour Harmony” by expressing their knowledge through creating a poster and also writing a narrative on the still images that students created in the previous lesson. In the previous lesson, students learnt about complementary colours; how to work in cooperative groups; the 6 colours which composed the colour wheel; and primary colours

Outcomes and Indicators:

VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things-          Explores narrative devices by creating illustrated artworks derived from their experience, drawing ideas from illustrated books-          Talks about significant features and relationships within their artwork, predominantly concentrating on the use of colour harmony and colour themes

VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience-          Recognises that artists may account for their work in different ways to an audience-          Recognises that artists explore the world in particular ways in how they approach their artmaking and in the artworks they make

TS2.1 Communicates in informal and formal classroom activities in school and socialsituations for an increasing range of purpose on a variety of topics across the curriculum-          Students are able to communicate their ideas for a range of purposes

TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies to for different situations-          Students are able to communicate their ideas with their peers, and also listen to the ideas of others

Resources:Art paper, Permanent markers, Coloured Pencils,

 Learning Experiences:

  • Ask students to put on their thinking caps, and brainstorm the key concepts they learnt in their Colour Harmony Drama lesson. Put all the ideas on a piece of cardboard, so that at the end students have a list of key words they can associate with the term “Colour Harmony”
  • Talk with students about the different emotions which each colour of the colour wheel evokes in them. Red- rage, green- envy, blue- sadness, yellow- bright and happy, purple- what does purple make them feel like?
  • Students are to create a poster on the topic of colour harmony. They must incorporate the key words in their poster, and draw pictures or scenarios to do with the colours from the colour theme. They can also include feelings- pictures of people feeling a certain emotion. There will be a competition to see which group has the best poster. When dividing students into groups, designate each child (4 per group) a specific role- time manager, group organiser, resource person, and the reporter. Divide the students by giving each a number, and then each number will have a specific role. The reporter will be the person who presents the group’s poster to the class to explain how they worked together (what went wrong/right), and how they created their poster.
  • Then get students to refer back to the list of Colour Harmony Key Words, and get them to write a story about the still image that they did during the drama lesson. They must incorporate at least 5 of the key words in their story.

 PURPLE – 1.1.1 Knowledge of Subject Content- I designed a lesson with the focus of “colour harmony”. In this lesson, I outlined the key concepts which I wanted the students to learn about “colour harmony”. I had to have a foundation of knowledge about “colour harmony” in order to teach my students about the topic. Prior to teaching about colour harmony to my students, I researched about the key aspects about the topic, and I thought that by playing the colour wheel game with my students, this will engage my students as it makes learning more interesting, rather than feeding them the knowledge through rote learning.

BLUE – 1.1.2 Knowledge of pedagogy- In this lesson, I outlined what the students have learnt in the previous lesson, which shows that I am linking my lessons together. In doing so, I made the students’ learning more meaningful as they are linking prior knowledge to new concepts being taught to them. This knowledge integration is vital in the dimensions of  productive pedagogy as it provides my students with a sense of connectedness in their learning.

YELLOW - 1.1.3 Knowledge of NSW curriculum requirements- I designed and implemented a drama lesson during my last practicum which addressed the Drama strand in the Creative Arts syllabus outcomes and indicators. The incorporation of the outcomes and indicators in my lessons shows my lessons adhere to the NSW syllabus documents, and it also shows that I have a clear focus of what goals I want my students to achieve.

 RED – 1.1.3 Knowledge of NSW curriculum requirements- In the second lesson within my Creative Unit of Work, I have also integrated the English outcomes and indicators. This demonstrates that I have used a cross-curricular approach in integrating my students’ learning experiences, rather than treating each KLA as one entity. In this circumstance, I have integrated the English KLA with the Creative Arts KLA. In doing so, each KLA is not fragmented.    

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