Concurs with my Teaching Philosophy
The importance of understanding days that are commemorated in Australia is discussed in the Humanities and Social Sciences (History) domain of the Australian Curriculum (AC). The curriculum for Year 3 stipulates students to look at days commemorated in Australia, such as Remembrance Day, its historical origins and the importance of symbols (ACARA, 2014a, ACHHK063). As a result an integrated thematic unit on Remembrance Day has been created. Adopting this thematic approach enables the educator to connect together many areas of the curriculum and integrate them within a theme. This way of teaching, strongly aligns with my philosophy, which allows the learning to be more natural and less fragmented, allows …show more content…
The lessons are organised where students will facilitate skills of exploration, be engaged in group discovery processes, creative reflections and problem solving outcomes rather than just information development (Bennett, Rolheiser & Stevahn, 1991). Students are provided with opportunities to work as a whole class, independently, in pairs or in small groups. These are key strategies that resonate with my philosophy that it will co-create meaning and provide a deep learning experience for all students (AITSL, 2014: 2.1). Examples of these strategies are: Lesson one - whole class discussion where students are challenged to come up with and explore their own questions on days commemorated (Remembrance Day) (ACARA, 2014a, ACHHK063) creating a more engaging and motivating learning environment (Fetherston, 2006). Independent work (choosing to complete activity one on their own) enables students to demonstrate their individual depth and level of learning (Fetherston, 2006). Whilst, organising pair work (Lesson one - think/share activity) and group work (Lessons two and three) enables students, in particular under performing learners, to become self confident as learners, think aloud, take risks and develop deeper understandings (Bennett et al., …show more content…
Lesson two, creating a timeline (ACARA, 2014b, ACHHS065) will appeal to the spatial intelligence learner to connect new material to known information and in session four, students can show their learning using a variety of methods. For students who demonstrate verbal/linguistic intelligence they have the opportunity to write a reflective piece, visual/spatial learners can illustrate their learning through creative
The importance of understanding days that are commemorated in Australia is discussed in the Humanities and Social Sciences (History) domain of the Australian Curriculum (AC). The curriculum for Year 3 stipulates students to look at days commemorated in Australia, such as Remembrance Day, its historical origins and the importance of symbols (ACARA, 2014a, ACHHK063). As a result an integrated thematic unit on Remembrance Day has been created. Adopting this thematic approach enables the educator to connect together many areas of the curriculum and integrate them within a theme. This way of teaching, strongly aligns with my philosophy, which allows the learning to be more natural and less fragmented, allows …show more content…
The lessons are organised where students will facilitate skills of exploration, be engaged in group discovery processes, creative reflections and problem solving outcomes rather than just information development (Bennett, Rolheiser & Stevahn, 1991). Students are provided with opportunities to work as a whole class, independently, in pairs or in small groups. These are key strategies that resonate with my philosophy that it will co-create meaning and provide a deep learning experience for all students (AITSL, 2014: 2.1). Examples of these strategies are: Lesson one - whole class discussion where students are challenged to come up with and explore their own questions on days commemorated (Remembrance Day) (ACARA, 2014a, ACHHK063) creating a more engaging and motivating learning environment (Fetherston, 2006). Independent work (choosing to complete activity one on their own) enables students to demonstrate their individual depth and level of learning (Fetherston, 2006). Whilst, organising pair work (Lesson one - think/share activity) and group work (Lessons two and three) enables students, in particular under performing learners, to become self confident as learners, think aloud, take risks and develop deeper understandings (Bennett et al., …show more content…
Lesson two, creating a timeline (ACARA, 2014b, ACHHS065) will appeal to the spatial intelligence learner to connect new material to known information and in session four, students can show their learning using a variety of methods. For students who demonstrate verbal/linguistic intelligence they have the opportunity to write a reflective piece, visual/spatial learners can illustrate their learning through creative