Graduate Attribute: Communication
Evidence and Justification
Effective communication is integral between all key stakeholders in the workplace and beyond. Communication is a dynamic process that individuals use to exchange ideas, relate experiences, make sense of situations or convey meaning, through a variety of forms, codes and channels (Lowrie and Higgs, 2010).
As a future educator I will endeavour to create strong partnerships between the children and their families. I believe that I share with parents the responsibility for teaching their child. Through providing ongoing, open communication in a number of ways will cater for all parents through the use of emails, phone calls, in personal student’s journals, virtual classroom or a brief discussion either in the morning or after school. I also encourage parent and/or community support and involvement in the classroom as an essential part of a learner’s education. Therefore I encourage an open classroom policy involving students, teachers and parents in the learning process. I aim to provide social networks such as team work and guest speakers to give children a wide range of experiences that produce social connections with peers, families and the wider community. I endeavour to work collaboratively with all stakeholders to improve teaching and learning within the school, and at all times maintain confidentiality.
As stated from mentor teacher, Wilson (2010) ‘Natalie built positive partnerships with all stakeholders including colleagues, parents and students’. I believe that communication is the key from creating a learning environment that is safe and supportive through regular communication verbal and non verbal actions allows learning to be positive for all key holders. From strong partnerships it allows you to gain a deep insight about your students learning styles, interests, family background, strengths, needs, through the communication with either the student themself, parent or other colleagues.
Communication through parent interviews has been a great experience as allowed the opportunity for me to communicate how their child was progressing. Also with parent helpers communicating what tasks/activities they were to manage with the students in the learning environment. I also gained professional feedback from my mentor teacher which was valuable to me having professional discussions.
In the classroom I continue to endeavour to transform my students with great communication skills in a number of situations to help them in the real world context to become successful citizens. Students communicate daily through oral presentations, reading groups, maths groups, brainstorming activities, think pair share, drama role plays of an enactment of a story to assist in the development of their skills.
Links to QCT Standards
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
4. Design and implement learning experiences that value diversity
5. Assess and report constructively on student learning
6. Support personal development and participation in society
7. Create and maintain safe and supportive learning environments
8. Foster positive and productive relationships with families and the community
9.Contribute effectively to professional teams
Graduate Attribute: Problem Solving
Evidence and Justification
In the classroom setting I have been faced with a number of problems from something as small as a child that has forgotten their lunch, to adjusting planning to fit in with sports day or a guest speaker, organising problem solving lessons for students to do, or solving a problem within or outside of the school context. I believe that is vital for students to be exposed to lessons where they are to solve a problem it isn’t just a straight forward answer. As within society we are faced with a number of problems and we need to have the necessary skills to be able to solve it. Problem Solving skills are important as they create a foundation for future learning in the school and wider community context (Hollingworth, 1999).
In my planning, problem solving is used regularly through lesson planning, trying to get students to meet the intended learning outcome while being engaged, while enhancing my own teaching skills. Through learning experiences I have created for the younger year levels, firstly I give students a framework to scaffold their learning this could be done through a Y Chart (Looks, feels and sounds like). I then allow students to look at the stimulus picture for writing and brainstorm together as a whole class then individually to cater for all learners. I reframed from using prompts or giving guidance unless needed. I accepted all responses to the Y-chart various students to think metaphorically like ‘a fire surrounding you would look like a pack of lions around you. Would feel like I need a ice cream to rehydrate’. From one student starting with me giving enthusiasm to responses made all students want to join in.
As according to the productive pedagogy ‘higher-order thinking’ I was helping students become producers of knowledge as I was creating an activity that allowed students to engage in higher order thinking (Department of Education, 2002). The students were engaged and I wasn’t sure what the students would produce in their writing, though it ended up a stimulus lesson for most students. According to mentor teacher, Howard (2011), ‘Natalie’s questioning techniques were varied and higher order questions were used to promote critical thinking’.
Problem solving skills are incorporated not only individually. Though also in group situations such as reading group rotations, maths word problems to be solved or a Science and SOSE investigations activities and tasks. Students enjoy these challenges and work well through brainstorming collaboratively as a group or class.
Links to QCT Standards
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
9. Contribute effectively to professional teams
Graduate Attribute: Critical Thinking
Evidence and Justification
Through my continuous study of the Bachelor of Learning Management (Early Childhood) degree is supported by a framework called the Dimensions of Learning. There are five dimensions within this framework with one of these being Habits of Mind which is dimension five (Marzano and Pickering, 2006). Critical thinking falls under this dimension which involves other habits such as seeking accuracy, taking a position on arising issues, restraining impulsivity, being clear, maintaining an open mind, and responding to others’ feelings and level of knowledge (Marzano and Pickering, 2006, p.262).
I have used critical thinking from my first year at university and incorporated this in my teaching practices as I have become acquired to this skill of thinking critically. I have used this manual endlessly to gain knowledge and ideas about teaching. I have used this skill in situations throughout my life such as through seeking accuracy in my assessment or in the school context with how I could improve a lesson. Listening to others opinions before giving feedback/guidance on the issues, presenting information to mentor teachers, peers or students are all aspects of using critical thinking. As believed by mentor teacher, Gibbons (2011) ‘Ms Kane has: encouraged students’ personal growth educationally and socially by example, demonstrating a commitment to excellence in expectations, presentations and social justice by remaining fair, approachable and consistent at all times’.
In the classroom context throughout this year in a year 2 classroom we focused on ‘responding to others’ feelings and level of knowledge. As within the learners there is a wide gap between the learners’ abilities which was evident to me when profiling at the beginning of the year. In the classroom we did our classroom rules and expectations with some of these relating to this dimension. Such as ‘always having a go’ be a learner’, ‘be kind’ ‘be supportive’. This built a classroom that strived at achieving these if they didn’t me and the class would reiterate what our expectations were. As the year progresses I noticed the higher level students patting other students on their back and saying ‘good job x I like how you had a go’. Instead of the answer is... how come you don’t know that or calling out the answer. Through our learning goal lesson as our class there were regular discussions that we are all at different learning levels and that it is okay like us as teachers are all at different learning levels as well. This dimension worked well throughout the year.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals
and groups
2. Design and implement learning experiences that develop language, literacy and
numeracy
3. Design and implement intellectually challenging learning experiences
5. Assess and report constructively on student learning
10. Commit to reflective practice and professional renewal
Graduate Attribute: Information Literacy
Evidence and Justification
Information literacy is the knowledge of using information collected effectively through organising information, analysing and interpreting various sources in the discipline area (CQUniversity, Graduate Attribute Facts Sheet, 2011). I believe from my university experiences I have grown competent within this area. As I have had continuous experience through assignments individually, pair or group work situations. I have had the exposure of organising what information is needed to complete the assignment. Then analysing information found websites, readings, and books while ensuring that it was an academic source. Then analysing information to ensure that it is authentic and meaningful to the assessment task, then summarising information into my own words while referencing the source correctly.
In the classroom context I ensured for their research task on ‘insects’ that the sources provided to the students were reliable website links and books. Firstly I researched the information needed for the students to be able to competently complete the task. I analysed the information found then gave students an organiser to put their information found as for students in year 2 this can be quite a challenging task without the support and guidance. This gave the students the correct information that needed to be analysed for their assessment task. As stated by mentor teacher, Gibbons (2011) ‘Ms Kane has incorporated the use of technology into lessons modelling the utilisation of ICT tools and planning appropriate lessons for the students to complete their assessment task’.
Students then had to analyse the text, organise their information on a report template provided and explain the most relevant information found under various headings on the organiser. Students were also told to not copy and paste text from either source that they needed to write the information in their own words. The best way found to do this was to go back to their desks and answer the questions without having the source directly in front of them. Doing a research task helps students develop higher order thinking skills as it is a process of analysing, synthesising, explaining, hypothesizing and evaluating facts and knowledge’ (The State of Queensland, 2002, pg.1 :Bloom, 1956). This was a challenge to most of the year 2 students as they had had little exposure to this task being asked of them though I believe it allowed students to choose how to research from various sources. Also displaying their research found onto a PowerPoint presentation through their choice of pictures, colours and layout. This task allowed students to take control of their own learning increasing their driving force to want to succeed in the education context.
Links to QCT Standards
1. Design and implement engaging and flexible learning experiences for individuals and groups
9. Contribute effectively to professional teams
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