1.1 Physical, social & intellectual development & characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
By engaging students through experiential learning I aim to encourage interactions with social and physical environments in new ways, scaffolded by previous learning. With critical awareness and engagement through the Arts, students will build community whilst examining their own values, beliefs and knowledge.
Through lesson activities based on the principles of constructivism, students will discover, interpret, ideate, experiment, present and evolve their work. These activities aim to be performed in a learning environment that fosters trust and non-defensiveness through praxis, alternative pedagogies and the zone of proximal development.
Digital archives website unit
Exploring the digital archive and building websites (Yr 11 Art)
Exploring Korean film unit
A call to arms for the Australian film industry (Yr 9/10 Media)
Kevin has applied his knowledge of learning theories and tested these within the classroom to develop a better understanding about theories of learning and how these can be delivered. We have focussed on investigating Vygotsky’s Zone of Proximal Development and Kolb’s Experiential Learning during Kevin’s placement to structure and organise the learning environment.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Students learn best when they are active participants in a safe environment as learning is scaffolded from a place that they know or can relate to. Through effective questioning strategies such as Bloom’s taxonomy and critical class discussion students are able to be guided into a zone of proximal development where information becomes emergent.
Guided by essential questions, students can also be encouraged to engage with design thinking methodologies throughout units of learning where they will interrogate, inquire and perform actions whilst guided by feedback (formative assessment). This methodology supports the use of action research in understanding and improving student learning.
Digital archives website unit
Discussing the power structures in archives (Yr 11 Art)
Action research spiral
Cyclical research into learning
Kevin moved around the classroom to efficiently manage the progress of student learning, engaging in conversations with students which allowed him to identify the level of their ability and understanding. This was one of his strengths.
Through his teaching in the Year 11 specialist Visual Arts Program, Kevin has provided clear evidence that he understands how to consider and apply theories of learning to suit the individual needs of the student.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
By engaging with critical pedagogy and social justice education models I aim to enhance youth health and wellbeing by fostering the idea of community amongst students from a diverse range of backgrounds.
Methods for engaging students from diverse backgrounds will be to embrace collaborative learning techniques, alternative pedagogies, select a diverse range of content and influences, engage in critical class questioning and systemic sustainability models of education.
Animations & Appropriation
Learning appropriation in an historical & global context (Yr 11 Studio Art)
Creating visual poetry artworks in an immersive group experience (Yr 12 Studio Art)
Kevin was confident in facilitating discussions through his questioning skills and made a concious effort to explain new concepts in a clear and simple manner to aid the students’ understanding.
Kevin has demonstrated through the classes he has facilitated the ability to structure and organise learning experience to engage all students. His explanation of the learning experiences provides students with a clear and comprehensive understanding about the learning outcomes he has planned for the students to produce.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Through engagement with the Marrung Aboriginal Education Plan 2016 – 2026, the local Koori community and local artists I aim to develop learning environments that are sensitive to the cultural, identity and linguistic needs of students from Aboriginal and Torres Strait Islander backgrounds.
The 8 Aboriginal ways of learning framework shares many similarities with the design thinking methodology which can both be applied to class activities, along with student-centred learning activities. There is a vast range of online content generated by and featuring work by First Nations people that can be included in lesson planning. There are also a great many Indigenous artists and culture producers which can be integrated into curriculum. Engaging students in critical class discussion can also generate thoughts around the power structures that continue to disadvantage Australia’s first peoples. Of course, none of these methods are a substitute for community engagement in learning and development where schools and communities work together on local, place-based approaches to improved learning outcomes.
How should the work of John Glover be represented? (Yr 11 Art)
Great Barrier Reef
Unit outline exploring artwork inspired by the Great Barrier Reef (Yr 9 Art)
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
I have been able to meet the needs of students across a range of abilities by developing and enacting multi-modal learning experiences that foster and produce:
- collaboration, class discussion, listening and presentations
- online environments
- active learning, drawing storyboards and editing software
- written assessments
- creativity and emergent spaces
- leadership and reflection
These experiences are achieved through social participation (real life group projects), critical questioning, gender equity and implementing digital products such as Google Classroom to develop student engagement.
Unit designed around animating found objects (Yr 10 Art)
Meeting the needs of students across a range of abilities
Teaching at a middle school level made Kevin aware of the differences in maturity of the girls and how he needed to adapt his teaching methodology accordingly as well as the use of reinforcement and where necessary monitoring student noise level and overall utilising of time in class.
The nature of the specialist learning environment that concentrates on visual arts education collects together like minded students who are interested in art, design, philosophy and creativity. Kevin has demonstrated that through his knowledge, skills, understanding and experience in the design industry that he can deliver engaging and appropriate lessons for a specialist school environment. The students have worked with Kevin to create animations, design a webpage, generate work for submission to an exhibition at the University of Melbourne’s George Paton Gallery and deliver learning experiences in spaces such as the Australian Centre for Contemporary Art. These opportunities have provided Kevin with the ability to work with students to extend, enhance and develop their abilities in a range of learning environments.
1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
By practicing diagnostic assessment teachers are able to understand the past of their students in order to effectively engage them with positive experiences that will guide them into a fulfilling future. This early assessment also allows the teacher to develop learning communities through inclusive participation within the classroom where students with either similar or diverse needs can assist one another.
During a placement, with consultation from staff, I worked with two students who have processing difficulties. I modified my practice and their workbooks to meet the students’ needs. In order to spend more time with the two students (in art class the students did not have their regular teaching aide with them) I would get the rest of the class working productively and then re-explain the task to the two students in a small group situation. I like to move around the class a lot, and in this class I made sure I spent most of my time around their table assisting with comprehension.
Meeting learner needs in a busy environment (Yr 7 Art)
Kevin worked with a small group of Year 7 students (as part of the individual learning needs program) on the Ancient Greek assignment. He was articulate, aimed discussion and questioning at an appropriate level achieving workable results.