This gallery of photographs provides evidence towards focus area 1.1, focus area 1.2, and focus area 2.1. The use of concrete materials in the classroom is supported by Piaget’s learning theories but using materials also increases students’ engagement in the learning process. The students in these lessons were aged between 8 and 10 years old which according to Piaget’s theory of cognitive development would place these students in the concrete operations stage. A main characteristic of this stage is that students are unable to think in abstractions so one of their learning needs is that they need to experiment with materials (Duchesne, McMaugh, Bochner & Krause, 2013). More recent research does suggest some students can think abstractly, however the use of concrete materials remains engaging for students and provides them opportunity to apply concepts to real life situations (Siemon, Beswick, Brady, Clark, Faragher, & Warren, 2011) Continue reading Using Concrete Materials in Maths
Tag: Focus Area 1.1
1.1 Physical, social and intellectual development and characteristics of students
Graduate teacher: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Proficient teacher: Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
Aspects of a trauma informed approach
This written piece is from an assignment in my elective topic Creating Calmer Classrooms at Flinders University in 2015. It is evidence of my knowledge and understanding of how to recognise signs that a student has experienced trauma, the impact of trauma on learning and development, and how my teaching practice can be trauma informed.
This demonstrates achievement towards focus area 1.1 and focus area 1.2.
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