Standard 2: Know the content and how to teach it
Focus area: 2.1 - Content and teaching strategies of the teaching area
Reflection |
Standard 2.1.1 entails the implementation of teaching strategies to optimise student learning, something to which I achieved a grade of ‘demonstrated’ in my final report. One strategy I employed when teaching challenging mathematical concepts was movement-based learning. As Fuson (2019) reveals, number lines are a challenging concept for students to understand, particularly those in the younger years, while Booker et al. (2021) explain how the application of positional and directional terms such as left and right can be difficult and confusing for students. I observed both claims to be true for the students I taught during my practicum; therefore, I had to be creative in terms of the strategies I used to teach these
|
|
concepts. Vetter et al. (2020) advocates for the benefits of incorporating physical movement into the teaching of maths, not only because of its health benefits but because its hands-on nature allows students to adopt an active role in their learning (Vetter et al., 2020). I integrated movement-based learning as a teaching strategy, such as through students jumping along a real-life number line made from masking tape on the floor, and a lesson whereby students used positional language to direct each other to move from one area of the classroom to another. Through this, I exposed to students the relevance of abstract mathematical concepts in everyday life, an important aspect of effective teaching (Booker et al., 2021; Sieberer-Nagler, 2015).
Another strategy I used was scaffolding. At the beginning of placement, my assumptions of what students were capable of writing independently were too ambitious. Therefore, I referred to the Zone of Proximal development, the gap between what students can achieve independently, compared to what they can achieve with assistance (Woolfolk & Margetts, 2019), to consider how I was going to scaffold my writing lessons to set students up for success. When scaffolding, it is crucial that teachers find a balance between guiding their students, while also not making the task too easy, as this can infringe on their ability to work and think critically, creatively, and independently (Whitton, 2015). Therefore, in a lesson about fractured fairy tales, I gave students a general writing prompt, as well as three possible options to choose from. This was an effective strategy because it supported student learning by giving students an outline of what to write about, while still affording them some freedom in the writing process.
Another strategy I used was scaffolding. At the beginning of placement, my assumptions of what students were capable of writing independently were too ambitious. Therefore, I referred to the Zone of Proximal development, the gap between what students can achieve independently, compared to what they can achieve with assistance (Woolfolk & Margetts, 2019), to consider how I was going to scaffold my writing lessons to set students up for success. When scaffolding, it is crucial that teachers find a balance between guiding their students, while also not making the task too easy, as this can infringe on their ability to work and think critically, creatively, and independently (Whitton, 2015). Therefore, in a lesson about fractured fairy tales, I gave students a general writing prompt, as well as three possible options to choose from. This was an effective strategy because it supported student learning by giving students an outline of what to write about, while still affording them some freedom in the writing process.
References
Booker, G., Bond, D. & Seah, R. (2021). Teaching Primary Mathematics (6th ed.). Pearson Australia.
Fuson, K. (2019). Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence. International Journal of Disability, Development, and Education, 66(2), 119-132. https://doi.org/10.1080/1034912X.2018.1535109
Vetter, M., O’Connor, H.T,. O’Dwyer, N., Chau, J. & Orr, R. (2020). ‘Maths on the move’: Effectiveness of physically-active lessons for learning maths and increasing physical activity in primary school students. Journal of Science and Medicine in Sport, 23(8), 735-739. https://doi.org/10.1016/j.jsams.2019.12.019
Woolfolk, A., & Margetts, K. (2019). Educational psychology (5th ed.). Pearson Australia.
Whitton, D. (2015). Teaching and learning strategies. Cambridge University Press.
Booker, G., Bond, D. & Seah, R. (2021). Teaching Primary Mathematics (6th ed.). Pearson Australia.
Fuson, K. (2019). Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence. International Journal of Disability, Development, and Education, 66(2), 119-132. https://doi.org/10.1080/1034912X.2018.1535109
Vetter, M., O’Connor, H.T,. O’Dwyer, N., Chau, J. & Orr, R. (2020). ‘Maths on the move’: Effectiveness of physically-active lessons for learning maths and increasing physical activity in primary school students. Journal of Science and Medicine in Sport, 23(8), 735-739. https://doi.org/10.1016/j.jsams.2019.12.019
Woolfolk, A., & Margetts, K. (2019). Educational psychology (5th ed.). Pearson Australia.
Whitton, D. (2015). Teaching and learning strategies. Cambridge University Press.