Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
(Australian Institute for Teaching and School Leadership [AITSL], 2014)
Situation
Understanding how students learn is crucial for
effective teaching. Current research promotes constructivism as an
effective student-centred teaching approach for understanding
learners and learning (Simon, 1995). Social-constructivism assumes
that one’s knowledge of the world is constructed from perceptions
and experiences both individually and in interaction with others
(Sullivan, 2011). Therefore, learning is viewed as an adaptation to
one’s individual and social experience of the world - teaching
needs to reorganise a student’s current cognition to a meaningful
understanding of new concepts and ideas (Sullivan, 2011; Skamp,
2012). Students' thinking is important, therefore learning needs to
be relevant and meaningful to all students.
Action
Diagnostic assessment
is a constructivist teaching strategy used in both the science
assessment and sequence to ensure learning is based on what the
student knows:
- - Students' prior knowledge on the concepts of mixtures and scientific language is determined.
- - Discussion, drawing and recording/stating thoughts and observations, uncovers alternative conceptions students may hold. Uncovering alternative conceptions is essential for teacher and students as evidenced in the learning sequence as it enables students rethink their understandings to construct better ones (Skamp, 2012).
- - Strategies such as discussion, facilitated by effective questioning, using an open-ended activity and engaging the learner’s interests are used in the learning sequence and assessment to construct understanding of the concepts being taught without taking initiative and control away from the student (Simon, 1995).
- - The teacher can then build new understanding on what students know, making connections to contextualise their learning (Sullivan, 2011).
- - Ensures all students have equal opportunity to experience the concept
- - Questioning - used in learning sequence and assessment to assess students' understanding and engage students in scaffolded learning. Questioning takes students on a scaffolded learning journey together, drawing on knowledge individual students hold to lead them to the application of new understandings.
Result
Students will develop an understanding of the
concepts through a learning experience that is meaningful and
relevant to them. They engage in learning activities that are based
on their interests and level of understanding resulting in a learning
experience that is enjoyed. Diagnostic strategies such as questioning
and discussion engages students in thinking, therefore enabling them
to actively construct new knowledge.
References
- Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
- Skamp, K. (2012). Teaching Primary Science Constructively (4th Ed.). South Melbourne, VIC: Cengage.
- Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education (26)2, 114-145. National Council of Teachers of Mathematics.
- Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press.
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