Belief Statement
Professional knowledge means understanding both students and content. To be a successful teacher I need to understand students physical, social, emotional, and intellectual needs, as well as understand the diverse needs of a range of learners to implement strong differentiation for students. This understanding is developed through a consideration of implementing and supporting inclusion and engagement through my teaching (Hyde et al, 2017). In addition to this further considerations of student’s cognitive development outlined in Jean Piaget’s Theory of Cognitive Development. I have achieved this by considering students’ needs across differentiation supplying alternate assessment and learning formats for students.
Using a sequence of clear lessons, content has been taught in a secondary setting using ICT practices and High Impact Teaching strategies to develop clear understanding for students. Further understanding of leaners has been considered with students in this context being within the formal operations stage of development in secondary schooling (Churchill et al, 2021). The use of the Australian Curriculum has also informed teaching and learning through general capabilities, cross-curriculum priorities and achievement standards for students.
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Shaw, K. (2019). Teaching making a difference. (4th ed.). John Wiley and Sons Australia, Ltd.
Hyde, M., Carpenter, L., & Dole, S. (2017). Diversity, inclusion and engagement (3rd ed.). Oxford University Press.
