Element One

Element One 

Teachers Know Their Subject Content and How to Teach That Content to Their Students

I have sought to plan learning experiences that have focused on the integral question of ‘what do I want students to learn?’ (Department of Education, 2004, p. 16). This focus provided a base upon which I developed a sequence of ten lessons that centred on the concept of length within the Measurement strand of the NSW Mathematics Syllabus K-6 (see Appendices A & E). By backwards mapping from expected student achievement of outcomes and indicators at the end of the unit assessment task the lessons were devised so that students were able to initially investigate informal units of measurement before moving on to a larger formal unit of measurement, the metre, followed by a smaller formal unit of measurement, the centimetre. This particular sequence allowed students to understand that length was a measurable property that had its own particular units of measurement. Further, by beginning with a larger formal unit of measurement, the metre, students were presented with the challenge of identifying the need for a smaller formal unit of measurement during subsequent lessons. This promoted intellectual quality as students had to apply higher order thinking skills in identifying and substantiating why different formal units of measurement were needed and contexts in which they could be applied. Throughout all lessons students were presented with a quality learning environment whereby practical activities were implemented to develop students’ understanding of length situating conceptual understanding within students’ own contexts (DET, 2008, p. 10). (1.1.1, 1.1.2, 1.1.3).

I will endeavour to integrate Information and Communication Technologies (ICT) resources in an authentic manner which will assist students’ to develop a deeper understanding of the concepts explored within a unit. It is something I haven’t had the chance to implement during previous professional experiences but would like to do so. (1.1.4).

I need to ask peers within my cohort about their past experiences in integrating ICT resources in an authentic manner within their lessons. This supportive collegiate environment would assist by providing a forum whereby ideas and information could be shared amongst peers. Further, I would need to explicitly plan units of work that require use of ICT resources as a means of supporting student learning.