1. EPL 3 – Week 3 Professional Knowledge Domain Knowing learners & learning

2. Professional knowledge domain… what are the two standards?? Standard 1  Know students and how they learn Standard 2  Know the content and how to teach it

3. How are you going with the standards Professional Knowledge Professional Practice Professional Engagement Standard 1 Know students and how they learn Standard 3 Plan for and implement effective teaching and learning Standard 6 Engage in professional learning Standard 2 Know the content and how to teach it Standard 4 Create and maintain supportive and safe learning environments Standard 7 Engage professionally with colleagues, parents/carers and the community Standard 5 Assess, provide feedback and report on student learning

4. Standard 1 – Know students and how they learn Standard 2 – Know the content and how to teach it 1.1 Physical, social and intellectual development and characteristics of students 2.1 Content and teaching strategies of the teaching area 1.2 Understand how students learn2.2 Content selection and organisation 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 2.3 Curriculum, assessment and reporting 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 2.5 Literacy and numeracy strategies 1.6 Strategies to support full participation of students with disability 2.6 Information and Communications Technology

5. Aboriginal and Torres Strait Islander students & perspectives  No single Aboriginal or Torres Strait Islander way of learning – be careful of generalisations  Possible findings to consider  Learnt by observation, modelling & imitation not talking and listening  Learning through trial & errors rather than words and instruction  Learning that is directly relevant to their own lives (& through doing)  Learning in context-specific activities – having to do it

6. Students with disabilities and different abilities  Knowledge about the child  Knowledge about their special disability or learning needs  Knowledge about appropriate adjustments & strategies

7. Qld – disabilities recognised  Autism Spectrum Disorder (ASD)  Hearing Impairment  Intellectual Impairment  Physical Impairment  Speech Language Impairment  Vision Impairment

8. Differentiation? What does it look like?  I cater to different learners  Examining student work and profiling information  talking to parents, past teacher, guidance officers, SEU, support staff, about any information they have on the child and how they best learn  Talking to the child about their strengths and interests, working out a way to use these as a hook into learning.  Thinking about appropriate adaptations, strategies, resources, assessment tasks in advance  Locating/making specific resources appropriate for/catering to the interests of specific students.  Working with support staff on curriculum related plans, creation of resources & strategies and adjustments  Following up and communicating with child, support staff and parents about what is happening and what will happen.

9. What does it mean if you view the curriculum from the bottom up perspective?

10. What are the features of great lessons that demonstrates professional knowledge about students and content?

11. KAZAKSTAN – best lesson challenge

12. Best lesson plan ever?  Why would this example win a prize as a great lesson plan?  What are the features of a great lesson/ great lesson plan?? Is this ‘international’?  How are aspects such as relevance, context- specific learning that recognises different learners and their learning styles catered for?  In pairs create your list of top 10 principles.

13. Components of lesson plans – Excellence in teaching model  1. Anticipatory Set (focus) - A short activity or prompt that focuses the students' attention before the actual lesson begin and hooks them in.  2. Purpose (objective) & expectations - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result.  3. Input and co-construction - The vocabulary, skills, and concepts shared with or built with students - the "stuff" the kids need to know in order to show their learning.  4. Modelling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words.  5. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the a multi-modal approach - hear/see/do.  6. Checking For Understanding - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up?  7. Independent Practice - The teacher releases students to practice on their own based on steps 3-6.  8. Closure – Sharing, checking, questioning, collecting work. A review or wrap-up of the lesson - "Tell me/show me what you have learned today".

14. Ineffective lesson plans  Learning focus is not clear or specific  Little effort to hook students in  Activities do not relate to the learning focus  Activities, language etc are not appropriate for the student group  Focus is on teacher talk and ‘delivery’, not on student engagement, interactions, contribution, practice, demonstration  No consideration of different students, groups or contingencies  Resources not specified or created  Learning and understanding are not checked  No summary, conclusion or sharing student work and understanding

15. What would be in the world’s best lesson plan? What are the basic components or sections? What if we begin by thinking about:

16. Best Lesson in the World Challenge  Your task: Over the next three weeks your group will create the best lesson that you possibly can to begin the assigned unit and year level. You will use this as an opportunity to demonstrate the professional standards in a meaningful and cumulative way.

17. To prepare  Identify key beliefs about learners and learning that you will demonstrate through the lesson  Identify the specific needs of your cohort  Identify a specific context and location and consider Aboriginal and Torres Strait Islander perspectives  Decide on a template and form for presenting the lesson  Find and create all the necessary resources and tools to teach and assess this lesson  You will have 10 minutes to share your lesson with the group on April 2 and materials will also be uploaded to our shared wiki space.

18. This week’s focus 1 Students and how they learn Next week’s focus 2 Know the content and how to teach it 3 Plan for and implement effective teaching and learning

19. The e-portfolio  How do you deal with a new tool or challenge?  What are the key features of how you learn?  Let’s look at some examples to date

20. Standard 1 & the e-portfolio Identify an artefact, lesson plan or reflection that show how you have taken into account students and how they learn Annotate how it demonstrates your learning about the standard Upload it to your e- portfolio

21. Next week  Standards 2 & 3  Bring an example in a different learning area (not English/Math) for structured sharing process  Time to work on challenge