1 & 2
Professional Knowledge-
Standard 1: Graduating Teachers know what to teach.
A. Have content knowledge appropriate to the learners and learning areas of the programme.
Initial appraisal:
Knowledge of the strands of the curriculum and how to link learning intentions to achievement objectives. This shows in my grade for practicum 2 where I gained an excellence. One of my teachers comments was how well I know the curriculum document, I gained an excellent for knowing the curriculum content. I would like to work on my knowledge of English and Maths and find appropriate resources to match my content knowledge.
Final appraisal: Confident
I have had the opportunities to teach numeracy and literacy and feel very confident in these areas now. The lectures at BTI along with the experience on practicums have allowed me to meet this GTS.
Learning intention 1 from Special Project: Negotiated Inquiry course outline LTCS 6309, 2015.
My inquiry was based on adding to my knowledge of literacy and numeracy and what tasks can be used in the independent time. This helped with my knowledge of maths and english in the NZ curriculum.
See learning intention below...
Professional Knowledge-
Standard 1: Graduating Teachers know what to teach.
A. Have content knowledge appropriate to the learners and learning areas of the programme.
Initial appraisal:
Knowledge of the strands of the curriculum and how to link learning intentions to achievement objectives. This shows in my grade for practicum 2 where I gained an excellence. One of my teachers comments was how well I know the curriculum document, I gained an excellent for knowing the curriculum content. I would like to work on my knowledge of English and Maths and find appropriate resources to match my content knowledge.
Final appraisal: Confident
I have had the opportunities to teach numeracy and literacy and feel very confident in these areas now. The lectures at BTI along with the experience on practicums have allowed me to meet this GTS.
Learning intention 1 from Special Project: Negotiated Inquiry course outline LTCS 6309, 2015.
My inquiry was based on adding to my knowledge of literacy and numeracy and what tasks can be used in the independent time. This helped with my knowledge of maths and english in the NZ curriculum.
See learning intention below...
Evidence
arts_course.pdf | |
File Size: | 2505 kb |
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learning_and_teaching_english_literacy_-_ltcs_5123.pdf | |
File Size: | 3242 kb |
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course_outline_maths.pdf | |
File Size: | 4399 kb |
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b. Have pedagogical content knowledge appropriate to the learners and learning area of their programme.
Initial appraisal: Confident
I have learnt that students need materials and resources to aide their learning. Students have different learning preferences and levels of level. The teachers job is to ensure that all students needs are being met, whether that is gifted, struggling or the students in the middle.
From completing PIPI 1 in my first year of teacher training I have been given an informed view of the many aspects and influences that are involved in how children learn at various stages of life. I feel quite confident in my knowledge of relevant learning theories and how they apply to teaching. I want to continue to develop my working knowledge of these theories by making sure I draw on this knowledge as I am teaching.
Initial appraisal: Confident
I have learnt that students need materials and resources to aide their learning. Students have different learning preferences and levels of level. The teachers job is to ensure that all students needs are being met, whether that is gifted, struggling or the students in the middle.
From completing PIPI 1 in my first year of teacher training I have been given an informed view of the many aspects and influences that are involved in how children learn at various stages of life. I feel quite confident in my knowledge of relevant learning theories and how they apply to teaching. I want to continue to develop my working knowledge of these theories by making sure I draw on this knowledge as I am teaching.
Evidence
teaching_and_learning_course_outline.pages | |
File Size: | 853 kb |
File Type: | pages |
Learning intentions 3 and 4 from PIPI 1 5121 course outline- 2013:
3. Articulate an introductory knowledge of a range of lifespan theories, including how a person develops physically, cognitively, emotionally, socially, spiritually and culturally and the implication of such for teaching and learning.
4.Develop the dispositional characteristics of an active learner.
Grade for Pipi 1: B
3. Articulate an introductory knowledge of a range of lifespan theories, including how a person develops physically, cognitively, emotionally, socially, spiritually and culturally and the implication of such for teaching and learning.
4.Develop the dispositional characteristics of an active learner.
Grade for Pipi 1: B
c. Have knowledge of the relevant curriculum documents of Aotearoa New Zealand.
Add evidence: NZ ED course outline. Comment from prac teacher
Initial appraisal: Confident
I have used the curriculum document for three practicums now. I have also used it in planning assignments for BTI. In year one I gained at A- for Introduction to Education in Aotearoa, where we used the New Zealand curriculum document as well as Te Whariki.
Add evidence: NZ ED course outline. Comment from prac teacher
Initial appraisal: Confident
I have used the curriculum document for three practicums now. I have also used it in planning assignments for BTI. In year one I gained at A- for Introduction to Education in Aotearoa, where we used the New Zealand curriculum document as well as Te Whariki.
Evidence
A- for Introduction to Education in Aoteraoa
d. Have content and pedagogical content knowledge for supporting English as an additional language (EAL) learners to succeed in the curriculum.
Initial appraisal:
This is something I feel I am yet to meet. I believe this knowledge will come through the duration of my Teaching Diverse Cultures paper this semester.
Final appraisal: Confident
During practicum 5 I had the opportunity to work with EAL learners and found some useful iPad apps and resources.
We had a mandarin teacher come into teach our students for term 1- it was great to learn some practical tips for teaching mandarin: this would come in handy if I had a Chinese student.
My 'teaching diverse cultures' paper also contributed to my feeling confident in meeting this GTS
Initial appraisal:
This is something I feel I am yet to meet. I believe this knowledge will come through the duration of my Teaching Diverse Cultures paper this semester.
Final appraisal: Confident
During practicum 5 I had the opportunity to work with EAL learners and found some useful iPad apps and resources.
We had a mandarin teacher come into teach our students for term 1- it was great to learn some practical tips for teaching mandarin: this would come in handy if I had a Chinese student.
My 'teaching diverse cultures' paper also contributed to my feeling confident in meeting this GTS
Evidence
Grade for teaching diverse cultures: B (Transcript not up to date).
Grade for teaching diverse cultures: B (Transcript not up to date).
2 Graduating Teachers know about learners and how they learn
a. Have knowledge of a range of relevant theories and research about pedagogy, human development and learning
Initial appraisal: Confident
In my Pipi one bronfrenbrenner assignment, I covered the different theories and theorists: unfortunately I lost all my year one work off my hard drive but I gained a B+ for this assignment.
I have read "The developing person through the life span" text book (Berger). This contributed to my confidence in meeting this GTS.
a. Have knowledge of a range of relevant theories and research about pedagogy, human development and learning
Initial appraisal: Confident
In my Pipi one bronfrenbrenner assignment, I covered the different theories and theorists: unfortunately I lost all my year one work off my hard drive but I gained a B+ for this assignment.
I have read "The developing person through the life span" text book (Berger). This contributed to my confidence in meeting this GTS.
b. Have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation
Initial appraisal:
PA&E and practicum 3 both contributed to my knowledge of assessment and evaluation. In practicum 3 I was able to use the PA&E process while working with 2 students on their literacy.
Final appraisal: Confident
Using the PA&E cycle on practicum 4 helped me become confident and I now feel like I can use this process to benefit my students learning. This is shown in my practicum 4 grade.
Initial appraisal:
PA&E and practicum 3 both contributed to my knowledge of assessment and evaluation. In practicum 3 I was able to use the PA&E process while working with 2 students on their literacy.
Final appraisal: Confident
Using the PA&E cycle on practicum 4 helped me become confident and I now feel like I can use this process to benefit my students learning. This is shown in my practicum 4 grade.
Evidence
Learning intention 3 lifted from Diversity: Teaching the unique child LTCS 6225 course outline (2014). (Received overall grade A for paper)
3. Critique selected curriculum models and teaching strategies which allow differentiated programmes to be delivered. Use the planning, assessment and evaluation cycle fully, to inform, differentiate & refine practice in relation to the individual learner.
Practicum 4 comment:
Practicum 4 grade: Excellent
3. Critique selected curriculum models and teaching strategies which allow differentiated programmes to be delivered. Use the planning, assessment and evaluation cycle fully, to inform, differentiate & refine practice in relation to the individual learner.
Practicum 4 comment:
Practicum 4 grade: Excellent
c. Know how to develop metacognitive strategies of diverse learners
Initial appraisal:
I have learned how discussions, questioning, observations and journal writing can all be used to extend children's thinking and metacognitive skills. During my practicums I have had the opportunities to work on my questioning skills and I will continue to do so.
Initial appraisal:
I have learned how discussions, questioning, observations and journal writing can all be used to extend children's thinking and metacognitive skills. During my practicums I have had the opportunities to work on my questioning skills and I will continue to do so.
d. Know how to select curriculum content appropriate to the learners and the learning context
Initial appraisal: Confident
I have had numerous opportunities to set appropriate content for my learners from the curriculum and I feel like I am very capable to do so. In practicum 4 it was fantastic to have my AT check my planning before all my lessons and comment on my choice of achievement objectives and key competencies.
We have had a range of lectures and papers on curriculum content, including pipi one (LI below)
Initial appraisal: Confident
I have had numerous opportunities to set appropriate content for my learners from the curriculum and I feel like I am very capable to do so. In practicum 4 it was fantastic to have my AT check my planning before all my lessons and comment on my choice of achievement objectives and key competencies.
We have had a range of lectures and papers on curriculum content, including pipi one (LI below)
Evidence
Learning intention 1 lifted from PIPI 6222 course outline- 2014
1. Explore and apply innovative and progressive ways of teaching in order to create learning opportunities that are invitational and responsive to children within a range of learning contexts.
1. Explore and apply innovative and progressive ways of teaching in order to create learning opportunities that are invitational and responsive to children within a range of learning contexts.
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