Students’ language and literacy issues
CONTEXT
- The teacher education student is in the second year of a Bachelor of Education degree.
- This resource is an example of a critical reflection on the topic of language and literacy where the teacher education student demonstrates knowledge of teaching strategies that are responsive to student learning needs. It also demonstrates the teacher education student reflecting on their understanding of the standard focus area.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
EVIDENCE ANNOTATION
The teacher education student demonstrates 1.3.1 ‘Working towards graduate’ through:
- Expressing an awareness of the need to differentiate teaching strategies based on student diversity.
- Incorporating current issues (to respond to the strengths and needs of diverse students) into lessons and unit planning.
- Displaying sensitivity in relation to variations across language, culture, religion and socioeconomic background.
G: The goal for the teacher education student is 1.3.1
R: The teacher education student is ‘Working towards achieved’ for 1.3.1
O: What specific mentoring strategies could you employ with this teacher education student to help them move towards ‘Graduate achieved’ for 1.3.1?
W: What is the next step you would negotiate as a goal for them? What will you do as a Mentor to help them achieve this goal?
G: To demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
R: Which level of the graduate continuum are you currently at for 1.3.1? Refer to recent feedback you have received.
O: What specific actions could you take to demonstrate knowledge and understanding of research into how students learn and the implications of this for teaching?
- What opportunities exist at your school to observe specialist EAL/D teachers?
- What resources and materials are available at your school to meet EAL/D student needs?
- How could you use students’ backgrounds as a ‘learning tool’ in the classroom?
W: What is your next step to demonstrate knowledge of teaching strategies for students with diverse backgrounds?