PROFESSIONAL

LEARNINGSathiya Ravindran

41483723

&

Daniela Famularo41477030

ELEMENT 2Teachers know their students and how they learn

• Knowledge of students’ varied approaches to learning

• Knowledge of strategies for addressing student needs

WHAT CAN WE DO

AS

TEACHERS?

As teachers, we are facilitators! It is our role to ensure that are teaching accommodates

the needs of the 30 different individual students in our classroom.

A combination of catering for different learning abilities and learning styles will guarantee that all students are able to achieve the syllabus outcomes.

EVERYTHING!

DIFFERENT LEARNING ABILITIESAs teachers it is an important

part of our role to create lessons that meet NSW curriculum requirements and it is important to ensure that all students are achieving these outcomes.

However, we must be aware that each student will achieve these outcomes at different rates.

DIFFERENTIATIONAlthough there are NSW curriculum requirements it is important for teachers to unpack the syllabus outcomes when catering for the needs of their different students. Within each classroom there will be lower ability students, medium ability students and higher ability students.

These varying ability groups can be accommodated within the classroom with simple differentiation throughout the lesson with instructions, scaffolding and assigned task.

HOW CAN YOU DIFFERENTIATE?

Content Process Pedagogy

PROCESSBLOOM’S TAXONOMY

DIFFERENT LEARNING STYLESSimilar to different learning abilities, each individual student has a different learning style.

To maximise student learning experiences the teacher must ensure that all students are able to access the curriculum and are engaged throughout all lessons.

BROFENBRENNER’SECOLOGICAL MODEL