Know the Content
Throughout my professional placements I have implemented the Victorian Essential Learning Standards into my lessons and sequences. As a teacher, it is important to be able to identify which content is important for student learning and target that content for development within the classroom. Due to the limited time structure afforded to teacher, is it a virtual impossiblity to cover every piece of information in adequate depth so teachers must be able to recognise which content is of most importance and relevance to their students and focus on these areas for development.
Very few students learn to run before they crawl... it is important to organise your content into a sequential and meaningful manner which is relevant to the student's lives.
Students within this generation have highly developed ICT skills to those in previous generations and as a teacher I can use this aptitude for technology to my benefit by encouraging the use of structured ICT activities within lessons sequences. As with any educational tool, the ICT programs must have a structured and well-developed rationale behind it- using ICT for the sake of it is not teaching, it becomes baby sitting. The students must be challenged by the activities and need to be keep their desired learning outcomes in mind when using ICT programs.
As the era of VELS comes to an end, I have started to incorporate AUSVELS into my teaching sequences and have recently created a science based unit of work on animals with an AUSVELS approach. My lessons are guided by the national curriculum; I aim to address the curriculum while maintaining flexibility with me lessons and their structure.
As an example, I implemented VELS into a unit of work I designed concering the Weedy Seadragon, an endangered species on the peninsula. By using VELS as my guide, I was able to create age-appropriate and meaningful learning experiences for the students at Red Hill Consolidating School to great success.
Very few students learn to run before they crawl... it is important to organise your content into a sequential and meaningful manner which is relevant to the student's lives.
Students within this generation have highly developed ICT skills to those in previous generations and as a teacher I can use this aptitude for technology to my benefit by encouraging the use of structured ICT activities within lessons sequences. As with any educational tool, the ICT programs must have a structured and well-developed rationale behind it- using ICT for the sake of it is not teaching, it becomes baby sitting. The students must be challenged by the activities and need to be keep their desired learning outcomes in mind when using ICT programs.
As the era of VELS comes to an end, I have started to incorporate AUSVELS into my teaching sequences and have recently created a science based unit of work on animals with an AUSVELS approach. My lessons are guided by the national curriculum; I aim to address the curriculum while maintaining flexibility with me lessons and their structure.
As an example, I implemented VELS into a unit of work I designed concering the Weedy Seadragon, an endangered species on the peninsula. By using VELS as my guide, I was able to create age-appropriate and meaningful learning experiences for the students at Red Hill Consolidating School to great success.