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Making PatternsStudents were learning the properties of a pattern. First we made patterns out of feathers, patty pans, pom-poms, stickers and bits of coloured paper. The students could make any pattern they like as long as it was clear the pattern repeated.
The students began to realise that a pattern could be made up of any materials, so we went outside and collected a range of leaves, flowers, grass and sticks. The students then came inside and made patterns out of the materials they had collected from their environment. |
Counting by tensWhilst teaching the foundation students how to count by tens we created this display as a class. This display in the classroom allows the students to comprehend counting by tens and how many tens make up a number. Through the use of YouTube clips and practice the students were able to rote learn how to count from 10 to 100. However they were having trouble grasping the concept of how many tens make up a number. We made this chart to hang up in the classroom as a resource for students to refer to and remind them how many tens make up a number. George Booker suggests when teaching students to count by tens that we should not stop at 100. In making this display I ensured that the chart went to 110 to reiterate to students that counting does not stop at 100.
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Practicing GratitudeI was lucky enough to be part of a fantastic Professional Development during
my teaching practicum by Hugh van Cuylenburg called 'The Resilience Project'. Hugh discussed the importance of building resilience in students and the positive effects it has on their mental health. Hugh discussed the keys to building resilience and inspire mental health were the practicing of Mindfulness, Gratitude and Empathy. I was truly inspired by this presentation and decided to design a resource that could help students practice gratitude. I designed and created this 'Gratitude Tree' and implemented the use of it at my Outside of School Hours Care service. The tree trunk is made of cardboard, the leaves are laminated and attached with Velcro. The idea of this tree is for students to write something they are grateful for when they feel like it. The students can write their name on the leaf or remain anonymous. The leaves are laminated so that they can be cleaned and reused after the students write on them with whiteboard marker. This resource has been a great asset to our program. The students have responded really well and love being able to express their gratitude in a fun way. At the end of the week we share what the students have been grateful for and this creates a fantastic positive environment for the students. |
Links to the Australian Teaching Standards:
2. Know the content and how to teach it 2.2 'Content selection and organisation' (AITSL, 2014). 2.5 'Literacy and numeracy strategies' (AITSL, 2014). 3. Plan for and implement effective teaching and learning 3.2 'Plan, structure and sequence learning programs' (AITSL, 2014). 3.4 'Select and use resources' (AITSL, 2014). 3.5 'Use effective classroom communication' (AITSL, 2014). 4. Create and maintain supportive and safe learning environments 4.1 'Support student participation' (AITSL, 2014). 7. Engage professionally with colleagues, parents/carers and the community 7.1 'Meet professional ethics and responsibilities' (AITSL, 2014). 7.2 'Comply with legislative, administrative and organisational requirements' (AITSL, 2014). 7.3 'Engage with the parents/carers' (AITSL, 2014). |
Links to Principles of Learning and Teaching:
1. The learning environment is supportive and productive. 1.3 'Uses strategies that promote students' self-confidence and willingness to take risks with their learning' (Victorian Government Education and Training, 2016). 1.4 'Ensures each student experiences success through structured support, the valuing of effort, and recognition of their work' (Victorian Government Education and Training, 2016). 3. Students' needs, backgrounds, perspectives and interests are reflected in the learning program. 3.3 'Builds on students' prior experiences, knowledge and skills' (Victorian Government Education and Training, 2016). 4. Students are challenged and supported to develop deep levels of thinking and application. 4.6 'Uses strategies to foster imagination and creativity' (Victorian Government Education and Training, 2016). |