Standard 1: Know students and how they learn
Resource 1
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This teaching resource is particularly relevant to a year 9-12 Health teacher as the students are at the stage of their physical and social development where they may start to experiment with sexual behaviours and drugs. This resource provides educators with background information along with various learning activities that can be used to teach a unit on sexual health to adolescent students.
(Standard 1.1) |
Resource 2![]()
This is a PowerPoint presentation from a compulsory professional development session for the teachers on the topic of Autism. The session was designed to educate teachers about the different learning styles and requirements of students who are on the spectrum as well as different teaching strategies to cater for these students.
(Standard 1.5) |
Resource 3
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This resource is a government publication that outlines the legislative obligations that teachers have, to ensure that students with disabilities have access to the same educational opportunities as those without a disability.
(Standard 1.6) |
Resource 4
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This is an example of an Individual Education Plan which serves the purpose of informing teachers of the special learning requirements of certain students due to psychological disorders or intellectual disabilities. A teacher should reference these IEPs in order to cater for and meet each individual's specific learning requirements.
(Standard 1.5) |
Resource 5
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
End of Nutrition Unit Lesson Plan | |
File Size: | 55 kb |
File Type: | doc |
This lesson plan and photos are from a Year 11 Health class that I taught that concluded a unit on nutrition. During the unit the students learnt about The Australian Dietary Guidelines which outlines the food groups and recommended daily intakes of foods that people should include in their diet. The students spent the second last lesson planning together a daily meal plan that incorporated the recommended daily intakes and portion sizes from the different food groups for their age and gender. Once they had decided on a menu, the students constructed a list of ingredients and appliances that they required for the last lesson of the unit where they were able to cook and present their meals. Although during the unit I had incorporated several different teaching strategies such as interactive quizzes, videos, creative activities and worksheets, this lesson allowed the students to further develop their understanding of the unit content in an environment outside the classroom and in a way that they could practically apply theory to their own lives.
This lesson plan has been included as a resource for Standard 1 as it is was designed based on the theoretical underpinning that teaching and learning is often more effective when students are able to interact with new knowledge and also relate the unit content to their own lives (Marzano, as cited by Concordia Online Education, 2015). This lesson gave the students the opportunity to further consolidate the unit content in a way that required them to engage with the theory in a hands-on way and practically apply what they had learnt throughout the unit to their own daily lives. The task would have been further beneficial for students who like to learn through kinaesthetic activities as generally the previous lessons had been taught using predominantly visual and auditory techniques. This lesson also specifically caters to the learning needs of later year's students as it requires them to work collaboratively to develop a meal plan and then cook the meals to present a visual representation that satisfies their recommended daily eating requirements. Collaborative learning exercises such as this one are effective in teaching later year's students as when a classroom environment is more social and active in nature, the students are able to develop their higher order thinking skills through discussions and debates with their peers, which consequently leads to enhanced learning (CUCTE, 2014).
(Standard 1.2)
References
Concordia Online Education, (2015). Concordia University. Retrieved from http://education.cu-portland.edu/blog/curriculum-instruction/overview-of-robert-marzanos-model-of-teaching-effectiveness/
Cornell University Center for Teaching Excellence, (2014). Cornell University. Retrieved from http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html#what
This lesson plan has been included as a resource for Standard 1 as it is was designed based on the theoretical underpinning that teaching and learning is often more effective when students are able to interact with new knowledge and also relate the unit content to their own lives (Marzano, as cited by Concordia Online Education, 2015). This lesson gave the students the opportunity to further consolidate the unit content in a way that required them to engage with the theory in a hands-on way and practically apply what they had learnt throughout the unit to their own daily lives. The task would have been further beneficial for students who like to learn through kinaesthetic activities as generally the previous lessons had been taught using predominantly visual and auditory techniques. This lesson also specifically caters to the learning needs of later year's students as it requires them to work collaboratively to develop a meal plan and then cook the meals to present a visual representation that satisfies their recommended daily eating requirements. Collaborative learning exercises such as this one are effective in teaching later year's students as when a classroom environment is more social and active in nature, the students are able to develop their higher order thinking skills through discussions and debates with their peers, which consequently leads to enhanced learning (CUCTE, 2014).
(Standard 1.2)
References
Concordia Online Education, (2015). Concordia University. Retrieved from http://education.cu-portland.edu/blog/curriculum-instruction/overview-of-robert-marzanos-model-of-teaching-effectiveness/
Cornell University Center for Teaching Excellence, (2014). Cornell University. Retrieved from http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html#what