Professional Documents
Culture Documents
Personal Reflection Designing Teaching
Personal Reflection Designing Teaching
Personal Reflection Designing Teaching
therefore important that the next generation are given the full opportunity to
a range of not only information but also skills in technology that is vital in
modern society. This reflection will address how the ICT resource developed
learning need of the three different learning types, and assessment data. I will
also discuss the influences ICT has on the designing of teaching practices,
factors to ensure literacy learning, assessment data and our chosen student
learning needs of the three different learning types were met. Literacy learning
is when teachers use all aspects of literacy within their teaching, irrespective
Education and Training, 2014). Furthermore, Draper (2002) says that every
ensure that these needs were met within our ICT resource, we included a high
amount of reading and writing activities that promotes the students critical
thinking.
Assessment data is an important tool when planning lessons, as well
teachers to obtain data about students knowledge, skills and attitudes. It can
why lessons may have succeeded or failed (Marsh et al, 2014). Our ICT
lesson. Teachers can then use this assessment data to analyse whether or
not any improvements can be made to the lesson or to their own teaching
practise.
The student learning need covered in our ICT resource is the VAK
model on different student learning styles. VAK stands for visual, auditory and
kinaesthetic. These are the three different types of learning styles. Visual
learners learn through seeing, auditory learners learn through hearing and
kinaesthetic learners learn through moving, doing and touching (James Cook
University, 2014). To ensure that each of these unique learning styles were
presentation that addressed the specific needs of each learning style. For
visual learners, items such as video links and note taking address their
learning style. Auditory learners learning style is met through discussions, the
teacher explaining various aspects of the lesson and video links which are
lesson. The first activity also meets their learning style, as it involves student
chain.
student, provide students with a rich and wide ranging access to resources
from around the world, enable students to feel comfortable with technology in
the Information Age and enable teachers to move from information provider to
of their lessons and advancing their own classroom practice (Cavanagh &
teaching practises. Different software and devices can provide teachers with
software that enable students to find their own voice and creativity. This can
help students to advance their critical thinking and evaluation skills, as well as
technologies for the classroom (Cavanagh & Prescott, 2015, p.124). Issues
such as insufficient school budget for technologies, students not having
health risks associated with technologies and their use must be considered
cyber-bullying. One in five students will face cyber-bullying, and it can impact
teachers properly educate their students about the correct use of ICT in and
outside of school to ensure that all students enjoy a fair and inclusive
schooling.
When utilising ICT resources, teachers must also ensure that they
arent ostracising students due to socioeconomic status. When any tasks are
set that may use ICT, teachers must ensure students have the ability to utilise
the technologies, as well as access in and out of school if the activity requires.
must design and plan their lessons to ensure that this uneven availability and
access does not negatively affect the diverse range of students they will be
teaching.
Australia.
James Cook University. (2014, August 14). Visual, Auditory and Kinesthetic
(VAK) learning style model - JCU. Retrieved September 21, 2015, from
http://www.jcu.edu.au/wiledpack/modules/fsl/JCU_090460.html
http://www.kidshelp.com.au/grownups/news-research/hot-
topics/cyber-bullying.php
http://www.education.vic.gov.au/school/teachers/teachingresources/di
scipline/english/proflearn/pages/litoview.aspx#1
Education, 1.
Wong-Lo, M., Bullock, L., & Gable, R.A. (2011). Cyberbullying: practices to face
digital aggression. Emotional and Behavioral Difficulties, 16(3), 317-325.