Application of Universal Design for Learning to unit of work Universal Design for Learning contains three essential principles. These principles are believed to be the core and foundations for an Australian Curriculum with Universal Design of Learning integrated within. The three principles allow for a flexible and open curriculum, instead of a “one size fits all” type curriculum (CAST 2011). The following breakdown of the principles will be referring to the Universal Design of Learning Guidelines found on the CAST website.
Australian government, education authorities, tertiary education institutions and all Australian know and recognise about the opportunities and challenges that were mentioned in these researches. Hence, the curriculum can be changed and amended to cope these issues and prepare for young Australian people in the future jobs. Improving the knowledge, skills for young people through schools can be the best way. For example, as the FYA report mentioned, Young Australian need to have skills about digital, finance and skills to innovate, adapt and navigate the complex careers in the future (p. 2). Hence, the research suggested, mandatory computing or digital technologies could be considered to implement in curriculum from primary school instead of from year 9 as the recommendation of Australian curriculum, and ensuring access to digital infrastructure in all schools and communities (FYA, p, 30-32).
Chapman, S. (2015). Arts immersion: Using the arts as a language across the primary school curriculum. Australian Journal of Teacher Education, 40(9), 86-101. This article is discussing the use of art immersion as a strategy responding to the challenges currently facing arts education in Australian primary schools and a means to maximize the education potential of arts education. This article discusses how arts education is being hindered in Australia because of high stake tests and reduced government funding; however, art immersion is a proposed strategy that is intended to be a team-teaching approach with the classroom teacher and the arts specialists in primary schools to improve the arts pedagogy.
High-quality early childhood education experiences have the potential to improve young children’s early academic skills and learning-related behaviours, especially for children from disadvantaged backgrounds (Burchinal et al., 2015). In an effort to address these issues and formally incorporate the early childhood sector into Australia’s educational system, the Commonwealth Government has, in recent years, introduced sweeping reforms designed to ‘professionalize’ early childhood education and care provision (DEEWR, 2014). These reforms were designed to replace the disparate licensing and regularity system previously administered by state and territory governments, which had impacted negatively on the overall structure of early childhood service provision in Australia (DEEWR,
Her positive outlooks on examinations often persuade the audience to overlook the negatives. However, Alonso bases her argument on inferences she has drawn from her own personal experiences. For example, a professor will not always admit when they have failed to teach a topic, or acknowledge when they are grading with frustration behind their red pen. Alonso’s conclusions would carry more weight if she were to base them on research. Overall, Alonso has constructed a strong argument about the advantages to examinations that accounts for the different points of view teachers and students
In a four year old VPK classroom there are different types of learners, the three common types of learners are visual, auditory, tactile, and kinesthetic. On the Ability Path website it mentions that visual learners learn best through what they observe, such the facial expression and body language. Visual learners learn best through demonstrations rather than just being given directions, because visual learners learn best through demonstration too much movement in the classroom could be a distraction in the classroom. Most visual learners tend to have very active imaginations, and think in pictures. An example of a math activity could be counting with M&M’s, counting M&M’s and being able to move each M&M as they count each one will
This notion reduces the validity of NAPLAN due to the fact that it assesses how well the students have been directly taught for the test, rather than the mathematical ability of the students. Another issue with NAPLAN, is that it does not solely test student’s mathematics ability because language comprehension is needed to understand the worded questions. So, students with language difficulties will be disadvantaged even if they have a sophisticated knowledge and understanding of mathematics. Therefore, the NAPLAN testing scheme does have many educational benefits for students, teachers, parents, schools and the government; however, it is not without its faults and there are areas in which improvement could be
If we don't do anything to identify students who are struggling and have difficulties, then it will play a part in their education for the rest of their academic careers and potentially their lives outside of academics such as in their careers and/or personal life. Currently, there are a few ways to see if children and students are struggling with mathematics and numeracy. These methods include, screenings, tests, activities that test mathematical knowledge or a combination of them. The most easiest method to administrate, but not always the most reliable method is testing (Jordan et al. 182).
As well as, knowledge acquisition and humanitarianism. We will create situations in which students examinetheir life outside the classroom. We will address the importance of out-of-class experience. We will develop a common understanding of the desired outcomes of education and the combination of institutional conditions and student experiences most likely to produce these outcomes, assess regularly the impact of out-of-class environments on students, and shape student cultures in ways that foster responsible behavior. (Kuh,
While authentic assessment is a great tool that allows students to display their knowledge in many different ways, it also has its downfalls. With authentic assessment, it can be difficult to grade a student’s work since scoring can be subjective. Also, the same way each student is different, as educators so are we and it’s difficult to determine wasn’t important or relevant among each other. The biggest issue though would be the time constraints that educators face. Feeling forced to teach a lesson quickly in order to move on to the next subject can limit the use of authentic assessment in the
A function has three sections the input, relationship and output. e.g. input is a number = 4 relationship is a condition = *2 Output is the value= 8 /*these three steps shows a function. */ There are numerous types of functions and every type has its own particular diagram. The eight most commonly utilized graphs are linear, power, quadratic, polynomial, rational exponential, logarithmic, and sinusoidal.
One of the two educational goals outlined in the Melbourne Declaration (2008) is that “All young Australians are to become...Active and informed citizens.” With this in mind, this unit of work is designed to foster student’s learning in the concept of introduced species. It will open students’ minds to some of the ideas and controversy surrounding introduced species today; what are some of the dangers, what went wrong in the past, how are we still feeling the effects now, how something in one country won’t necessarily work in another. The key outcome that this unit is based around is GE2-2 and it fits into the Stage Two curriculum under the content ‘The Earth’s Environment’. This unit will act as a precursor to students exploration of globalisation in Stage Three where in they will discover some of the wonderful things that can, has and will come out of it.
Research into how children think and learn has suggested that children absorb the most information while they are participating in activities which are intentional teaching methods. Taking into consideration previous knowledge of the children’s cognitive development milestones and what strategies work best for teaching at certain ages or year levels has helped this resource to be accurate and well suited to year one students and is also useful for teachers to utilize in a classroom setting. This resource was created based on the current Australian Curriculum, The Early Years Learning Framework (EYLF) and cognitive developmental milestones. Children using this resource will improve knowledge on shapes and learn how to explain the differences of various shapes; children may also find that this resource may improve development for counting and reading as they are also main components. Supporting the progress of learning shapes is vital for children as this is a skill they will use as children all the way through to
These five tasks, in their development stage provided different levels of difficulty. Surprisingly, I found writing the economics and business activity the easier of the tasks to write up, part of the reason for this is because I thought about an activity that would not only, assist me in learning about those concepts but that would also keep me interested. The rest of the activities developed quickly in my mind and I think that is largely because I have a ‘humanities’ brain and these activities reminded me of the tasks I participated in at school myself. The integrated history and geography activity proved to be the most difficult, I knew I wanted to have an activity directly related to the Cross Curricular Priorities, more specifically Aboriginal and Torres Strait islander peoples but developing an activity surrounding this was almost like adding extra pressure. As a future teacher you want to improve the way history and societal views of Aboriginal and Torres Strait islanders is being taught, to provide a better foundation of study for students.
Despite this comparative limitation, the study is well controlled and accounts for many variables. The ranking of the questions on difficulty, as well as a concrete method of identifying cognates by their sound provided for an interesting and reliable data analysis. The authors claimed the students in their study had received no explicit cognate instruction, however did not provide any basis for how they could have known this, as the students could have received this type of instruction in previous grades before this study took place. This is an extremely important factor in discussing the cognate advantage and the authors should