2.5 Literacy and Numeracy Strategies
Proficient: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Also see example 1. 5 Differentiate teaching to meet specific learning needs of students across the full range of abilities which shows the use of a template designed to assist a student to write more detailed and varied ideas in her descriptive writing. Samples of improvement in her writing have also been shown.
Standard 3.3 Use teaching standards also shows evidence of the warm ups I use in Literacy and Numeracy to develop automaticity and fluency in skills. Below this example is some work samples from a session where I used the questioning strategies and inquiry based approach encouraged by the Empowering Local Learner's Project being trialed in our region. This approach aims to develop executive functions skills in student such as inhibitory control, problem solving and understanding skills. Standard 1.2 Understand how students learn also has evidence of using the ELL approach of questioning and enquiry based learning. At the bottom of Standard 3.3, there is also evidence of how I use scaffolds and support in the form of a Rainbow recount for my students when writing to explicitly breakdown the necessary components of a good recount. The 3 samples show how this model has allowed some of my students to successfully produce good recounts.
Standard 3.3 Use teaching standards also shows evidence of the warm ups I use in Literacy and Numeracy to develop automaticity and fluency in skills. Below this example is some work samples from a session where I used the questioning strategies and inquiry based approach encouraged by the Empowering Local Learner's Project being trialed in our region. This approach aims to develop executive functions skills in student such as inhibitory control, problem solving and understanding skills. Standard 1.2 Understand how students learn also has evidence of using the ELL approach of questioning and enquiry based learning. At the bottom of Standard 3.3, there is also evidence of how I use scaffolds and support in the form of a Rainbow recount for my students when writing to explicitly breakdown the necessary components of a good recount. The 3 samples show how this model has allowed some of my students to successfully produce good recounts.