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Assignment CoversheetStudent NameHayley GrantStudent ID number?U3055950Unit name?Social and Environmental EducationUnit number?7988Name of lecturer/tutorNicole HughesAssignment name?Assignment 2Due dateFriday 27th April 2012 5:00pmYou must keep a photocopy or electronic copy of your assignment.?Student declaration I certify that the attached assignment is my own work. Material drawn from other sources has been acknowledged according to unit-specific requirements for referencing.Signature of student: __________H.Grant______________________________???? Date: _________27.4.12___?Date of submission: 27.4.12In-depth understanding of the main issues relating to professional knowledge with relevance to current teaching of SOSE in the preschool or primary school setting.30%Demonstrated knowledge of professional practice and pedagogy in the SOSE area chosen.30%Specific, relevant examples and explanations that show evidence to support author’s position 25%Personal literacy skills and essay progression. 15%What makes an effective SOSE teacher in the area of history?Studies of Society and the Environment (SOSE) is an important strand to primary students learning as it develops students capacity to find out and understand the places, people and events that make up Australia and the interrelationships among them (Every Chance to Learn, 2007, pg 202). Thus, the study of SOSE gives students an understanding of who they are and the world they belong to. A central component when teaching SOSE is history, which can be defined as the study of events of the past (Reynolds, 2012, pg 153). History, is an essential element to SOSE as it promotes understanding of societies, events, movements and developments that have shaped humanity, it helps students appreciate how the world and its people have changed and the continuities that exist presently, and finally it renders students to understand themselves and others (Australian Curriculum, 2012). Thus, teaching history to primary students is imperative to their education, and teachers must be able to do this competently. Consequently, an effective history teacher should be able to use their professional knowledge, professional practice and professional improvement in teaching SOSE so that students fully understand the importance of history. An effective history teacher must have a good understanding of the “Professional Knowledge” when teaching SOSE. This is defined as the fundamental ideas, principles and structure of the disciplines they teach. An effective history teacher must be able to know and understand the fundamental ideas, principles and structures of the disciplines they teach (MECEETYA, 2010). An effective history teacher firstly needs to understand and utilizes curriculum documents, policies and programs associated with historical concepts relevant to students learning. Curriculum documents guide and help history teachers understand the essential content they are expected to teach and the student outcomes. For example, in the ACT a history teacher would use the Australian Curriculum (2012) which is the current curriculum document which outlines the content teachers are expected to teach to their students. In the Australian Curriculum (2012) teachers will also be required to incorporate cross-curricular perspectives which include Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability. Teachers must also incorporate the overall Australian Curriculum capabilities into student learning which include literacy, numeracy, competence in ICT, critical and creative thinking, ethical behaviour, personal and social competence, and intercultural understanding, in order to be an effective history teacher (Reynolds, 2012, pg 158). Understanding the curriculum enables teachers to understand the content in which they must teach to their students. History teachers must familiarise themselves with the content associated with teaching history so their students get the best possible learning outcomes. Professional Knowledge also includes the teacher knowing their students and how they best learn. According to the Professional Teaching Framework, (ACT Department of Education and Training, 2010) an effective teachers should have a detailed understanding of how young people learn and their role in facilitating their learning. They know, understand and can articulate a range of philosophies of learning (MEECTYA, 2003). For teachers to do this they must have a competent understanding of good pedagogy when teaching history. Foremostly, “Inquiry” learning should be used when teaching students SOSE. Inquiry learning occurs when students construct their own knowledge, incorporating new knowledge into constructs already established in the students minds (Reynolds, 2012, pg 65). Thus, it is the teacher’s role to encourage students to frame questions and think in new ways about them, and organise their thinking in effective ways (Krause, Bochner, Duchesne, McMaugh, 2010, pg 287). Blooms Taxonomy (Krause, Bochner, Duchesne, McMaugh, 2010, pg 356) is such a way in which teachers can get students to construct their own knowledge when teaching history. Blooms Taxonomy addresses higher and lower order thinking skills such as remembering (lowest order thinking skill), understanding, applying, analysing, evaluating and creating (highest order thinking skill). For example, in the Australian Curriculum (2012) it states “Students will be able to recognise the differences in family structures and roles today, and how these have changed or remained the same over time” (ACHHK028). A history teacher could use Blooms Taxonomy to get students to create a poster of their family and illustrate the roles each family has. This activity gets students to construct their own learning, and exemplifies good pedagogy. Teachers must also cater for all the students in their classroom so that every student is engaged in their learning. When students are engaged in learning about history, they are more likely to understand the content which is being taught. Using a multiple intelligence quiz is an example of how teachers can understand their students better and could also be used as an assessment tool. A teacher’s role is to identity what each student strengths are (linguistic, visual, musical, intrapersonal, interpersonal, kinaesthetic and logical) (Krause, Bochner, Duchesne, McMaugh, 2010, pg 294) and help provide ways in which students can lean history through their learning style and strengths. For example, one outcome defined in the Australian Curriculum (2012) details Students will analyse the journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078). For a student who is a visual learner, the teacher could get the student to create a poster representing an explorer in the eighteenth century. Teachers not only need to know the different ways their students learn, but also their social, cultural, religious and special learning needs which influence teaching and learning ( AITSL, 2011, pg 4). This is imperative, as once this is establish a history teacher can organise learning according to their individual needs. For example, a student in a class might be of Aboriginal decent, thus, when teaching this student about the colonisation of Australia a history teacher needs to be extremely careful about how to teach this topic so it does not conflict and offend their cultural beliefs. A history teacher must also consider the intellectual and emotional stages of development of their students when planning a history lesson. This is important as a student with low intellectual ability would become disengaged if they were to write an essay on the colonisation of Australia as they may not have the cognitive ability and understanding. Thus, it is imperative that teachers consider every student and their needs when teaching history, making them an effective history teacher. An effective history teacher must also have excellent Professional Practice. This includes positive learning environments, good communicating techniques, effective teaching strategies, and will be able to operate at all stages of the teaching learning cycle (AITSL, 2011, pg 4). It is imperative that SOSE teachers create a collaborative, stimulating, and challenging learning environment as it can significantly enhance performance and growth for every individual (Smith, n.d, pg 311). Reynolds asserts that quality learning environments include; explicit quality criteria, engagement strategies, high expectations, social support, student self-regulation and student direction, and inclusivity (Reynolds, 2012, pg 80). Reynolds details “if a teacher expects high expectations from their students, the learners will participate in all lessons and challenging activities and feel comfortable doing so because the environment is supportive” (Reynolds, 2012, pg 47). Inclusivity in the classroom is also imperative in being an effective teacher. A teacher must create opportunities for all students to be included in a wide range of activities regardless of intellectual or physical ability. Blooms Taxonomy is a great way to cater inclusivity, as the teacher can scaffold learning through grouping structures and modified tasks (Reynolds, 2012, pg 48). An effective history teacher must use specific communicating techniques to best teach their students so they understand and acquire historical knowledge. It is vital that history teachers use these techniques to maximise learning?outcomes?for?their?students. Some communicating skills include brainstorming, graphic organises, group work, questioning, and social skills (Reynolds, 2012, pg 110). For example, a PMI chart is one such method in which students write down the Plus, Minus and Interesting aspect of a topic. This strategy encourages student discussion in the classroom. History teachers should also use graphic organises such as a mind maps, as this helps students develop and organise their ideas. An effective way to use a mind map is to get students to brainstorm what they know about a particular topic at the beginning of a unit of work. This way the teacher can get a greater understanding of the student’s prior knowledge and build upon this when constructing the unit of work for the topic. According to Reynolds students should be encouraged by their teachers to link learning to real life, to their society and to their societal issues. The skills teachers need to use to do this include flexibility, creativity, collaboration, self-direction, communication, and reflective thinking (Reynolds, 2012, pg 34). This concept is explored further as Taylor and Young argue that history is about a set of unique skills, strategies and conceptions (Reynolds, 2012, pg 153) also know as historical illiteracies. An effective history teacher would use this model when teaching historical concepts in the class. For example the Australian Curriculum (2012) details that students will be about to identity the reasons people migrated to Australia from Europe and?Asia, and the experiences and contributions of a particular migrant group within a colony.(ACHHK096). An effective history teacher would get students to use research skills to gather and analyse primary resources (such as diaries, and government documents) about why people were migrating to Australia from Europe and Asia (Department of Education Science and Training, n.d, pg 6-7). Historical Literacies is an effective way of teaching history as students don’t just memorise historical facts, instead they learn to understand the past and the personal, social and political empowerment (Department of Education Science and Training, n.d, pg 6-7). Planning for learning and assessment, developing learning programs, teaching, assessing, providing feedback on student learning and reporting to parents/carers is another aspect of professional practice which makes an effective history teacher (AITSL, 2011, pg 4). According to the Queensland School Curriculum Council, assessment is “the purposeful, systematic, and on-going collection of evidence and its use in making judgements about student’s demonstrations of learning outcome” (Reynolds, 2012, pg 285). Thus, it is important that history teachers assess and provide feedback on student learning so that history teachers understand if their professional practice is successful in the classroom, and whether students are engaged and understand what is being taught and are meeting the learning outcomes. Earl and Giles expand this concept further contending ‘The role of classroom assessment is to improve students’ learning and teachers’ teaching in order to ensure that students reach their individual potential…’ (Earl and Giles, 2011, pg 12). There are ten components of Assessment for Learning that a history teacher must consider these include; is part of effective planning, focuses on how students learn, is central to classroom practices, is a key professional skill, is sensitive and constructive, fosters motivation, promotes understanding of goals and criteria, helps learners know how to improve, develops the capacity for self-assessment, recognises all educational achievement (Reynolds, 2012, pg 287). Using these ten components a history teacher can effectively determine whether their students are meeting the expected and assess their own professional practice. Professional Engagement is another attribute which makes an effective history teacher. AITSL describes professional engagement as “Teachers continuously reflect on, evaluate and improve their professional knowledge and practice. They engage in professional learning both individually and collegially to support and enhance their knowledge and practice. They support the learning and wellbeing of students and colleagues by contributing to the school wider community and the profession” (ATSIL, 2011, pg 5). Thus, an effective history teacher needs to recognise that the context of their teaching is continually evolving and must keep reviewing and refining their teaching to improve students’ learning opportunities, and searching for answers to challenging pedagogical questions (STELLA, 2002, pg1). For example, currently the inquiry process of learning is deemed as the most constructive way to teach students history. However, if a new pedagogical approach was introduced, a history teacher must review their teaching practice and modernise their teaching methods to still be an effective teacher. If this is not done, the teacher will be left behind in their teaching and their students would be disadvantages in their learning. An example of excellent professional engagement would be to incorporate ICT into student learning when teaching history. For instance, in society today a good way to incorporate ICT into student learning would be to get them to make a video representing a certain objective in the Australian Curriculum. High quality professional learning is also another aspect of professional engagement that teachers need to engage in, in order to become an effective history teacher. It enables teachers to develop the skills and knowledge they need to improve their practice and is central to improving student learning (ATSIL, 2011, pg 5). Some ways in which a teacher can do this include; Mentoring?- a mutually beneficial partnership between a more experienced teacher and a beginning or returning teacher. This includes a program for those keen to share their experience by becoming a mentor. Supporting New Teacher's Practice?- a professional learning program for first year teachers and their mentors which aims to enhance the quality of teaching of those new to the profession. Refresher Courses?- courses which enable teachers to catch up on the latest developments in education after returning from long term leave. Finally Teacher Professional Leave?- flexible learning opportunities for teachers to enhance their classroom practice and contribute to school and system improvement. All these programs aim to help teachers improve their teaching practice so they can successfully become effective history teachers. An effective history teacher should also value opportunities to engage with their school communities within and beyond the classroom to enrich the educational context for students. They should understand the links between school, home and community (ATSIL, 2011, pg 4). Consequently, an effective history teacher would immerse themselves in the wider community, and make connections with student’s home lives. For example, a history teacher can make connections with the community by assigning students to explore the local history of the community as described in the Australian Curriculum (2012) “Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications”?(ACHHK030). This can be done by getting elders to talk to students about how they lived during a certain period of time, or arranging for students to visit the local museum or library.In conclusion, history is such an essential element in SOSE and students learning. It is imperative that students understand society, events, movements and developments that have shaped humanity (Australian Curriculum, 2012). History isn’t just the study of the past; it helps students learn who they are and where they belong. An effective history teacher understands these concepts and uses their professional knowledge, practice and improvement in teaching history so that students can discover the importance of history in developing who they are and the world they belong to. Reference:Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). History: Foundation to Year 10 curriculum. Retrieved from: Department of Education and Training. (2007).?EveryChance to Learn Curriculum framework for ACT schools.?Retrieved from: .au/storage/ECTL_Framework.pdfReynolds, R., (2012) Teaching History, Geography & SOSE in the Primary School. Oxford University Press, Australia.The Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2010). National Professional Standards for Teachers Draft. Teaching Australia. Retrieved from Department of Education and Training. (2010). Professional Teaching Framework. Retrieved from Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2003). A National Framework for Professional Standards for Teaching. Retrieved from: , K., Bochner, S., Duchesne, S., McMaugh, A. (2010). Education psychology: for learning and teaching. (3rd Edition). Melbourne, Australian. Cengage Learning.Australian Institute for Teaching and School Leadership (2011). National Professional Standards for Teachers. Retrieved From: , Smith. (n.d). Overview of Quality Learning Environments. Pacific Crest. Retrieved From: of Education Science and Training, (n.d) Making History: a guide for the teaching and learning of history in Australians schools. Retrieved from: , K., Giles, D. (2011). An-other Look at Assessment: Assessment in Learning. 8(1). Pg 11-20. Retrieved From: for Teachers of English Language and Literacy in Australia (STELLA). (2002). Professional Engagement: Teachers continue to Learn. 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