AITSL Standards

A combination of these frameworks is used, to tailor questions to meet individual students at their own Zone, to improve learning and development (Duschense & McMaugh, 2016).

Videos and other ICT are effectively used when integrated into the lesson. As per the AITSL standard 1.1, ICT can be used to personalise learning for where the student's development is. A model used to visualise the use of personalised ICT in the classroom is the SAMR model- see right (Puentedura, 2013).

In the Science classroom, utilising models and manipulatives is a method that I've used to enhance student participation (Dawson, Venville & Dovovan, 2019), through different modes of engagement. The effect of models and manipulatives can be increased when in combination with other modes , such as ICT resources or explicit instruction (Dawson, Venville & Dovovan, 2019). I have used this knowledge, to combine the use of manipulatives with videos, to increase engagement.

An example can be seen when the year 7 class I taught on practicum were covering the Earth and Space content (ACSSU115; School Curriculum and Standards Authority, 2014), the misconceptions of the Earth, Moon and Sun relative positions needed to be addressed. The use of manipulatives (see bottom right) allowed students to apply and understand the content, in accordance with the taxonomy. For the students where weren't ready to 'apply', the use of video; top right, (Degenhardt, 2019) can help the students 'remember' the content (Anderson & Krathwohl, 2001).

The use of the video in this activity was as a supplementary tool, which greatly improved student engagement and positively impacted learning. The video allowed students who needed extra instruction in a different mode of instruction, to receive it. This is seen with the ability for the task to move up and down Blooms taxonomy, depending where the students ability is at (Duschesne & McMaugh, 2016.

If I was to complete the activity again, I would endeavor the move the activity to the next stage of the SAMR model. This would involve a re-design of the functional activity, with technology allowing previously unattainable results through different activities (Puentedura, 2013). This may look like getting students to create their model online, to compliment the physical one. Allowing for greater scaffolding of the activity.