Reflection

Throughout this unit, you have been sharing weekly reflections at the end of each module. As a reflective practitioner, it is important you consider your own learning and engagement in this unit as it relates to the unit learning outcomes (1-4). As evidence of your own learning, choose three of your posted reflections to substantiate how you are addressing any two of the AITSL Teacher Standards (i.e., Standard 1, 2, or 3 - at a Graduate Level). Specify which Teacher Standard (i.e., Standard 2.2). Refer to https://www(dot)aitsl(dot)edu(dot)au/standards. Insert your selected weekly reflection following APA Style: https://apastyle(dot)apa(dot)org/style-grammar-guidelines/references/examples/online-course-references (i.e., Your last name, date your reflection was posted). Provide a reference list in APA7 style for all references used in this section. Unit reflection - 300 words (100 words per post reflection) Prompts for Reflection 1. Which of the first three Standards (1-3) were most relevant for your learning? 2. Which ‘focus area’ in the Standard best reflects your learning claim? 3. How would you rate the quality of your reflection according to the AT3 rubric ‘reflect on your professional practice’? Post1: Reflection 1: AITSL Standards Which two AITSL Standards, at the Graduate Level are addressed by your reflection? Refer to https://www(dot)aitsl(dot)edu(dot)au/standards. This week's learning intrigued me and deepened my knowledge of Earth science. It helped me see the big picture of Earth's history and how these concepts can be taught engagingly in various ways. I found this extremely beneficial, as I don’t recall any of my primary school science, which is disappointing (quite some time ago). The YouTube videos were insightful, particularly the last one, ‘Everything You Need to Know About Planet Earth’. It is invaluable for fostering an advanced understanding. Upper primary students would be fascinated by it, just as I was! The facts, the figures, the proportions and the graphics were informative and put things into perspective that is easily understood. Implementing interactive activities, such as exploring models of the Earth's layers or conducting simple hands-on experiments like activity 7 using the crackers, is a great idea and would foster a deeper understanding and test any misconceptions about Earth Science. It was a timely reminder to provide such opportunities in the lessons. Skamp & Preston (2021) suggest using hands-on activities and investigations to engage students in understanding how land surfaces change, including examining soil erosion, weathering processes and the effects of human development. Living in a populated agricultural community where land, soil types, and quality are crucial to the farmers, I feel I am better equipped to explain and support the students in this curriculum area after this week as it directly contributed to my ability to teach Earth Science in a way that builds scientific literacy and critical thinking skills (ILO1 & ILO2). Post 2: Reflection 2: AITSL Standards Which two AITSL Standards, at the Graduate Level are addressed by your reflection? Refer to https://www(dot)aitsl(dot)edu(dot)au/standards. This week's content was intimidating. I say that because it is out of my comfort zone, and I have no recollection of any electricity-related lessons from my schooling (it has been many years since I was a student). Even though this topic intimidates me, I find it interesting and valuable. I can see how the students would find learning about electricity and exploring through hands-on activities engaging and fun. It is also a great way to integrate maths by students calculating the electrical current and measuring the resistance, as the video demonstrated. Participating in activities such as constructing simple circuits and watching the video demonstrating electron flow in circuits helped clarify my understanding a little bit further. It also showed the importance of understanding and being able to teach the key vocabulary and symbols such as Coulombs (C), Joules (J), Ohms, and voltage, etc. Again, this week's content highlights the multifaceted nature of electricity as a concept and how I, as a future educator, must fill the gap in my PCK to teach this concept thoroughly with authenticity so that I have the confidence and knowledge to clear any misconceptions the students might have, such as the belief that electricity is a 'thing' rather than understanding it is a flow of electrons. If we, as educators, are confident in our teaching of electricity, it might spark an interest in the students to continue that journey and become electricians, which in turn will help the skill shortage in trades. Post 3: Reflection 3: AITSL Standards Which two AITSL Standards, at the Graduate Level are addressed by your reflection? Refer to https://www(dot)aitsl(dot)edu(dot)au/standards. This week's module has been insightful in exploring the 5E's instructional model deeper within the STEM context. I particularly like how it aligns with the interdisciplinary nature of STEM teaching. After engaging with the range of activities, content, and readings this week, I feel better equipped to understand how to structure a lesson using the 5Es, ensuring a well-rounded approach and catering to a range of learning styles. This has also been beneficial in gaining a clearer understanding of formative and summative assessment strategies in STEM. For example, I could use student reflections during the explore and elaborate phases to gauge their knowledge, give me immediate feedback to address misunderstandings, and give more support if needed. Something new for me this week, and a framework I can see using in the future, is the LIA from Primary Connections. It adds a valuable dimension, encouraging students to apply knowledge in practical contexts. It will be a helpful tool in bridging the gap between theoretical understanding and useful application. Engaging in this week's content has encouraged me to think more creatively about assessment strategies I can employ and how to continue improving my teaching practice. This has supported me in meeting both ILO1 and ILO3. In my experience, all students love engaging with STEM, so if I can refine my practice through this learning, it will benefit my future students.