Portfolio Task 6 – Standard 1

By making learning intentions and outcomes clear from the beginning of each
lesson, learning is made worthwhile for all students. The Quality Teaching
Framework (QTF) guides Australian teachers to create significance in student
learning. Significance is the pedagogy that makes learning meaningful and important
for all students (Lembke & Hudson, 2018). Significance insists students know why
they are learning, are respected as they are and that prior knowledge about the
world is explored and applied across the curriculum. Creating significance requires
teachers to know content and how to teach it, based on students’ background,
culture, knowledge, learning styles and wellbeing, as directed by the second
Australian Professional Standards for Teachers (APST). Therefore, student-centred
significance must be at the forefront of pedagogical practices. This results in
engaged, rewarding and increased learning.
Significance requires teachers to understand the background and culture of
students. This may present challenges for some teachers’ epistemological and
deeply entrenched beliefs and perspectives. Research suggests that ‘teachers’
beliefs play a significant role in shaping their instructional behaviours, and thus what
students learn…’ (Turner, Christensen & Meyer, 2009). Therefore, personal
reflection can be used in partnership with collaborative reflection to promulgate
differing perspectives. Due to the challenges of students, stereotypes and labels
have been used in the past to group students. This should not be the case.
Regardless of their behaviours, disabilities, backgrounds and cultures, all students
should be treated the same and on the same basis, which does not mean in the
same way ("On the same basis | Disability Standards for Education", 2014).
Therefore, non-biased, sensitive approaches and differentiation should be applied to
empower students to reach their full potential. This requires the espousal of personal
characteristics of the teacher necessary to research, plan, consult and collaborate
with community, families and colleagues.
Australian Professional Standards for Teachers 1.2 prompts teachers to know
students and understand how they learn, including styles of learning and multiple
intelligences. Auditory, visual and kinaesthetic learners can be catered for through a
range of strategies such as small or full class discussions, groups work, information
communication technology (ICT) and creative arts. Diagnostic assessment of prior
knowledge of the world and forthcoming topics will create avenues for planning
lessons that will result in significant learning. To enhance the significance of learning,
teachers should integrate key learning areas, culture and community into learning
experiences (Lembke, 2018). Experiencing education from an older generation has
introduced an appreciation for the effect that such pedagogical practices and
differentiations can achieve. Being a highly creative, kinaesthetic learner and having
grown up in an age of education that relied heavily upon worksheets and textbooks,
the joy and significance of learning was lost in many disengaging lessons.
Research proves that attention is selective (Hudson, n.d.). Teachers can
employ enthusiasm during instruction and didactic narrative to engage anticipation,
curiosity and comprehension from students of all skill levels. They are then able to
relate learning to their current and future life (Roberson, 2013 & Powell & Murray,
2012).
If a teacher can continually create pathways for inclusive integration of
student background, culture and knowledge into learning experiences, significance
will ensue.
References

Hudson, S. Dimension 3: Significance. Presentation,

https://live.scu.edu.au/Mediasite/Play/ec73316396c648b0a5259f6b2a2a6c52
1d.

Lembke, C., & Hudson, S. (2018). The Quality Teaching Agenda.

Presentation,
https://live.scu.edu.au/Mediasite/Play/069afb4cd5b649098a2b1b08c9c20952
1d.

Lembke, C. (2018). Topic 6: Quality Teaching Framework (QTF):

Significance. Lecture, https://learn.scu.edu.au/webapps/bb-collaborate-
BB5b0cce5304466/recording/play?course_id=_140126_1&recordingId=62246
41&recordingFormat=1.

On the same basis | Disability Standards for Education. (2014). Retrieved

from https://resource.dse.theeducationinstitute.edu.au/content/same-basis

Powell, R., & Murray, O. (2012). Using Storytelling Strategies to Improve

Student Comprehension in Online Classes. The Journal Of Effective
Teaching, 12(1), 47. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1092135.pdf

Roberson, R. (2013). Helping students find relevance. Retrieved from

http://www.apa.org/ed/precollege/ptn/2013/09/students-relevance.aspx

Turner, J., Christensen, A., & Meyer, D. (2009). Teachers' Beliefs about
Student Learning and Motivation [Ebook] (p. 361). ResearchGate. Retrieved
from
https://www.researchgate.net/publication/226604918_Teachers'_Beliefs_abou
t_Student_Learning_and_Motivation