In the last Challenge participants suggested it was very difficult to collect evidence for some of the standards (let alone write a response to them) so this time we are going to take a different approach.
Collecting Evidence for Seven Standards in Seven Weeks
While Challenge Two (Rummage, Rifle and Retrieve) was designed to get you started on the evidence collection process, we are going to start collecting evidence in ernest one standard at a time over the next several weeks. We will not start writing any responses or annotations until all of the evidence is collected. The reason for this is that some pieces of evidence will be applicable across several standards thus reducing the number of individual pieces that will need to be collected. Your annotated responses may also be applicable / replicable across a number of standards.
When it comes time to write your annotated statements there are a number of ways that you will be able to approach the writing of your statements:
For some standards it may be easier to do one sub-standard at a time as they are quite different, however for some there is quite a bit of overlap and rather than repeat yourself a number of times you can write one general statement for the whole standard with reference to the individual pieces of evidence. Once you collect all of your evidence you will have a better idea of the best way to annotate your examples.
Standard One
This week we will start with Standard One - Know students and how they learn
Step One
Go to the Standard One page and closely examine each of the sub-standards.
Step Two
Identify and list the key concepts described in the sub-standards (e.g. Aboriginal and Torres Strait Islander students; differentiation; disabilities, cultural, linguistic religious and socio-economic differences). Make sure you have these concepts in mind as you are collecting your evidence.
Step Three
Go to each of the sub-standard pages, decide on which level you will be addressing and identify one or two examples of evidence that you could collect (that is relevant to your context). Spend time trying to source your evidence and place each piece of into the appropriate folder on your computer (or file if you are keeping a paper-based system). Here are the links to each substandard page:
1.1, 1.2, 1.3, 1.4, 1.5, 1.6
Step Four
For some standards you may not have any actual evidence so you may like to source examples of policies and programs you 'would' use if you were working in that context. In your response or statement against the standard you may then say "Even though I do not have experience with....... if I did I would use the following strategies / resources / policies......... This way you are demonstrating an understanding of the concept / skill and the knowledge and where you would go to get the support / information you need. Use the suggested resource links to help you if this is relevant for you.
Collecting Evidence for Seven Standards in Seven Weeks
While Challenge Two (Rummage, Rifle and Retrieve) was designed to get you started on the evidence collection process, we are going to start collecting evidence in ernest one standard at a time over the next several weeks. We will not start writing any responses or annotations until all of the evidence is collected. The reason for this is that some pieces of evidence will be applicable across several standards thus reducing the number of individual pieces that will need to be collected. Your annotated responses may also be applicable / replicable across a number of standards.
When it comes time to write your annotated statements there are a number of ways that you will be able to approach the writing of your statements:
- One standard / sub-standard at a time;
- A 'blanket statement' about the whole standard where you reference or annotate your examples to the sub-standard and link to the various examples of evidence; or
- Write about the evidence and link it back to the standards it relates to.
For some standards it may be easier to do one sub-standard at a time as they are quite different, however for some there is quite a bit of overlap and rather than repeat yourself a number of times you can write one general statement for the whole standard with reference to the individual pieces of evidence. Once you collect all of your evidence you will have a better idea of the best way to annotate your examples.
Standard One
This week we will start with Standard One - Know students and how they learn
Step One
Go to the Standard One page and closely examine each of the sub-standards.
Step Two
Identify and list the key concepts described in the sub-standards (e.g. Aboriginal and Torres Strait Islander students; differentiation; disabilities, cultural, linguistic religious and socio-economic differences). Make sure you have these concepts in mind as you are collecting your evidence.
Step Three
Go to each of the sub-standard pages, decide on which level you will be addressing and identify one or two examples of evidence that you could collect (that is relevant to your context). Spend time trying to source your evidence and place each piece of into the appropriate folder on your computer (or file if you are keeping a paper-based system). Here are the links to each substandard page:
1.1, 1.2, 1.3, 1.4, 1.5, 1.6
Step Four
For some standards you may not have any actual evidence so you may like to source examples of policies and programs you 'would' use if you were working in that context. In your response or statement against the standard you may then say "Even though I do not have experience with....... if I did I would use the following strategies / resources / policies......... This way you are demonstrating an understanding of the concept / skill and the knowledge and where you would go to get the support / information you need. Use the suggested resource links to help you if this is relevant for you.