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    Evidence Statement: Explanation of Current Knowledge and Understanding

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    Madeleine Green provided evidence that addressed the APST focus area of understanding how students learn. Through a university course, she learned about Vygotsky's socio-cultural theory which emphasizes that learning is shaped by social interactions. Key principles analyzed were socially mediated learning, language development, and the zone of proximal development. In her teaching, Green incorporates hands-on activities to allow students to practice skills, scaffolds lessons to help students progress from assistance to independence, and encourages private speech to support problem solving. Analyzing Vygotsky's theory has helped Green structure programs that meet student needs, demonstrating achievement of graduate level standard 1.2 of understanding how students learn.

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    Evidence Statement: Explanation of Current Knowledge and Understanding

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    Madeleine Green provided evidence that addressed the APST focus area of understanding how students learn. Through a university course, she learned about Vygotsky's socio-cultural theory which emphasizes that learning is shaped by social interactions. Key principles analyzed were socially mediated learning, language development, and the zone of proximal development. In her teaching, Green incorporates hands-on activities to allow students to practice skills, scaffolds lessons to help students progress from assistance to independence, and encourages private speech to support problem solving. Analyzing Vygotsky's theory has helped Green structure programs that meet student needs, demonstrating achievement of graduate level standard 1.2 of understanding how students learn.

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    Madeleine Green provided evidence that addressed the APST focus area of understanding how students learn. Through a university course, she learned about Vygotsky's socio-cultural theory which emphasizes that learning is shaped by social interactions. Key principles analyzed were socially mediated learning, language development, and the zone of proximal development. In her teaching, Green incorporates hands-on activities to allow students to practice skills, scaffolds lessons to help students progress from assistance to independence, and encourages private speech to support problem solving. Analyzing Vygotsky's theory has helped Green structure programs that meet student needs, demonstrating achievement of graduate level standard 1.2 of understanding how students learn.

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    © All Rights Reserved
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    Download as pdf or txt
    103 views1 page

    Evidence Statement: Explanation of Current Knowledge and Understanding

    Uploaded by

    api-465449635
    Madeleine Green provided evidence that addressed the APST focus area of understanding how students learn. Through a university course, she learned about Vygotsky's socio-cultural theory which emphasizes that learning is shaped by social interactions. Key principles analyzed were socially mediated learning, language development, and the zone of proximal development. In her teaching, Green incorporates hands-on activities to allow students to practice skills, scaffolds lessons to help students progress from assistance to independence, and encourages private speech to support problem solving. Analyzing Vygotsky's theory has helped Green structure programs that meet student needs, demonstrating achievement of graduate level standard 1.2 of understanding how students learn.

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    EVIDENCE STATEMENT

    Preservice teacher Professional Experience Course Date


    Madeleine Green EDUC 3061 28/05/2019

    APST focus areas addressed:


    Standard 1.2 – Understand how students learn.
    Structure teaching programs using research and collegial advice about how students learn.

    Explanation of current knowledge and understanding:

    Through the University of South Australia’s course Learning and Cognition, I was able to learn and further explore
    different education theories that have shaped the way schools and teachers operate. Within the content of the
    course, the class examined the Socio-Cultural Theory of Vygotsky and how his theory accentuates that a child’s
    learning is shaped through community influences and interactions with more knowledgeable members of society.
    The principles of Vygotsky that were analysed throughout the course and my own extensive reading are socially
    mediated learning, language (internal and external) and the zone of proximal development (ZPD).
    IMPACTS ON TEACHING:
    Socially mediated learning – learning occurs through interactions with adults, replicating actions and socio-dramatic
    play. Therefore, hands on activities need to be incorporated in the classroom so students can practice the behaviours
    and skills they have observed the adults in their life do.
    ZPD – the learning transition of having no knowledge of the topic to obtaining a new understanding. The gradual
    release of assisted collaborative learning begins with heave assistance and through scaffolding techniques such as
    role modelling, instructions and feedback, the student reaches a mutual understanding. ZPD should be encouraged in
    all classrooms as it assists students to be in control of their learning (independent learners) as they use problem
    solving skills to get out of the zone; ultimately building their cognitive development.
    Language – dialogue, learning through imitation of language, direct instruction and collaborative learning are all
    assist with cognitive development. Similarly, private speech refers to self-communication where one thinks of their
    social behaviour, level of focus, task behaviour and providing themselves with instructions. Therefore, private speech
    is to be encouraged in educational setting as it assists with their problem-solving skills.

    Explanation of how this demonstrates APST focus area graduate level

    The evidence statement based on the content and extension readings in the University of South Australia’s
    course Learning and Cognition demonstrates the APST standard 1.2, ‘Understand how students learn’. The
    content that was obtained through this period has assisted with my knowledge and skills to structure
    learning programs and sequences that benefit the learning needs of my students.
    Researching how to structure and scaffold lessons so that students experience the Zone of Proximal
    Development has seen a high development in the effectiveness of my teaching. I also allow students to use
    their private speech to reach their new level of understanding and this has become beneficial for the
    students as they are able to clearly articulate the decisions they made through their process of
    understanding as they have already talked themselves through this. Linked to the language and ZPD aspects
    of Vygotsky’s theory, socially mediated learning has become a foundational strategy used in my planning as
    it describes the teacher modelling and instructions that is needed to explicitly teach students content and
    provides the opportunity for them to practice the behaviour that was modelled.
    It provides evidence that level 4 (of standard 1.2) is being achieved:
    ‘Planning is significantly influenced by key theories of learning to meet the needs of a class’.
    Through the development levels, it is apparent that I have restructured my teaching strategies to adapt the
    strategies established through Vygotsky’s theory.

    Pre-service teacher sign/date 28/05/2019

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