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I employ a variety of teaching styles and techniques to include those with specific learning difficulties and tailor resources for visual, auditory and kinaesthetic learners, as well as being aware of the impact of gender in learning.
I aim to develop resources that really work to challenge, stimulate and motivate my pupils to understand and learn better and therefore be able to take more ownership of their learning.
I differentiate all my lessons through differentiated Success Criteria and learning outcomes, and by sitting pupils in mixed ability groups and challenge pairs. This includes selective provision of typed notes and other differentiated materials, interactive ICT and web-based activities, and end-of-unit research projects and student presentations where they are encouraged to use a variety of media to showcase their understanding. I have a particular interest in raising attainment in boys and so my lessons involve a lot of kinaesthetic group work as well as laboratory practicals. More able pupils are encouraged to tackle additional and higher level work through the provision of extension material and Challenge Boxes. As a fan of new technology, I have designed many visual-based Power point packages and SMART Board and Promethean tools for use throughout the curriculum. This has proved to be very effective in the delivery of scientific ideas to all pupils as the interactive element of this resource allows visual, kinaesthetic and auditory learners to access the curriculum.
I have been actively involved in researching and implementing Formative Assessment and Assessment is For Learning strategies within the Science department. As a proponent of such teaching styles, it has been the main focus of my Continuous Professional Development Activities as a classroom teacher and I have attended numerous training events to extend my knowledge, understanding and application of Formative Assessment. It has been my role to train and support my teaching colleagues in such strategies so that they may be implemented across the department and the whole school.
As part of my continued commitment to child development, I teach the Cognitive Acceleration in Science Education Programme (C.A.S.E.) to my science pupils. This has assisted my understanding of the varied abilities of my pupils and thus my development of more effective, target-based resources for all my lessons.
I frequently update and review the suitability of resources for Biology and Science within the department to include student/teacher support sheets, assessments and effective filing systems, making an important contribution to the Biology and Science Departmental Development Plans.
As a department, we use regular departmental meetings to reflect on staff teaching practices and the impact on learning.
I firmly believe that these teaching styles and the use of formative assessment are revolutionary to learning and teaching and should be used consistently and worldwide in the future.