DAY THREE

During my third practical experience I noticed that there was a common mode being used in regards to assessment. The students would either be writing or completing a worksheet to identify what they have understood or learnt throughout that lesson. Though I had noticed the class worked better when using alternative modes, e.g. smart board and computers, the boys in particular. Though it was strange to see that the older modes were still being used to a greater degree. NSW Professional Teaching Standards 3.1.5 “Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes” (New South Wales Institute of Teachers , 2006, p.7). Research shows that in writing assessments girls generally cluster at the top in terms of achievement levels while boys cluster at the bottom achievement levels (Alloway, Freebody, Gilbert and Muspratt, 2002, p.36). Interestingly Cortis & Newmarch (2000, p.2) found that fewer boys meet National Benchmarks during testing of grades 3 and 5. Many students have high levels of literacy in areas such as computer literacy, this is not always recognised by schools. By ensuring that a range of texts that reflect the diverse interests of their students are offered, schools can cater for the learning and needs of all students (NSW Department of Education and Training 2011). The gender difference with electronic modes of communication is well documented in research, and has been regarded as implicated in boys’ poor levels of achievement in print modes of literacy (Alloway, et al., 2002, p. 51). Research also shows that boys are generally disengaged in classroom activities, which frequently rely upon ‘older’ modes of technology (Alloway, et al., 2002, p.51). Research argues that teachers should cater to boys interests in technology because it has strong implications for their future (Alloway, et al., 2002, p.25). The way people communicate in the workplace is becoming sophisticated, hence students need to be educated so that they will survive when they begin working (Alloway, et al., 2002, p. 25).
In NSW the English K-6 Syllabus (Board of Studies, 2007) contains writing indicators that refer to technology use. During literacy, Stage 3 students must “use computer software programs and associated technology to format a variety of texts” (Board of Studies, 2007, p.43). Therefore, the syllabus attempts to cater for the changing modes of communication in society, though there the assessments are heavily based upon older modes of communication.

Teaching Philosophy: “It is vital that educators provide students with a diverse range of reading materials that are meaningful, relevant, stimulating and engaging, which will enable them to make ‘authentic layers of meaning’” (Makin Diaz, McLachlan, 2007, p.155).

REFERENCE:
– Alloway, N., Freebody, P., Gilbert, P., Muspratt, S. (2002). Literacy, Gender and Boys’ Education: The – Background of Theory and Research. Queensland: JS McMillan Printing Group.
– Board of Studies. (2007). English K-6 Syllabus. Sydney, Australia: Board of Studies.
– Cortis, N., Newmarch., E (2000). Boys in Schools What’s Happening?. Melbourne: Department of Education, Training and Youth Affairs.
– Makin, L., Jones Diaz, C. & McLachlan. (2007). Literacies in Childhood: Changing views, challenging practice. 2nd edn. Marrickville, NSW: Elsevier Australia.
– New South Wales Institute of Teachers. (2006). Professional Teaching Standards, Retrieved 4 February, 2009 from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html