Kylie Armstrong

As the evidence at right attests, I have an ongoing commitment to understanding learners as whole people. I came to teaching with an undergraduate background in psychology, with a youth focus. As a teacher, I approach developing this understanding from a number of perspectives. I use:

• a reflective model to consider how my learners might approach curriculum I am planning to teach and the difficulties they may experience in the learning opportunities I intend to provide. As the 'Visualising Fractions' document shows I have a strong ability to think through the possible difficulties my learners may face, draw on other educators' experience and create learning opportunities that overcome/avoid the foreseen difficulties for my learners.

• a variety of activities in the classroom to ensure all learners have the opportunity to engage in learning holistically, in a safe, supportive environment. The powepoint at right shows a range of lesson content to teach Research Methods at Year 11 level. Throughout there is opportunity to use note taking, physical materials, discussion, and visual learning in order to allow all students to use their preferred learning style.

• Professional Development opportunities to build a stronger knowledge base around how learners learn, effective classroom strategies and the impact my teaching style may have on my students. The PD listed at right gave me cause to think carefully about how my heavily discussion based lessons work for students with Auditory Processing challenges and to think of ways to maintain the benefit of discussion but allow time and space for reflection for those who need more time for this. This is an ongoing process of reflection and practice for me.