PRINCIPLES OF LEARNING AND TEACHING

Jaimi Byma

3847725

POLT PRINCIPLE 3

Students’ needs, backgrounds, perspectives and interests are reflected in the program

3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students

3.2 uses a range of strategies that support the different ways of thinking and learning

3.3 builds on students' prior experiences, knowledge and skills

3.4 capitalises on students' experience of a technology rich world.

STUDENTS’ NEEDS

Learner diversity comprises of an array of categories, ranging from socio-economic status, gender, ethnic background, and learning difficulties.

In a typical classroom, many of these aspects of diversity would be represented; having the ability to cater to these diversities is something that Western teachers are growing familiar with.

In a developing country where education is still in its foundation stages, how are teachers able to understand and support learner diversity in the classroom?

Teacher absence and lack of qualification contribute to the lack of differentiation and support

Students’ hearing that 28 Novembro would be closed for the rest

of the week

STUDENTS’ BACKGROUNDS

In Western society, teachers often develop strategies to support students from disadvantaged backgrounds: loaning equipment, free lunch, one-on-one tutorials.

However, in a society where every student faces these incredible daily challenges, it would appear close to impossible to provide extra aid to these students.

There are inherent differences between disadvantaged students in Australia and Timor-Leste.

STUDENTS’ PERSPECTIVES AND INTERESTS

Motivation is established when people ‘see that what they are learning makes sense and is important according to their values and perspectives.’ Ginsberg (2005, pp. 221)

‘Students must be able to use their own social and cultural thinking processes to make sense of any new knowledge,’ Oakes and Lipton (2003, pp. 84).

Few resources in Timor-Leste means texts hold no relevance to students in Timor-Leste; they allude to unrelated issues such as, teenage pressures, shopping, going to the movies, or dancing.

THE UNITED NATIONS. JARGON OR RELEVANT?

CONCLUSION

‘The challenge is made more difficult when resources are not made sufficiently available.’ Patricio, (2009, pp. 2)

A lack of resources reduces the quality of the education

Limited funding means that students are using outdated irrelevant materials

A deficiency in tertiary education implies that teachers have not developed strategies to support the diverse needs of students

Funding and tertiary support will improve the education in Timor-Leste

BIBLIOGRAPHY Ginsberg, M. B. (2005). Cultural diversity, motivation and

differentiation. Theory into Practice, 44(3), 218-225 Oakes, J and Lipton, M. (2003). Teaching to Change the

World. Boston: McGraw Hill. – Learning is Social and Cultural Chapter 3.

Patricio, S. (2009). English as the needs of students of a public university in Timor-Leste. Paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, 28 June- 1 July. Ramsey, N. J. (2005). Teaching effectively in racially and culturally diverse classrooms. Teaching Theology and Religion 8(1). 18-23.

Principles of Learning and Teaching P-12, (2009). Retrieved July 16, 2012, from http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/unpacked.htm#anchor_three