View
42
Download
0
Category
Preview:
DESCRIPTION
Submitted to UoN S2 2012. Plagarise at your own risk, this has been submitted to Turnitin!
Citation preview
EDUC6912 Exam, Semester 2 2012.Name Sonia Carpenter Student Number C3109550InstructionsThis is a take home exam. Answer all questions in the spaces provided on this document. You need to upload you final response to the Turnitin exam link, you may only do this once during the 24-hour period when the exam is open.The final result will be 2 weeks after the exam has finished; do not send any emails about your results until after that time.
Question 1You are recently placed to work in a school in a low socio-economic urban environment. In your class there are 30 students and you have 3 very disruptive students who are all Aboriginal students. When considering this situation, examine why these disruptions could be occurring and what changes could you make to your class or the school environment to support your ability to work in this class and engage all your students.Response 1A number of reasons could contribute to why a minority population of
Aboriginal students in a mainstream Australian classroom would be perceived
as ‘very disruptive’ by a non-Aboriginal teacher, and a number of support and
solution strategies are available to resolve these reasons and achieve
successful engagement of all students in the Australian classroom and school
environment.
Although Australia’s Aboriginal population is concentrated in urban centres,
many non-Aboriginal Australians still hold the perception that Aboriginals live
in the ‘outback,’ maintaining their tribal, hunter-gatherer lifestyle. This
stereotype often influences the perception and treatment of Aboriginal
peoples in mainstream society, including Aboriginal students in our schools.
Likely reasons for these students being very disruptive could include: a
general disengagement with the Australian schooling system, academic
struggles with the teaching and learning pedagogies being used in the class
and school environments, additional pressure, exclusion or alienation of the
students by the school’s social environment due to their minority status, or
even health issues that may impact learning, such as the middle ear infection
common among Aboriginal people, Otitis Media.
The fact that the school is situated in a low-socioeconomic area suggests that
the Aboriginal students may have poor home living environments that are not
conducive to successful learning as they may not have access to the
resources required to satisfy the learning expectations of the class and/or the
school. This could be an additional reason why the students are seen as
‘disruptive’ as it could prevent them from fulfilling learning expectations like
homework, further disengaging them from the overall schooling experience.
All of these potential reasons for the disruptive behaviour of the three students
in the classroom can be overcome by planned and well-executed strategies
aimed at engaging both the student and their community in the student’s
learning.
At the class level, differentiation of instruction and consideration of the Quality
Teaching model could improve practice in ways that benefit the learning of
Aboriginal students and engage them in their learning. Differentiated practice
involves the “selection of strategies and activities [that] match learner’s needs,
interests, abilities and prior knowledge.” (King-Shaver & Hunter, 2004) It does
not involve lowering expectations for students, or individualising learning to
the extent that the teacher is expected to teach different content to each
student, or that the student is entirely responsible for their learning; rather, it
involves broadening the perspective on learning to respect each student’s
readiness, interests and learning styles (King-Shaver & Hunter, 2004),
particularly in the submission of assessment tasks. A differentiated
assessment task can both be presented and submitted in a variety of formats,
such as oral, written and visual. This alone supports a variety of cultural
learning styles – such as the oral learning and teaching style of many
Aboriginal communities.
The concept of differentiated practice supports integration of the Quality
Teaching model (Ladwig & Gore, 2003), which could be another strategy for
improving class practice and engaging all students in the process.
Differentiated practice supports a great number of the model’s elements
across all three dimensions, namely problematic knowledge, engagement,
students’ self-regulation, student direction, background knowledge, cultural
knowledge, inclusivity and connectedness, (Ladwig & Gore, 2003) all of which
involve an acknowledgment that knowledge is socially constructed and can be
interpreted and presented in many different ways to fulfill learning outcomes.
Student autonomy and responsibility in learning, combined with differentiated
practice, allows Aboriginal students to use and contribute their culture and
learning style to not only their own learning, but that of their peers and
teachers. The introduction and sustained integration of differentiated practice
and Quality Teaching would support a teacher’s ability to practice with this
class and engage all of the students, as they would potential counter the
general disengagement of the Aboriginal students and their struggles with the
Australian school system’s teaching and learning pedagogies.
Explicit social support of these students and the school’s local Aboriginal
community would support the Aboriginal student’s ability to learn successfully,
and potentially eliminate social alienation in the school, and create awareness
of any lack of access to health or nutrition resources that could be negatively
influencing their academic engagement and performance. For this social
support to be successful, the school needs to successful identify and form a
relationship with the local Aboriginal community. This must be done with
careful consideration of protocol and consultation of the school’s available
resources – any and all Aboriginal Education Workers (AEWs) and Aboriginal
Community Liaison Officers. (ACLOs)
Once a relationship has been successfully formed, initiatives such as
breakfast and homework clubs that improve the Aboriginal students’ access to
essential resources, and social events and public displays that show support
of Aboriginal Education, can be introduced. An explicit support and respect for
the local Aboriginal community in everyday school practice could make a
great difference to the engagement and success of these Aboriginal students.
This would benefit not only them, but the whole class and school, as well as
the teacher’s practice in the classroom.
ReferencesKing-Shaver, Barbara, & Hunter, Alyce. (2004). Differentiated instruction in the English classroom : content, process, product, and assessment. Portsmouth: Heinemann.Ladwig, James, & Gore, Jennifer. (2003). Quality Teaching in NSW Public Schools: A Classroom Practice Guide. Sydney: Department of Education and Training.Question 2How would you implement the 2008 NSW DEC Aboriginal Education & Training Policy (AETP) in your school & classroom? Give practical examples.
Response 2The three guiding elements for the effective integration of the Aboriginal 2008
AETP: relationships, engagement and ongoing learning, encapsulate what
considerations are needed in order to implement the policy. Examples of
classroom practice where these elements are integrated into pedagogy and
practice will illustrate.
The AETP’s goal, for ‘Aboriginal and Torres Strait Islander students [to] match
or better the outcomes of the broader student population’ (Aboriginal
Education and Training Directorate, 2009) is only possible through, as the
policy outlines, a combination of increased knowledge, awareness, respect
and celebration of Aboriginal culture and learning styles in both everyday
classroom practice and in whole-school constitution. The policy can be
implemented through practical changes to pedagogy in classrooms and
through improved relationships with the local Aboriginal community. The new
focus of the 2008 policy, that aims at ‘cultural competencies in Aboriginal
Cultures’ for school staff is achievable only through such a relationship. The
diversity and range of Aboriginal nations, cultures and languages mean that it
would be impossible to be culturally competent and aware of all Aboriginal
cultures; schools should aim for in-depth cultural competency with their local
Aboriginal community in order to satisfy the policy adequately.
The policy, introductory guide and support documents for the AETP all give
practical guides, resources and suggestions for how to implement the policy
and they mainly rest on strategies to improve awareness of Aboriginal
cultures so that school staff are aware of and active supporters of the policy,
and Aboriginal students and staff are explicitly and genuinely supported in the
school environment.
Following the practical steps provided in the ‘Turning Policy to Action’
(Aboriginal Education and Training Directorate, 2009b) resource on the AETP,
an effective way of implementing the policy would start with ‘Introducing the
Policy.’ This is mainly concerned with staff development, as no policy can be
effective if it is not explicitly and readily available to be accessed. The
introduction could be conducted briefly on a staff development day, but it
should be consolidated and reinforced on a regular basis, and be a
mandatory requirement of employment at the school that an satisfactory
existing knowledge of the policy exists. New and casual employees could be
assessed at the beginning of their contract.
The second step, ‘Reflecting and Planning – turning policy into action’ and
needs to be a process that must be not only initiated but consistently revised
and updated. A reflection on the school’s current relationship with the local
Aboriginal community and their current practice and pedagogy must be
ongoing, and regularly reported on so that it can be constantly developed.
This could be achieved through regular peer observation of practice between
teachers and all of the necessary reflection, discussion and planning could be
addressed at staff meetings.
The successful fulfilment of these two steps will also satisfy step three –
‘Integrating the Policy into Everyday Business.’ Once consistent reflection of
school environment and classroom practice, and its adherence to the AETP is
instituted, it should become part of the school’s everyday business. The
introduction and implementation of the policy must be an ongoing process.
ReferencesAboriginal Education and Training Directorate. (2009). Aboriginal Education and Training Policy: An Introductory Guide. Sydney: NSW Department of Education & Training.Aboriginal Education and Training Directorate. (2009b). Aboriginal Education and Training Policy: Turning Policy into Action. Sydney: NSW Department of Education and Training.Question 3Give two examples of appropriate assessment tasks that could be used within your class that work for Aboriginal learners. Give reasons for your choices. State the stage or year of the class.Response 3Two mandatory subjects in secondary education in NSW are English and
Australian history. All secondary students in the NSW school system will have
to experience assessment tasks that ask them to have strong written literacy
in Standard Australian English and also study in detail historical topics that
may be of a sensitive of offensive nature to Aboriginal people. Both present
significant challenges to Aboriginal learners; however, assessment tasks in
these subjects can be carefully designed to be supportive of Aboriginal culture
and learning in their approach and assessment. Formative assessment is
more constructive of learning that holds the potential to be student directed,
because it is assessment designed by the teacher for their individual
classroom, and can therefore meet the particular needs and strengths of their
students, most notably by allowing ‘multiple ways for students to show their
capacities.’ (Taylor & Young, 2004)
An appropriate Stage 4-6 English assessment task that would support
Aboriginal learners, and maintain high expectations, could be a task that
follows a structure of the common and practical, written text type of the
English language and Australian society, so that the task encourages English
literacy, but is flexible in its submission format. The text type would preferably
be one with applications outside the school context, such as a formal letter.
The task would work for Aboriginal students by allowing all students the
control over their submission format through the use of the web 2.0 tool
VoiceThread. (www.voicethread.com) This website allows a teacher to
control, review and comment on students’ work the same as if all submissions
were written hardcopies, and the software allows for students to submit in a
format of their choice – written, or audio or visual recording (or a
combination.) As long as the assessment’s task sheet, marking criteria and
teacher explanation all consistently reinforced their expectations and the
explicit quality criteria for the task – such as, in the case of a letter task
‘appropriate structure and language features for a formal letter format.’
With adequate instruction and guidance, students should be able to fulfil the
expectations of the task regardless of the submission format they chose. An
additional element of the task that would encourage students more likely to
submit audio or video letters to exercise their written skill so that they can
extend their learning would be the prospect of publishing their work.
If the task were so structured that the students were responding to an
authentic stimulus from a local or national newspaper, for example, and the
letter was to the editor, then perhaps students could be encouraged and
supported to practice written skills either for their original submission, or
afterwards with individual teacher guidance. This would increase the
relevance of the task also, as there letter can truly be submitted to the paper.
A higher level of Aboriginal culture and learning could be integrated if the
chosen newspaper were The Koori Mail, or if students were given choice over
the newspaper they would like to respond and submit to. A rationale for
choosing such a task would be its high incorporation of the Quality Teaching
elements of student self-regulation and student direction; such flexibility would
work for Aboriginal students, and benefit all.
Stage 4 Mandatory History includes a topic ‘Australia 1788-1900: the nature
and impact of colonisation and contact’ (Board of Studies, 2003) and although
this topic is likely to raise sensitive issues with Aboriginal students, an
effective method of teaching and assessing this topic would be through a local
focus that would respect and value the history and culture of the local
Aboriginal clan and nation. A formative assessment task that asks students to
profile and analyse a significant local, historical figure of 1788-1900 and in
particular their relationships with at least one other person from another
culture, would give both Aboriginal and non-Aboriginal students the
opportunity to research local Aboriginal cultures and their relationships to land
and to the English invaders. Regardless of whether students elected to
analyse a white ‘colonist’ or an Aboriginal person, a task requirement would
be to analyse their relationship with the other, and ideally, to present a
primary historical source evidencing this relationship. If the research task
were followed by a presentation of the learning, this would allow the learning
about local Aboriginal history and culture to benefit the entire class. If there
was a lack of resources, the same task could be completed for individuals and
relationships at Sydney Cove.
Both of these assessment tasks contain elements of student direction over at
least one element of the task. This is a strategy designed to make the
assessment task more accessible to all students, but in particular to support
Aboriginal learners through significant consideration of Aboriginal learning
strengths, as in the English task, or local Aboriginal history and culture, as in
the History task. Where the English task can be implemented to any
curriculum, the History task requires a successful partnership with the local
Aboriginal community, if the task were to focus on local individuals.
ReferencesTaylor, Tony, & Young, Carmel. (2004). Making History: A Guide for the Teaching and Learning of History in Australian Schools. Carlton South: Curriculum Corporation.Board of Studies NSW. (2003). History Years 7-10 Syllabus. Sydney: Board of Studies NSW.Question 4How could you engage the local Aboriginal community both at the school and in your classroom? In your answer you must identify the positions employed by the DEC to work in and with the schools, as well as other types of community support that can be available.Response 4Engaging with the local Aboriginal community is a process that, like the
support of Aboriginal students and the successful implementation of the
AETP, is ongoing and requires dedication and planning. There are protocols
for consultation of the Aboriginal community that need to be respected and as
steps of the process, must be fulfilled, in order to successfully engage the
local Aboriginal community. To assist with this process there are specific
employees of Department of Education and Communities, including Aboriginal
Community Liason Officer’s (ACLOs), Aboriginal Education Workers (AEWs)
and Assistants (AEAs). ACLOs are often shared between a number of
schools as they are based in district offices that responsible for a particular
area or region, but they are professionals on the local Aboriginal communities
of each school. They are an invaluable resource when attempting to establish
and maintain contact with a local Aboriginal Community. Aboriginal Education
Workers and Assistants are school employees that can improve the
engagement of Aboriginal students and their community in classroom practice
as well in in school policy and environment through direct contact and
relationships. AEWs and AEAs are likely to be Aboriginal people from the
local clans and nations, making them equally valuable resources in the
process of engaging the local community.
The Board of Studies has published a useful guide Working with Aboriginal
Communities (2001) that provides guidance for the protocols and consultation
involved in the process of initiating and maintaining contact with the local
Aboriginal community. The process the guide outlines involves firstly
identifying the local community and identifying the local Aboriginal Education
Consultative Group. (AECG) They suggest following this with accessing
‘systemic support networks’ such as the DEC employees mentioned earlier,
as well as other support networks that may be available, such as the
Aboriginal Studies Team that is based in the Professional Support and
Curriculum Directorate, and the Aboriginal Programs Unit, based in the
Student Services and Equity Directorate of the DEC. Access to as many of
these resources as possible will assist the success and effectiveness of
establishing rapport with the local Aboriginal community. This will lead to
engagement of the community in the school, an important element of the
school’s cultural awareness and the cultural competence of the school’s staff,
pedagogy and practice.
Other community support will be particular to the area of the school, but could
include local Aboriginal elders and Aboriginal land councils. Contact with
individuals of significance to the local Aboriginal community will greatly
improve the school’s chances for success in engaging with the local
Aboriginal community. ‘Success is genuinely derived from partnership of [..]
student, family, community [and] institution.’ (McRae et al, 2002) The end goal
of initiating a process to engage the local community should be an authentic,
lasting partnership of the school with local Aboriginal families and the
community.
On the classroom level, engagement with the local community can provide
great enrichment to the learning content and process for all students, but in
particular Aboriginal students. Input from the local community can inform
current classroom pedagogy on how to improve to maximise the effectiveness
of learning for local Aboriginal students. A successful partnership with the
local Aboriginal community has the potential to influence learning in
secondary schools across all subjects, as local Aboriginal knowledge could be
integrated into English, History, Geography, Science, and Creative Arts
syllabi, subject to availability of resources. Every local Aboriginal community
has knowledge and resources that they may offer to the school that can
enrich the learning and Aboriginal cultural competence of all staff and
students. In English classrooms, the local dreamtime can be studied and
respect for their spiritual value can be encouraged and maintained for all
students. In History classrooms, the local Aboriginal community could offer a
perspective on the English discovery of the local area and the how initial
contact was experienced and recorded by Aboriginal people. This knowledge
can enrich the student’s experience of Australian History in stages 4-5 with
local knowledge and multiple perspectives. In Geography, mapping,
navigation and relationships with the land can again be enriched by local
Aboriginal knowledge and perspectives.
The engagement of the local Aboriginal community is essential to the respect
of the complete history and culture of the school. A community partnership
has the potential to achieve this greater awareness and respect, but also
greatly improve the learning experience of all students.
ReferencesBoard of Studies NSW. (2001). Working with Aboriginal Communities. Sydney: Board of Studies NSW.McRae, David, Ainsworth, Geoff, Hughes, Paul, Price, Kaye, Rowland, Mike, Warhurst, Joan, . . . Zbar, Vic. (2002). What Works. The Works Program. Improving Outcomes for Indigenous Students. The Guidebook. Canberra: Australian Curriculum Studies Association and National Curriculum Services.
Recommended