Authentic learning through integration
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During second semester 2012 I completed the four, fourth year units that were involved in the integrated research proposal; Science and Technology 2, Socio-Cultural Politics of Education, Teaching English as a Second Language and Health and Movement 2. This experience enabled me to make strong cross-curricula links whilst also applying my learning from other units.
My research proposal explored how to incorporate a culturally sensitive and inclusive pedagogical approach to science education and focused on students with English as an additional language or dialect. I had identified this as an area of concern;
"Research indicates that there is a statistical misrepresentation of students from the non dominant
culture continuing into tertiary study in the area of science (Australian Bureau of Statistics’ 2006 data, as
cited G. and Moineau, S. 2010)." Excerpt from research proposal overview
Within this research proposal I demonstrated my knowledge of students with diverse linguistic, cultural, religious and socioeconomic backgrounds (standard 1.3) including strategies for teaching Aboriginal and Torres Straight Islander students (standard 1.4).
The key focus of the proposal was the cultural significant and pedagogical approach and the importance of facilitating communication with parents and carers whilst also providing professional development for staff. As EAL/D students are often being asked to learn English, learn in and through English and about English simultaneously the proposal looked at addressing some of these issues for the students by making connections and creating links between home, family and school. The proposal discussed the role of language acquisition across all key learning area's and the importance of the students being able to make connections to their first language (standard 1.3). Whilst the study focused on language acquisition for EAL/D learners it also explored the role of cultural capital within the classroom and how this additional language barrier for students of a variety of socio-economic backgrounds impacts their classroom learning. (standard 1.3).
I felt that this proposal was strongly influenced by my learning within the Indigenous Education - What works unit. This unit through the in class exam, resource development and case study analysis provided me with a foundational understanding of the impact of culture, cultural identity and linguistic background of Aboriginal and Torres Strait Islander students (standard 1.4). I attempted to incorporate elements from the "8 Aboriginal Ways of Learning" such as non verbal communication and community links in addition to a social constructivist approach. An approach which “emphasises the role of social and cultural factors in shaping learning” within the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011).
My research proposal explored how to incorporate a culturally sensitive and inclusive pedagogical approach to science education and focused on students with English as an additional language or dialect. I had identified this as an area of concern;
"Research indicates that there is a statistical misrepresentation of students from the non dominant
culture continuing into tertiary study in the area of science (Australian Bureau of Statistics’ 2006 data, as
cited G. and Moineau, S. 2010)." Excerpt from research proposal overview
Within this research proposal I demonstrated my knowledge of students with diverse linguistic, cultural, religious and socioeconomic backgrounds (standard 1.3) including strategies for teaching Aboriginal and Torres Straight Islander students (standard 1.4).
The key focus of the proposal was the cultural significant and pedagogical approach and the importance of facilitating communication with parents and carers whilst also providing professional development for staff. As EAL/D students are often being asked to learn English, learn in and through English and about English simultaneously the proposal looked at addressing some of these issues for the students by making connections and creating links between home, family and school. The proposal discussed the role of language acquisition across all key learning area's and the importance of the students being able to make connections to their first language (standard 1.3). Whilst the study focused on language acquisition for EAL/D learners it also explored the role of cultural capital within the classroom and how this additional language barrier for students of a variety of socio-economic backgrounds impacts their classroom learning. (standard 1.3).
I felt that this proposal was strongly influenced by my learning within the Indigenous Education - What works unit. This unit through the in class exam, resource development and case study analysis provided me with a foundational understanding of the impact of culture, cultural identity and linguistic background of Aboriginal and Torres Strait Islander students (standard 1.4). I attempted to incorporate elements from the "8 Aboriginal Ways of Learning" such as non verbal communication and community links in addition to a social constructivist approach. An approach which “emphasises the role of social and cultural factors in shaping learning” within the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011).
In designing the research proposal I was conscious of designing a pedagogical approach that incorporated the perspectives and culture of Aboriginal and Torres Strait Islander people which could be embedded into the classroom. This approach was also a key factor in my planning of a unit of work for my assessment within Social and Environmental Education 2. Within this unit I (as part of a group) was required to design a unit of work using Understanding by Design principles in addition to creating a movie depicting how History learning is globally significant in tomorrows world.
The unit of work was designed for year 3 students and explored the big ideas of significance, continuity and change and perspectives. The unit focused on Canberra as a region and looked at what has changed and what has stayed the same since European establishment, how this is interpreted from differing perspectives and the significance of past events on the present and the future. Key to the unit was a sequence of drama lessons which explored key events in Canberra's past (European colonisation, establishment of the tent embassy and Sorry day) in order for students to build empathetic understanding through the differing perspectives that they take on. In addition to this the unit incorporated a variety of lessons to in which to build students understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (standard 2.4). These lessons involved story telling, living history experiences (facilitated my a local Aboriginal elder) and discussions in regards to language and culture. The design of this unit of work was a culmination of my learning throughout my degree but I feel it was a honest reflection of my knowledge and understanding of concepts explored within Teaching English as a Second Language, Socio-Cultural Politics of Education and
Indigenous Education - What Works. I identified this when critiquing and reflecting on my unit of work as my final assessment piece. It became apparent that no where in the assessment guidelines had Aboriginal and Torres Strait Islander perspectives or any links to EAL/D students been referred to. The incorporation of these elements was due to the value that I place on them as an embedded structure of the classroom rather then a tokenistic gesture or attempt at inclusion.
The unit of work was designed for year 3 students and explored the big ideas of significance, continuity and change and perspectives. The unit focused on Canberra as a region and looked at what has changed and what has stayed the same since European establishment, how this is interpreted from differing perspectives and the significance of past events on the present and the future. Key to the unit was a sequence of drama lessons which explored key events in Canberra's past (European colonisation, establishment of the tent embassy and Sorry day) in order for students to build empathetic understanding through the differing perspectives that they take on. In addition to this the unit incorporated a variety of lessons to in which to build students understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (standard 2.4). These lessons involved story telling, living history experiences (facilitated my a local Aboriginal elder) and discussions in regards to language and culture. The design of this unit of work was a culmination of my learning throughout my degree but I feel it was a honest reflection of my knowledge and understanding of concepts explored within Teaching English as a Second Language, Socio-Cultural Politics of Education and
Indigenous Education - What Works. I identified this when critiquing and reflecting on my unit of work as my final assessment piece. It became apparent that no where in the assessment guidelines had Aboriginal and Torres Strait Islander perspectives or any links to EAL/D students been referred to. The incorporation of these elements was due to the value that I place on them as an embedded structure of the classroom rather then a tokenistic gesture or attempt at inclusion.
Upon further reflection of this unit I found that I am aware of the 'hidden curriculum' and I do think about what we model to our students and how this will impact on their future. This was particularly evident within the movie I created (as referred to above) exploring the significance of history education. This assessment enabled me to continue my development of ICT and it's applications in the classroom (through Augmented Reality, Popcorn maker, Prezi, screen-o-master and web design - standard 2.6) but also in relation to it's moral and ethical use (standard 4.5).
I found that I not only referred to the here and now of ICT usage (safely and responsibly) but also how the acceleration of ICT will influence the future and that students need to be provided with opportunities to explore this in relation to learning, teaching and life in general.
The design of this unit of work was a culmination of my learning throughout my degree, however I feel it was an honest reflection of my knowledge and understanding of concepts explored within Teaching English as a Second Language, Socio-Cultural Politics of Education, Indigenous Education - What Works in addition to Social and Environmental studies 2. I identified this when critiquing and reflecting on my unit of work as my final assessment piece. It became apparent that no where in the assessment guidelines had Aboriginal and Torres Strait Islander perspectives links to EAL/D students or ethical use of ICT been referred to. The incorporation of these elements was due to the value that I place on them as an embedded structure of the classroom rather then a tokenistic gesture or attempt at inclusion.
I found that I not only referred to the here and now of ICT usage (safely and responsibly) but also how the acceleration of ICT will influence the future and that students need to be provided with opportunities to explore this in relation to learning, teaching and life in general.
The design of this unit of work was a culmination of my learning throughout my degree, however I feel it was an honest reflection of my knowledge and understanding of concepts explored within Teaching English as a Second Language, Socio-Cultural Politics of Education, Indigenous Education - What Works in addition to Social and Environmental studies 2. I identified this when critiquing and reflecting on my unit of work as my final assessment piece. It became apparent that no where in the assessment guidelines had Aboriginal and Torres Strait Islander perspectives links to EAL/D students or ethical use of ICT been referred to. The incorporation of these elements was due to the value that I place on them as an embedded structure of the classroom rather then a tokenistic gesture or attempt at inclusion.
During my final semester of University I have undertaken; Literacy Across Disciplines (LAD), Social and Environmental Education 2 (SOSE 2) and Information Technology for the Workplace (ITW).
On the surface these units appear to have few links, however I found that my learning in LAD and SOSE 2 were deepened as I was able to make connections and apply my understanding across all three units. Within ITW my assessment task involved me creating a master document with sub documents on a topic of my choice. In order for me to adequately complete this task I felt the need to give it an authentic purpose. I therefore based it on my SOSE 2 unit. I needed to make links from the main document to sub documents, I immediately saw this as an opportunity to create these sub documents to house cross curriculum links. This enabled me to apply my understanding of literacy strategies to the unit of work (standard 2.5). These strategies were a reflection of my current unit (LAD) and my Literacy project presentation in addition to my culmination of learning within the literacy units I have completed at University (Literacy for Teachers, Language Education 1, Scaffolding Literacy and Language Education 2) and my experiences during professional placement (in class with students, feedback from teachers and professional development opportunities such as BEE Spelling and First Steps).
Goals and reflections
Throughout the creation of this portfolio I have noticed more and more the links between the standards. I have also started to appreciate the learning that takes place when my units relate. This reflection has been on my mind for a while and I discuss it more in much more depth in this post on my blog. Briefly it relates to my goal of integrating units of work authentically in order to enhance lessons and enable students to make connections. This builds on my constructivist approach to learning and teaching, my values and beliefs in regards to culture and normative assumptions. I imagine myself in a classroom where each and every student is valued, where diversity is celebrated and making connections is
On the surface these units appear to have few links, however I found that my learning in LAD and SOSE 2 were deepened as I was able to make connections and apply my understanding across all three units. Within ITW my assessment task involved me creating a master document with sub documents on a topic of my choice. In order for me to adequately complete this task I felt the need to give it an authentic purpose. I therefore based it on my SOSE 2 unit. I needed to make links from the main document to sub documents, I immediately saw this as an opportunity to create these sub documents to house cross curriculum links. This enabled me to apply my understanding of literacy strategies to the unit of work (standard 2.5). These strategies were a reflection of my current unit (LAD) and my Literacy project presentation in addition to my culmination of learning within the literacy units I have completed at University (Literacy for Teachers, Language Education 1, Scaffolding Literacy and Language Education 2) and my experiences during professional placement (in class with students, feedback from teachers and professional development opportunities such as BEE Spelling and First Steps).
Goals and reflections
Throughout the creation of this portfolio I have noticed more and more the links between the standards. I have also started to appreciate the learning that takes place when my units relate. This reflection has been on my mind for a while and I discuss it more in much more depth in this post on my blog. Briefly it relates to my goal of integrating units of work authentically in order to enhance lessons and enable students to make connections. This builds on my constructivist approach to learning and teaching, my values and beliefs in regards to culture and normative assumptions. I imagine myself in a classroom where each and every student is valued, where diversity is celebrated and making connections is