EEP Assignmet 2

EEP306 Pedagogy in Diverse Classroom ASSESSMENT 2 – Cultural Diversity: Connecting with Practice 60% Part A: Visual Unit Plan Part B: Rationale for learning and teaching Part C: Reflection and engagement Name: Michelle O’Toole Student Number: 11542305 Due Date: 05/10/2023

Novel: Storm Boy iPad: Snap Core First (Non-verbal/Limited verbal, ESL) Computer: Research Storm Boy Film (2019) Coorong National Park Teacher Resource Pack Learning Intention: Students will develop their comprehension skills through the following skills summarizing, questioning, clarifying, and connecting. Students be able to identify the main ideas and details in order to demonstrate their understanding of the text. Students will research and analysis the information to identity the key information about culture and the environment. Activities: Activity 1: Whole class research into the Coorong National Park and its History. Students should learn about the Coorong's diverse habitats, the unique species found in the park, and the importance of preserving it for future generations. They should also research the history of how the Coorong was formed and its relationship with the Murray River. Finally, students should brainstorm ideas for how to protect the Coorong. Activity 2: Create a Character profile on either Storm Boy, Hideaway Tom, or Fingerbone Bill. Students should research the lives and backgrounds of the characters and create a character profile that includes their physical characteristics, personality, and motivations. The profile should also include the character's goals, strengths, weaknesses, and obstacles. It should also include what other characters they interact with and how they change throughout the story. Finally, the profile should include the character's role in the story and how they contribute to the overall plot. Activity 3: Students will research storms or pelicans in the Coorong National Park. Students researching storms will be looking at different types of storms, their causes, their effects on the are, how storms have impacted the Coorong in the past and what the future holds. Students researching pelicans will be looking at why pelicans are important to the Coorong, how the pelicans are helping, as well as the threats they face in the Coorong, how pelicans are being protected in the Coorong and the past and future impacts of pelicans on the Coorong National Park. Activity 4: As a whole class, compare the novel with the 2019 film adaptation. Discuss how the characters, plot, setting, and themes changed from the novel to the film adaptation. Talk about how these changes affected the overall story and viewing experience. Syllabus Outcomes : EN3-OLC-01: Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-HANDW-02: Selects digital technologies to suit audience and purpose to create texts EN3-RECOM-01: Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension GE3-1: Describes the diverse features and characteristics of places and environments GE3-2: Explains interactions and connections between, people, places, and environments Teaching Strategies:  Direct Teaching  Explicit Teaching  Scaffolded Learning  Feedback  Modelled learning  Goal setting  Differentiation  Collaborative  Metacognitive  Sharing knowledge  8 ways Story Sharing Symbols and images Learning Across the Curriculum Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability Civics and citizenship Difference and diversity Work and enterprise English/Geography Novel: Storm Boy Stage: 3 Year: 6 Assessment Task: Students will create an informative poster on the Coorong National Park using the information that they have learnt/researched over the term. Type of School: Primary Geographic Context: Regional Demographic: o 41% First Nation Australians o 3% English is a Second Language o 25% Students with Diagnosed Disability Class Demographic: The class consists of 24 students. 10 students are First Nation Australians, 1 student is from a family with English as a Second Language. 2 students are Non-Verbal or have limited Verbal language. There is a School Learning Support Officer (SLSO) to assist with the learning of those students. 2 students have been diagnosed with a high functioning level of Autism/Anxiety.

together as a team to support each other's learning. This encourages students to collaborate and think critically, as they are discussing and exchanging ideas. Furthermore, it helps to foster a sense of community in the classroom. By implementing these strategies, the learning process can become more engaging and effective (Tomlinson & Imbeau, 2010, p.19-20). In an environment where diverse perspectives and cultural insights are valued, students are more likely to engage in open discussions about cultural differences and feel valued and heard. This type of environment also encourages students to become more aware of their own biases and prejudices, and to be more accepting of different cultures. As a result, students can develop a better understanding of the world around them and become more tolerant and inclusive. It is possible to enrich students' understanding of the world by inviting guest speakers from diverse backgrounds to tell their stories. Additionally, it is important to provide resources such as books, films, and websites to help students gain a better understanding of different perspectives. Finally, having discussions and activities about different cultures can help foster cultural understanding and respect. By initiating a critical discussion of the characters' motivations and actions, students can develop empathy and understanding for them. This can help to create a more inclusive school environment, where students feel accepted and valued regardless of their background. Additionally, it can also help foster a sense of global citizenship in students, which is essential for creating a more peaceful and prosperous world. Additionally, assessments and feedback can boost students' self-confidence and reinforce their learning. This can also lead to better grades and academic performance. Moreover, it can lead to better problem-solving skills, communication, and critical thinking skills. By adopting these strategies, you can create an inclusive learning environment and improve overall student wellbeing. It will also help to develop a more positive attitude towards learning. Finally, it can help create a more collaborative and supportive classroom environment. A variety of teaching strategies can be employed to support the diverse needs of students, including those from diverse cultural, religious, socioeconomic backgrounds, and those with English as an Additional Language (EAL) or English as a Second Language (ESL/D) (Bodkin- Andrews & Carlson, 2014, p.788). Among these strategies are direct instruction, explicit instruction, scaffolded learning, modelled learning, goal setting, metacognitive strategies, and 8 ways. The use of direct instruction provides learners with clear instructions and explanations, which is crucial to ensure that they understand. Explicit teaching involves the demonstration of skills and concepts in a clear and concise manner. Scaffolded learning involves providing learners with guidance and support to help them complete a task or achieve a goal. Modelled learning involves demonstrating a task or concept and providing feedback. Goal setting involves setting specific and achievable goals to help learners stay motivated. Metacognitive strategies involve helping learners to develop self-awareness and self-regulation. The 8-ways framework focuses on eight core principles: learn, think, apply, create, collaborate, communicate, innovate, and reflect/evaluate. These principles provide a framework for teaching that encourages students to develop critical thinking and problem- solving skills. It also helps to create a more meaningful and engaging learning experience.

These principles also help to foster creativity and collaboration, which are key components of success. They allow educators to create interactive and immersive experiences, which are essential for helping students learn and grow. This combination of strategies can be used by educators to create an inclusive and supportive learning environment where students with EAL/D, as well as those from diverse cultural, religious, and socioeconomic backgrounds, will be able to flourish academically and linguistically. Individualizing teaching methods ensures that all students can progress in literacy and numeracy while embracing their diverse backgrounds. A collaborative effort between teachers, specialists, and support personnel is essential to enhancing educational outcomes for all students (Shay & Oliver, 2012, p.88-89). Educators can collaborate at a school level by arranging regular meetings, developing individual education plans, and sharing data. These collaborations can also help to identify areas of need, such as resources or professional development, and prioritize them. Additionally, teachers can work together to create lesson plans that are tailored to the individual needs of each student. Collaboration with the broader community can enrich the learning experience and enhance the students' understanding of cultural heritage and environmental conservation. This collaboration can also help to foster a sense of connection between the students and the local community. Through collaboration, teachers can create an environment that encourages students to ask questions and engage in meaningful dialogue. It is evident that teaching the "Storm Boy" unit in Year 6 demonstrates a strong alignment with curriculum objectives, as well as fostering students' literacy skills, critical thinking, and empathy. This unit embraces diversity and promotes inclusion by utilising prior learning and background knowledge of students. As part of the unit, the teaching strategies employed will cater to the needs of EAL/D students, to ensure their literacy and numeracy advancement. Having a collaborative relationship with specialists and support personnel at various levels will enhance educational outcomes for all students, emphasizing the integral nature of the education system. It is the objective of this unit to enhance students' understanding of ecological issues, human-animal relationships, and cultural diversity, so that they can engage the world around them responsibly and empathetically.

4) What are the ways in which the program facilitates the development of cultural competency among participants, which allows them to apply their learning in diverse settings? 5) Do the programs, resources, and strategies meet the learning needs of all students?

References: Australian Institute for Teaching and School Leadership. (n.d.). Australian Professional Standards for Teachers . Retrieved October 12, 2023, from https://www.aitsl.edu.au/standards Bodkin-Andrews, G., & Carlson, B. (2014). The legacy of racism and Indigenous Australian identity within education. Race Ethnicity and Education , 19 (4), 784-807. https://doi.org/10.1080/13613324.2014.969224 English as an Additional Language or Dialect Teacher Resource . (2014, February). Australian Curriculum, Assessment and Reporting Authority. https://docs.acara.edu.au/resources/EALD_Overview_and_Advice_revised_February _2014.pdf Gibbons, P. (2002). Developing an integrated curriculum: learning language, learning through language, and learning about language. In Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom (pp. 206- 232). Heinemann Educational Books. Shay, M., & Oliver, R. (2021). Developing strong relationships with Aboriginal students, families, and communities. In Indigenous education in Australia: Learning and teaching for deadly futures (pp. 86-96). Taylor & Francis Group. Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching- learning process . Pearson. Tomlinson, C. A., & Imbeau, M. B. (2010). Understanding differentiation in order to lead: Aiming for fidelity to a model. In Leading and managing a differentiated classroom (pp. 12-24). ASCD. https://ebookcentral.proquest.com/lib/csuau/reader.action? docID=624062&ppg=33