Jack Poulton EDED11458: Indigenous Studies and Learning Student Number: S0257125 Due Date: 9:00p.m. 16/1/2015 Strategies to consider Aboriginal and Torres Strait Islander students' cultural needs: * For Aboriginal students to have a cultural learning experience, a teacher needs to create an educational experience that enhances and promotes their Aboriginality. Teachers can encourage cultural pride through programs such as music and dance (Korff, 2014). * As a teacher it is important to be aware of the importance of sharing. People are more important than things or systems in Aboriginal culture (Curriculumsupport.edu.nsw.gov.au, 2015).
Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning. (Woolfolk, Margetts, 2010). To promote effective learning and teaching, implementation of quality plan is significant. Planning should include all the essential ingredients of effective teaching to model the commitment to learning. Effective teaching should acknowledge the impact of factors such as attitudes, perception, expectations, abilities, gender, socio-cultural background and maturity on every learning experience.
EDST 1200 Assignment 1 Human Society and its Environment’s aim is to develop values, attitudes, skills and knowledge and understanding in students. The values, attitudes, skills, knowledge and understanding allow students to grasp a sense of belonging within their community and a feeling of personal, national and global identity. Students are able to take part to maintain and help the environment and in their society. The elements within the syllabus are all needed to successfully achieve the aim of the syllabus. The syllabus identifies how knowledge and understandings, skills, values and attitudes interact and form relationships and gather perspectives from students.
This isan important topic, because it addresses the issues that our current educators are facing in and out side of the classroom. It further touches our future leaders and member of society and look to identify what might be areas of interest and suggests alteria means of reaching the ultimate goal of overall class achievement. What is cultural diversity. What are the challenges of cultural diversity. How do we face them.
I feel that as a future teacher, these theories will be very important in my classroom. I will strive for success by using such methods as memory, using games to help the students remember the material so that they will know it come test time. Also, I feel that
Integrating Instructional Technology Integrating instructional technology into the classroom can enhance student’s education in both learning and communicating. My Comprehensive Classroom Technology Plan will include details on how teachers can use technology as a learning tool. By modeling technology fluency I intend to use technology to widen educational opportunities, apply it to the curriculum and to increase collaboration and cooperation among my students. Integrating technology into the classroom will prepare students for global society and lifelong learning experiences. Expectations will be set when starting the course of this journey.
Introduction: The early years of a child’s life are a critical influence on the child’s lifelong learning and development. As early childhood educators, they are required to be guided by the New Zealand Curriculum as well as Te Whāriki (McGee, 1997). The curriculum can mean different things to different people, meaning each curriculum will be shaped by the culture, theories, policies, history, research knowledge base, beliefs and values of the country in which the curriculum is developed and applied to (McGee, 1997). Curriculum depends on how teachers view children, their needs at present and in the future, and how the curriculum should be based on what is most important for the children (Duffy, 2006). The new Zealand Curriculum is what we deem important in education and states succinctly what each learning area is about and how each learning is structured, it also has a set of principles and values that are to be encouraged, modelled and explored (Ministry of Education, 2007) In this report, I am going to describe some appropriate teaching strategies which build on infants, toddlers and young children’s interests of learning in the areas of language and literacy, social sciences, health and physical well-being and the arts.
I have learned first-hand of the effect on people’s achievements and behavior from other’s attitudes and expectations. Developing a cultural content rich and diverse curriculum is key in developing student’s abilities to consider alternate perspectives and ways of thinking. Teachers play an extremely important role in a schools multicultural education. To ensure proper preparation for pre service teachers’ effective pre service multicultural education programs should be adopted. Soliciting parental support and involvement is a great way to encourage school and home communication.
(QDCA 2012) Formative is a continual form of assessment such as assignments, individual or group projects, observation and even peer and self-assessment. Geoff Petty (2009) believes assessment can inspire and motivate students, thus providing them and us with feedback that is seen as essential in prompting co rrective help. When using Formative assessment, the importance is not the score the student achieves, but what the student has learnt, thus allowing the teacher to determine what to teach next whilst working towards a final summative assessment. (Please refer to Appendix 3 : Sample Scheme of Work for BTEC Sport that includes examples of formative assessments during each class session). When setting assessments, we have to take differentiation into account and set different types of assessments so as not to disadvantage a section of the class.
The arts are a strong motivator for students to develop self-discipline and social skills. The arts encourage students to strive for greater success. The arts help to transform the school environment to one of discovery and learning, breaking down barriers between disciplines and improving the conditions of learning. The arts give students the opportunity to represent what they have learned, Art criticism helps students develop observation, analysis, interpretation and evaluation skills that can be transferred to other areas of study. The arts are essential to an understanding of personal, local, national and global cultures, past and present.