Sample 1: Day for Daniel window display: Lesson task
Standard 1: 1.4
The 8 ways of Aboriginal learning (8 ways, n.d.) was introduced into this and subsequent lessons. Two students in the class identified as Indigenous, therefore good teaching practice was to include this framework into lessons, not only for the Indigenous students but for the class as a whole to promote inclusion. The two strategies from the 8 ways framework that were included in this lesson were, story sharing and deconstruct reconstruct (8 ways, n.d.). This was also a reflection of the learning I had undertaken from an internal CSU course ‘Embedding Indigeneous Perspectives in the Curriculum”, which promoted the 8 ways framework and gave examples on how to use it.
Standard 2: 2.2
The content selected for this lesson was available through the Daniel Morcome website, it had been left in the staffroom with instruction form the Principal to utilise it in lesson planning as appropriate to the stage. An emphasis of the lesson was collaboration between students, the sharing of ideas made a lesson that was based on a tragic incident more personal and focused on the positive aspects of feeling safe. Some students were unsure how to complete the tasks and the guidance of teachers and peers enabled them to understand quickly. This strategy aligns with Vygotsky’s Zone of Proximal Development, that refers to the range of tasks that may be too difficult for the individual to master alone, therefore they are guided by more skilled adults and peers in order to be able to master the new skill that was just outside of the knowledge they already had (Santrock, 2010, p. 101).
Standard 3: 3.4, 3.5, 3.7
This standard was well addressed in this lesson as the children were able to take home the booklet that showed parents and carers what we had been discussing in class. The message this day brings to children is one of personal safety and who they can talk to if they feel unsafe. As it can be a tricky concept to explain to children it is imperative that parents and carers are involved in the process, enabling the children to bring the discussion home. This is supported by Goodall and Montgomery (2014) who emphasises the importance of parental engagement as it “can boost children’s self esteem, increase motivation and engagement with learning and can lead to increased learning outcomes” (Goodall & Montgomery, 2014, p. 5)
Standard 4: 4.2, 4.4, 4.5
The class for this lesson was the two Stage 1 classes combined with the content discussed quite confronting for some children. It was delivered in an age appropriate way with the feeling of safety being the utmost priority. All of the students questions were answered in an appropriate manner which promotes an emotionally safe classroom, in which they can express their feelings, especially as some students were not used to being in a different room, with an unfamiliar teacher. This is supported by McDonald (2013) who advocates for classrooms to be a safe place where students feel they can learn and participate in activities without fear (p. 161).
Standard 6: 6.3
This aspect I found enjoyable and highly valuable to my professional development. I attended the professional development course on Embedding Indigenous Perspectives in the Curriculum and also liaised with fellow staff members within the school whilst on placement. The International Summit on the Teaching Profession (2012) has developed best practice guidelines that identify the need for teachers to be high-level knowledge workers who constantly advance their own professional knowledge (Schleicher, 2012, p. 36).
Standard 7: 7.3
This lesson was produced in alignment with the school Principal's direction. The use of phrasing was discussed in order to comply with the school's policies and procedures, in regards to sensitive issues. Engagement with parents and carers also took place at the completion of the day, I was available outside the classroom to discuss what had been taught and discussed with children during the day. For those whose parents were not available the booklet was sent home with information. Goodall & Montgomery (2014) promotes this strategy as effective as it moves away from simply providing information and moves to the sharing of information (p. 6).
The 8 ways of Aboriginal learning (8 ways, n.d.) was introduced into this and subsequent lessons. Two students in the class identified as Indigenous, therefore good teaching practice was to include this framework into lessons, not only for the Indigenous students but for the class as a whole to promote inclusion. The two strategies from the 8 ways framework that were included in this lesson were, story sharing and deconstruct reconstruct (8 ways, n.d.). This was also a reflection of the learning I had undertaken from an internal CSU course ‘Embedding Indigeneous Perspectives in the Curriculum”, which promoted the 8 ways framework and gave examples on how to use it.
Standard 2: 2.2
The content selected for this lesson was available through the Daniel Morcome website, it had been left in the staffroom with instruction form the Principal to utilise it in lesson planning as appropriate to the stage. An emphasis of the lesson was collaboration between students, the sharing of ideas made a lesson that was based on a tragic incident more personal and focused on the positive aspects of feeling safe. Some students were unsure how to complete the tasks and the guidance of teachers and peers enabled them to understand quickly. This strategy aligns with Vygotsky’s Zone of Proximal Development, that refers to the range of tasks that may be too difficult for the individual to master alone, therefore they are guided by more skilled adults and peers in order to be able to master the new skill that was just outside of the knowledge they already had (Santrock, 2010, p. 101).
Standard 3: 3.4, 3.5, 3.7
This standard was well addressed in this lesson as the children were able to take home the booklet that showed parents and carers what we had been discussing in class. The message this day brings to children is one of personal safety and who they can talk to if they feel unsafe. As it can be a tricky concept to explain to children it is imperative that parents and carers are involved in the process, enabling the children to bring the discussion home. This is supported by Goodall and Montgomery (2014) who emphasises the importance of parental engagement as it “can boost children’s self esteem, increase motivation and engagement with learning and can lead to increased learning outcomes” (Goodall & Montgomery, 2014, p. 5)
Standard 4: 4.2, 4.4, 4.5
The class for this lesson was the two Stage 1 classes combined with the content discussed quite confronting for some children. It was delivered in an age appropriate way with the feeling of safety being the utmost priority. All of the students questions were answered in an appropriate manner which promotes an emotionally safe classroom, in which they can express their feelings, especially as some students were not used to being in a different room, with an unfamiliar teacher. This is supported by McDonald (2013) who advocates for classrooms to be a safe place where students feel they can learn and participate in activities without fear (p. 161).
Standard 6: 6.3
This aspect I found enjoyable and highly valuable to my professional development. I attended the professional development course on Embedding Indigenous Perspectives in the Curriculum and also liaised with fellow staff members within the school whilst on placement. The International Summit on the Teaching Profession (2012) has developed best practice guidelines that identify the need for teachers to be high-level knowledge workers who constantly advance their own professional knowledge (Schleicher, 2012, p. 36).
Standard 7: 7.3
This lesson was produced in alignment with the school Principal's direction. The use of phrasing was discussed in order to comply with the school's policies and procedures, in regards to sensitive issues. Engagement with parents and carers also took place at the completion of the day, I was available outside the classroom to discuss what had been taught and discussed with children during the day. For those whose parents were not available the booklet was sent home with information. Goodall & Montgomery (2014) promotes this strategy as effective as it moves away from simply providing information and moves to the sharing of information (p. 6).