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TASK

1. Plan for Authentic Learning Experience for Prior to School Children

Required Headings

Description example

Name of Experience

Description of the experience:

  • Fashion show is conducted for increasing knowledge of children on Indigenous people and their culture.
  • Educational knowledge is helpful in gathering details and information about the culture.
  • Music experience can be used for choosing interesting and easy songs during the fashion show as it will help children to relate it with theme. Along with this, chosen music is required to be soft so that children can enjoy it.

Age group

Targeted age of children for enhancing knowledge about indigenous culture

below 5 years of age.

Description

Describe exactly what you will do with this experience

Conduct several activities for children which attract them to involve in it willingly. For instance: Mini Fashion show can be conducted for the children in which they are asked to dress up according to different culture of Indigenous people of Australia. It requires approximately 8 children to participate in the show. This show will also include music so that children can learn about the culture by observing dresses of their friends. It will also help them in identifying variety of cultures with it uniqueness through their learning which is available in their surrounding.

Rationale

Describe why this experience will help children learn about Indigenous history and culture and why you have chosen these strategies. Link to theories or curriculum framework

Children of this age belongs to very sensitive phase. In this age, they observe every activity of their surrounding in curious manner and tries to repeat it again and again. This results in increasing their knowledge  and experience on the same topic or activity. Fashion show is chosen for enhancing knowledge of children as it is an interesting activity that can teach children in playful manner. Children of prior to school age can easily accept this activity as it is performed in new and interesting manner. This will develop their knowledge of about different types of the culture of indigenous people which can further be categorised on the basis of their dressing pattern.

Resources

List and describe the resources you will need and any adjustments that would need to be made to the learning environment

  • Dresses of 8 different culture of indigenous people being followed in Australia.
  • Ornaments matched with dresses.
  • Booklet which describes picture of indigenous people which will help children to chose their preferable culture.
  • Table set up for fashion show ramp.

Introduction

How will you introduce the experience to the children

Interesting historical stories can be used in order to develop interest of children in the show. To do this, story can be described in a musical manner so that children can relate language of music with dresses and culture. It will help in maintaining the interest of children throughout the story.

Strategies

List some of the strategies that describe how you will help the children to learn

  • Strength of class will be analysed before starting the activity for the purpose of sharing knowledge of indigenous people with maximum children.
  • Interest of students will be developed by sharing positive stories of native people with their culture, dress up, languages etc.
  • Inviting students to participate and finalise selected one on the basis interest of children.

Conclusion

How will you conclude the experience with the children

After the end of the fashion show, children's will be able to link culture whenever they will watch it in future. Further learning of the children can be extended by continuing similar activity again and again. This will help them in remembering it for a longer duration.

2. Plan for Authentic Learning Experience for Primary School Age Children

Required Headings

Description example

Name of Experience

Describe the Experience

Bingo cards game activity to enhance knowledge about Indigenous culture and history

Art experience is helpful in representing culture of Australian Indigenous people in creative manner.

Educational experience and learning habit is beneficial in an understanding the culture of indigenous people which is going to be shared by the children's in enhancing their knowledge about them. 

Age group

Stipulate the age of the children that you are planning the experience for

5-6 years

Description

Describe exactly what you will do with this experience

Activity which include bingo cards will be used for the children of primary section. In this game, various picture cards are provided to students which helps them in identifying pictures on the basis of different culture of Australia which belongs to Aboriginal and Torres Strait Islander people. These cards reflects images of different culture, dressing pattern of the people. Children's are asked to identify which bingo card belongs to which culture. Student who gives five correct answer is the winner. One student receives only single chance to identify card.

Rationale

Describe why this experience will help children learn about Indigenous history and culture and why you have chosen these strategies. Link to theories or curriculum framework

Children of primary sections are capable of identifying and representing their answer in front teacher. This age group loves to play with their friends by using fun activity. Bingo card activity is beneficial activity which helps student in learning about culture and history of Indigenous people. It also develops interest of those children who belongs to similar culture. Along with this, participation level of student can be enhanced with the interest to winning the prizes. In addition to this, pictures used in Bingo cards attract student as it consist various colours, dresses, food of culture, location of different belongings. Children of schools also engage their view and thought related to culture in the game as they are deeply engaged in the activity.

Resources

List and describe the resources you will need and any adjustments that would need to be made to the learning environment. e.g.:

  • White cards
  • Basket from which students will pick card
  • Pictures of culture, dressing, food, historical places related to the culture.
  • Black board to write scores of children
  • Gifts for winner
  • Drawing table set up.

Introduction

How will you introduce the experience to the children

It will start with the questions that are asked and children's are required to answer it according to the culture and its history. Pictures will be displayed to the students so that they identify and relate it with different culture and history of Indigenous people.

Strategies

List some of the strategies that describe how you will help the children to learn

  • Children will be attracted towards activity by telling them about the game and its winning prizes
  • Activity day will be finalised on the basis of various strength of children the class in order to enhance their knowledge on indigenous culture history.
  • Children's will be influenced by increasing interest on the cultural history of Indigenous. This can be developed by the students by telling various historical stories related to places, dressing pattern, eating habits, beliefs etc. It enhance interest of children in the story and they will easily relate it with the picture.

Conclusion

How will you conclude the experience with the children

At the end of the activity children of primary section will be able to identify the different culture of Australian indigenous people along with their culture and history. Children will also start linking people of their surrounding through their dressing pattern and eating habit.

3 Reflection of Current Attitude and Values

As being teacher, I have my own values, beliefs and attitude which are influenced by the indigenous people which directly affects my professional relationship and teaching pattern. I try to avoid being biased at the time of teaching student which helps me in developing positive image among students. But, as per my thought about Indigenous people I believe that individuals who belong to this community are not much educated. Wlodkowski and Ginsberg, (2017). This creates bias in my teaching pattern as I am considering students potential weak without observing their learning ability. In order to avoid this situation, I am now emphasizing on my observation and analytical skills which helps me in judging potential of students on the basis of their learning ability and interest.

Apart from teaching, my thoughts related to Indigenous people also affects my professional relationship as some of my colleagues belongs to this culture (Indigenous Australians: Aboriginal and Torres Strait Islander people, 2018). Sometimes, my judgement about colleagues turns into discrimination as teachers who belong to Indigenous community gets various types of benefits like scholarship and grants which are offered by government to them Savolainen and et. al., (2012). As a result, these people are able to study more without investing much in the studies. It develops feeling of jealousy in my heart for these indigenous faculty as they are eligible for many benefits which I am not able to avail. In order to over come this feeling, I am confused about skill development sessions which enhances my ability of performing work. In addition to this, it develops my confidence and trust on myself which reduces negative values towards the colleagues and encourage me to achieve my own professional goals.

4. To Identify How Indigenous Education and Perspectives Align with your Professional Role

Knowledge and education about Indigenous people influences my professional role as it includes interaction with these people in many form such as student, colleagues, visitors etc. A good understanding and knowledge about these people is beneficial in teaching as well as interaction as it helps in understanding point of view people which is influenced by culture. It also helps in opting suitable teachings pattern in order to clear concepts of learning with the students. For example: For making topic understandable to students, teachers can use familiar language of the children like language of Aboriginal can be used for student who belong to same community McCarty and Lee, (2014).This will develop interest of the student towards the topic and helps the understanding main concept of the teacher. It can be said that knowledge of culture of Indigenous people is also helpful for profession of teacher as it helps them in interacting with the parents of students during school meetings. During the interaction, many parents uses their common language while interacting with teacher so it is necessary for the teacher to have knowledge about the languages which is being spoken by them so that they can have a meaningful conversation. This will also increasing command of the teacher over cultural language of Indigenous people. Perception of indigenous people are quite narrow as they are not able to adapt changes which took place in the surrounding people. The teacher can transform thinking of family member of children(belongs to indigenous community) by sharing modern world scenario with them during interaction. This will impact positively on the perception of children as well as their and also contributes in enhancing their level of thoughts which develop their future.

5. Planning and Using Authentic Learning Experience to make Children Learn

The learning experience will help children to know about Indigenous people and their culture can be used by them in relating their surrounding with it. Teaching profession involves lots of interaction. it is not limited to student only. Apart from this, teachers also interacts with parents of students, external visitors, faculty etc. who belong to different cultures that indigenous and non indigenous people. This enhances knowledge of teacher about the cultures which is developed through the interaction process. After development of interest about culture curiosity is developed among the teachers Bozalek and et. al., (2013). This includes various questions related to culture, their languages, history, eating habits, etc. For this, teachers prefers secondary sources like books, journals, blogs, newspaper, magazine in order to find right answers for it. These gathered knowledge will be used by the teachers for conducting learning programs for children of different age groups for telling them about the same. Tokenism approach is an effective practice for making symbolic efforts to be comprehensive to minority ingenious groups. Mainly, it is related with the policy of making and offering opportunities to minorities as compare to the majority. It also refer to a action in order to impress a particular person to make them understand the situation.

References

Books and Journal

  • Anderson, D. L., & et. al., (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools. 49(6). 511-525.
  • Bozalek, V., & et. al., (2013). The use of emerging technologies for authentic learning: AS outh A frican study in higher education. British Journal of Educational Technology. 44(4). 629-638.
  • Davis, J. and Elliott, S. eds., 2014. Research in early childhood education for sustainability: International perspectives and provocations. Routledge.
  • Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
  • McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review. 84(1). 101-124.
  • Nakata, M., & et. al., (2012). Decolonial goals and pedagogies for Indigenous studies. Decolonization: Indigeneity, education & society. 1(1).
  • Rowe, M., Bozalek, V., & Frantz, J. (2013). Using G oogle D rive to facilitate a blended approach to authentic learning. British Journal of Educational Technology. 44(4). 594-606.
  • Savolainen, H., & et. al., (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1). 51-68.
  • Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.

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