Culture in context connecting indigenous kids to schooling the beaconsfield way
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Culture in context: connecting indigenous kids to schooling the Beaconsfield way. Assumptions Facets of the Learner The Learning Group Approach Closing the Gap – the Beaconsfield way.

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Culture in context connecting indigenous kids to schooling the beaconsfield way

Culture in context: connecting indigenous kids to schooling the Beaconsfield way


Culture in context connecting indigenous kids to schooling the beaconsfield way

Assumptions

Facets of the Learner

The Learning Group Approach

Closing the Gap – the Beaconsfield way


Culture in context connecting indigenous kids to schooling the beaconsfield way

  • Indigeneity is not a “one size fits all” concept

  • All kids can learn

  • Schools need to fit the learner

  • Indigenous kids are indigenous

  • Indigenous kids are individuals

  • Exclusive support can benefit from inclusive practice

  • There are more facets to the learner than cultural background alone


Facets of the learner

Facets of thelearner

Social background

Personal interest

Gender

Physical environment

Culturalbackground

Culturalbackground

Individual

Prior learning

Access to ICTs

Family circumstance

Emotion

Nurturing


Theoretical perspectives

Theoretical perspectives

Beare/Gardner - Schools

Goleman - Emotions

Gardner - Intelligences

Gladwell- Blink


Culture in context connecting indigenous kids to schooling the beaconsfield way

Developmentally Appropriate Programming“The Learning Group Approach”

A whole school approach

to supporting learners


What is it

what is it ?

  • Looking at schooling from a different point of view

  • Tailoring schooling from the “student out” rather than the “system in”

  • It is grouping of children to capture as many of their learning needs as possible

THE LEARNING GROUP APPROACH


The learning group approach

The Learning Group Approach

Common Program

9


The learning group approach1

The Learning Group Approach

“Tailored”

commonprogram

10


Closing the gap a local perspective

Closing the Gap – A local perspective

  • Defining the “gap” (in local contexts)

  • Understanding the “gap” (across a range of aspects)

  • Contextualising the “gap” (in specific settings)

The first gap we have to close is the gap that many educators have in their thinking about indigenous education and schools


Closing the gap the beaconsfield way

Closing the Gap: the Beaconsfield way

School Profile

500 students

Northern suburbs Mackay

60+ “indigenous” students

Torres Strait Children

Aboriginal Children

Australian South Sea Islander children

Pacific Islander Children

South African Children

Community Profile

Yuibera People

Torres Strait Islander community

Australian South Sea Islander community

Maltese community

Recent residency trend

– non local families

60000

Sugar - Coal - Tourism

Developmental and growth


Culture in context connecting indigenous kids to schooling the beaconsfield way

Inclusive design

to achieve

Exclusive outcomes

Who are our kids?

What do they need?

How can we support them?


Culture in context connecting indigenous kids to schooling the beaconsfield way

Student Data

CEC

CTG Teacher

Profile

Welfare

Classroom assistance

Individual Student Assistance

Staff Liaison

Cultural resources catalogue – artefacts/texts/community contacts

Absences data

HOP

Social Welfare

Drumbeat

Karate

Essential Learning Options

Welfare

Classroom Assistance

Individual Assistance

Home Liaison

H.O.P.

Absences follow-up

Re-entry support

Social Welfare

Cultural resources catalogue – artefacts/texts/community contacts

Program

EXTRA PROGRAMMING

Breakfast

FOGs

Parent Meetings

DRUMBLE

Cultural

Acknowledgement Day


Student profile instrument

Student Profile Instrument

Areas of observation

(1-3 scale) based on teacher observations

  • Engagement in the Classroom/Playground

  • Health

  • Attendance

  • Behaviour

  • NAPLAN

  • Academic potential

  • Extra Curricula activities


Advantages of the profile

Advantages of the profile

  • Beyond Academic contexts

  • Profile data informs academic positioning

  • Living process/document - emergent

Program

Profile


How can teachers use the data

How can teachers use the data?

Access to profile – individual/groups/whole school

Specific descriptors

- shape discussions

- inform parental communications

- Inform program content

  • Create opportunity for target setting

  • Application of instrument to

    other contexts/ populations


The profile instrument

The profile instrument

1

2

3


Thankyou

thankyou

Paul RICHARDSON [email protected]

Maud COROWA [email protected]

Anke MACLEAN [email protected]


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