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Arab Gateways Professional Learning Program Welcome. Contents. Professional Learning Program Introduction to Arab Gateways (Slides 3–13) The Arab region (Slides 14–23) Using Arab Gateways (Slides 24–40). Introduction to Arab Gateways. Funded by:

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contents
Contents

Professional Learning Program

Introduction to Arab Gateways (Slides 3–13)

The Arab region (Slides 14–23)

Using Arab Gateways (Slides 24–40)

introduction to arab gateways
Introduction to Arab Gateways

Funded by:

  • Council for Australian-Arab Relations (CAAR)
  • Department of Foreign Affairs and Trade (DFAT)

Developed by:

  • Education Services Australia
  • The Australian Federation of Societies for Studies of Society and Environment (AFSSSE)
introduction to arab gateways1
Introduction to Arab Gateways

Objectivefor Arab Gateways

To promote mutual interests and a greater understanding and acceptance of each other’s cultures, values, beliefs and diversity.

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Introduction to Arab Gateways

Purpose of the Professional Learning Program

  • to build understanding of the Arab region in general and Arab Gateways in particular
  • to increase the capacity of teachers to effectively integrate the resource into their teaching
  • to provide opportunities to link the resource with the curriculum.
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Introduction to Arab Gateways

Unit 1 – Diversity and change: An introduction to the Arab region

Year 8 geography, history, economics, social education, global education

Unit 2 – Sustainable water use: Water security in an arid region

Years 9–10 geography, global education

Unit 3 – Lines in the sand: 1914–18, critical years in shaping the Arab World

Years 9–10 history

Unit 4 – Global exchange: The Arab region’s key role in international trade

Years 9–10 economics, global education, geography, history

Unit 5 – Different lens: Traditional and hybridised cultural icons

Years 9–10 English, history, global education, social education

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Introduction to Arab Gateways

Unit format

  • Overview

Core focus, learning outcomes, year level: curriculum area, focus questions

  • Teacher background
  • Student materials – inquiry process

Connecting, Investigating, Analysing, Communicating

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Introduction to Arab Gateways

DVD/website menu

  • Home, Explorer, Students, Teachers

Films

Interactive – Arab Explorer

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Introduction to Arab Gateways

Teachers

  • Teaching background
  • Professional learning
  • Student activity sheets
  • Films
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Introduction to Arab Gateways

Students

Student materials for each unit

Unit 1 – Diversity and change: An introduction to the Arab region

Unit 2 – Sustainable water use: Water security in an arid region

Unit 3 – Lines in the sand: 1914–18, critical years in shaping the Arab World

Unit 4 – Global exchange: The Arab region’s key role in international trade

Unit 5 – Different lens: Traditional and hybridised cultural icons

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Introduction to Arab Gateways

Interactive – Arab Explorer

  • Interactive map
  • Quiz
  • Compare countries
  • Flags
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Introduction to Arab Gateways

Films

Work in pairs to explore the films.

Consider

  • What are the opportunities and limitations of the films?
  • How might they be used in my classroom?
about the arab region
About the Arab region

Perceptions of the Arab region

Think List five things you already know.

Pair

Share

Fact, opinion or stereotype?

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About the Arab region

What do I know about the Arab region?

Quiz on Arab Explorer

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About the Arab region

Outline map

  • Name the countries of the Arab region.
  • Name the capitals of the Arab region.
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About the Arab region

Facts and statistics

Use the spreadsheet to list countries in order and add the information to the outline map 

  • Population size Number 1–22
  • Urban population % List letters A –V
  • Per capita income $US GDP Record actual income
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About the Arab region

Films

  • Being Arab (12:46)

Reflections on Arabic culture, and how language and religion influence culture

  • Diversity and change(11:02)

Reflections on the range of geographies and cultures across the region and how Arabic culture is changing

  • Family (9:40)

Reflections on the importance of family in Arabic culture

  • Food(5:47)

Reflections on how food is central to Arabic culture

  • Perceptions (5:42)

Reflections on some of the misconceptions and stereotypes that Westerners have of the Arab region

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About the Arab region

Photo literacy

Look at the photos on page 7 of Arab Gateways. How does each one represent your view of the Arab region?

about the arab region6
About the Arab region

Discuss

  • Could this photo be taken in Australia?
  • How are the people in the photos like me?
  • How are the people in the photos not like me?

Explain the cues in the picture used to make the judgements.

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About the Arab region
  • What perceptions of the Arab region may be common to people in Australia?
  • Why might this be the case?
  • How might we check the accuracy of these perceptions?
  • How might we challenge these perceptions?
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About the Arab region

Share and discuss

  • What surprised you?
  • What did you find interesting?
  • What was less interesting?
  • What would you like to know more about?
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About the Arab region

Reflection

  • What have I learnt about the Arab region?
  • Why is it important for Australian students to learn about the Arab region?
  • How might a more informed perspective of the Arab region help build relations?
using arab gateways
Using Arab Gateways

Curriculum links

Learning areas

  • history
  • English
  • geography

Cross-curriculum priorities

  • sustainability
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Using Arab Gateways

General capabilities

  • literacy
  • numeracy
  • information and communications technology
  • thinking skills
  • intercultural understanding
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Using Arab Gateways

General capability – Intercultural understanding

As they develop intercultural understanding, students learn to:

  • identify increasingly sophisticated characteristics of their own cultures and the cultures of others
  • recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures
  • consider what it might be like to ‘walk in another’s shoes’
  • compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these.
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Using Arab Gateways

General capability – Intercultural understanding

  • reflect on how intercultural encounters have affected their thoughts, feelings and actions
  • accept that there are different ways of seeing the world and live with that diversity
  • stand between cultures to facilitate understanding
  • take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world
  • contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

www.australiancurriculum.edu.au/GeneralCapabilities/Intercultural-understanding

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Using Arab Gateways

What is culture?

What is intercultural understanding?

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Using Arab Gateways

Teaching about our own culture

  • Identify a teaching situation that explicitly engaged learners with their own culture.
  • Describe the context and nature of the teaching and the kinds of tasks the learners were engaged in.
  • Identify whether the teaching focused on surface features or deep features.
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Using Arab Gateways

Teaching about another culture

  • Identify a teaching situation that explicitly engaged learners with another culture.
  • Describe the context and nature of the teaching and the kinds of tasks the learnerswere engaged in.
  • Identify whether the teaching focused on surface features or deep features.
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Using Arab Gateways

Teaching about cultures

  • Read and view the materials for:
    • Calligraphy (page 78)
    • Veiling (page 81)
    • The Hajj (page 85)
  • How do the materials show aspects of culture?
  • How do they show change in time and place?
  • How can they be used to develop intercultural understandings?
  • How can they be used to address misunderstandings and stereotypes?
  • How does intercultural understanding inform your teaching about the Arab region?
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Using Arab Gateways

Managing different viewpoints

What are some strategies or approaches and resources used when teaching ‘controversial’ topics?

  • Plan for inclusive teaching
  • Build trust and create a positive classroom climate
  • Discuss the conditional nature of knowledge
  • Ensure inclusive discussions
  • Encourage critical thinking
  • Use the teachable moment to encourage intellectual transformation
  • Manage emotions
  • Respect and overcome resistance
  • Use experiential activities
  • Use a conceptual framework
  • Moderate classroom incivilities

Source: The University of Queensland Theory into Practice Strategies, Teaching and Learning, Inclusive Strategies for Management www.tedi.uq.edu.au/cdip/pdfs/strategy_manageControversy.pdf

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Using Arab Gateways

What’s already happening in my school?

  • How is the Arab region taught in my school?
  • Why is it taught?/Why not?
  • In which year level and learning area is it/could it be included? (eg integrated English and humanities or science and maths)
  • Suggestions of related resources and ideas
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Using Arab Gateways

Unit 1 – Diversity and change: An introduction to the Arab region

Year 8 geography, history, economics, social education, global education

Unit 2 – Sustainable water use: Water security in an arid region

Years 9–10 geography, global education

Unit 3 – Lines in the sand: 1914–18, critical years in shaping the Arab World

Years 9–10 history

Unit 4 – Global exchange: The Arab region’s key role in international trade

Years 9–10 economics, global education, geography, history

Unit 5 – Different lens: Traditional and hybridised cultural icons

Years 9–10 English, history, global education, social education

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Using Arab Gateways

Planning a unit

  • Choose one unit to develop.
  • Note the curriculum focuses and year level.
  • Note cross-curriculum priorities and general capabilities – literacy, numeracy, ICT, intercultural understanding, thinking skills.
  • Use a concept map to build your unit.
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Using Arab Gateways

Developing a concept map

  • Brainstorm key concepts.
  • Sort /classify concepts looking for relationships between them.
  • Draw lines between concepts to show their relationships (words can be placed on the lines to name these relationships).
  • Include the resources needed to teach the concept.

Discuss

  • Are the concepts and relationships linked appropriately?
  • Are important concepts missing? Are any misconceptions apparent?
  • What supplementary learning might you need to consider?
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Using Arab Gateways

Reflecting and sharing

Using a graphic organiser, cartoon or other visual medium, show what you have learnt about:

  • the resource
  • the past, present and future of the Arab region
  • links between the curriculum and learning about the Arab region.
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Using Arab Gateways

Evaluations

Thank you

Contact details

as appropriate