Throughout my professional experiences, I have recognized the importance of explicit and direct teaching. The ‘I do, we do and then the you do’ approach forms the core of my daily teaching practices. At the beginning of each lesson, I introduce clear and concise learning goals and lesson objectives, which are visually displayed on the whiteboard. These learning objectives are included in every stage of the lesson from the orientating phase to the synthesising phase in order for students to have a clear learning goal in sight. Within my teaching, two common acronyms, ‘WALT’ and ‘WILF’ are implemented and utilised regularly to assist in successfully delivering the content to students.
The ‘WALT’ (we are learning to) highlights my objective of the lesson and explicitly explains to students what I am looking for in their work. The ‘WILF’ (what I’m looking for) further supports my lesson objective by clearly outlining what students should be able to do within the lesson.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenou...
...ndigenous recognition and the removal of racist remarks has been an on-going theme for a vast majority of time. The necessity of Constitutional reform to close the gap on cultural divide as well as support the on-going concept of reconciliation is essential in ensuring Australia continues to improve and nurture its relationship with Indigenous peoples. The process of amendment through referendum has proven to be problematic in the past, with the success rate exceptionally low. Though with key factors such as bi-partisan support, widespread public knowledge and correct management, the alteration to remove racial discrimination and provide recognition for Indigenous persons within the Constitution is highly achievable. If proposed and eventually passed, this will provide assistance in eliminating many of the cultural gaps Indigenous persons face throughout society.
This strategy of developing a relationship with Aboriginal communities can be seen as one of the most important strategies in the regards to the realisation of meeting 1.1.2 (NSW DET 2008). These learning partnerships have been proven to be beneficial to the community on the whole, not only “giving credibility and integrity to the teaching of Aboriginal students and syllabus content related to Aboriginal issues” (NSW BOS 2008, p. 2) but also builds pride and confidence within the Indigenous parents and therefore their community. The NSW BOS (2008, p. 2) goes on to say that for a school to provide authentic experiences, skills and knowledge in context to Aboriginal studies; they must consult Aboriginal people. The AETP (NSW DET 2008) believe that consultation with Aboriginal communities will provide the support and knowledge teachers need to develop engaging and motivating learning environments and scenarios, demonstrate high expectations and work with Aboriginal students in their pursuit of ‘personal
The question that is often brought to our nations attention is whether or not incremental equality for First Nations children is compatible with reconciliation. When considering my personal opinion, the two are in fact compatible with one another. However, Canada is still working towards reconciliation but still has not completely reached it. The working towards reconciliation within First Nations children is seen throughout many aspects in Canada. Firstly, incremental equality is trying to be reached through education. Next, incremental equality is working towards being met throughout health systems as well as behaviors. Lastly, incremental equality for First Nations children is moving towards reconciliation throughout the physical environments
Fleras, Augie. “Aboriginal Peoples in Canada: Repairing the Relationship.” Chapter 7 of Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada. 6th ed. Toronto: Pearson, 2010. 162-210. Print.
“Today we honour the Indigenous peoples of this land, the oldest continuing cultures in human History. We reflect on their past mistreatment. We reflect in particular on the mistreatment of those who were Stolen Generations—this blemished chapter in our nation’s history. The time has now come for the nation to turn a new page in Australia’s history by righting the wrongs of the past and so moving forward with confidence to the future. We apologise for the laws and policies of successive Parliaments and governments that have inflicted profound grief, suffering and loss on these our fellow Australians” (apology by Prime Minister, Kevin Rudd, 16th November 2009, Parliament House, Canberra.)
In act five, scene one, Theseus gives a speech to Hippolyta regarding the foolish dreams Helena, Lysander, Demetrius, and Hermia just had. Before this, Helena, Lysander, Demetrius and Hermia all wake up cloudy and confused about being anointed by the flower and falling in love with the wrong person. Lysander and Hermia recount their plan of escaping and the forest as well as Helena who chose to follow them into the forest. Egeus refuses to allow Lysander’s love for Hermia, but Theseus rules against Egeus allowing Lysander and Hermia and Demetrius and Helena to marry. Before the wedding Theseus talks to Hippolyta about the confusing stories of these dazed lovers. Theseus believes these people have overactive imaginations and dismisses what they say as foolish.
Percy Bysse Shelley’s Ode to the West Wind is a dramatization of man’s useless and “dead thoughts” (63) and Shelley’s desire from the Autumn wind to drive these “over the universe” (65) so that not only he but man can start anew. The thoughts are first compared to the leaves of trees but as the poem progresses the thoughts are paralleled with the clouds and finally the “sapless foliage of the ocean” (40). Shelley personifies himself with the seasons of the Earth and begs the West Wind to drive him away thus allowing him to lost and become the very seasons. In the end Shelley’s metamorphosis is realized and he becomes the very wind and the power with which he humanized throughout the poem.
In August 2008 a ‘Statement of Reconcilliation’ was released by the Hornsby Shire and Council in conjunction with the local traditional custodians. The statement discusses the policies in which the community alleges to follow including; education to all those within the Hornsby district on the topic of Aboriginal history, to respect the survival of the indigenous and protect all indigenous sites. The reconciliation statement concludes with a an apology to the Guringai people and acknowledges the lost and trauma in which they all went through. This in conjunction with the national apology by Kevin Rudd in 2008, displays a major change within society. The country and local communities were educated in the statement “this was their land and water and that they remain its spiritual custodians.” (NSW Reconciliation Council, 2008).
Hate crimes can be described as criminal activities that are perceived to be fueled by prejudice against and hostility towards the victim based on an individual characteristic. In most cases, hate crimes are motivated by gender, disability, sexual orientation, race, identity, and religion or faith. The increase in hate crimes in the recent past has not only made it a major issue that needs to be addressed in the modern society but has also attracted several legislative measures to deal with it. However, dealing with this major societal issue not only requires these legislative measures but also necessitate creative and critical thinking to enhance the effectiveness of initiatives taken to address it. The development of suitable initiatives through creative and critical thinking requires evaluating and refining resolutions.
Perkins talked about visions of meaningful education cover three basic outlines: enlightenment, empowerment, and responsibility. I feel that this statement is a powerful statement that covers the basic thought process in lesson planning. How can I enlighten my students? How can this lesson empower them to make connections? I must acknowledge my responsibility and role of making su...
I will explain the psychology of learning and the theories I use in my practice. Analysing these theories and teaching methods will give rise, to investigating how these will help in teaching and learning ‘In a nutshell, a principle is a value, belief or ethic relating to something you do and the theory is that which explains why it works’.(Wilson 2009:350) In delivering of a lessons, educator must keep in mind SMARTER objectives.
I believe that the most important thing in teaching and learning is to insure the future success of the students. That’s why I am committed to placing the needs of the learner at the centre of everything I do. My teaching goal is to link course performance with the development of general learning skills, general chemical science skills, and specific subject matter skills.
Department of Health South Australia. (2004). Cultural Respect Framework for Aboriginal and Torres Strait Islander Health. Australian Health Ministers’ Advisory Council. Standing Committee on Aboriginal and Torres Strait Islander Health Working Party
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.