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Evidence of Knowing how Students Learn, Effective Classroom Management and Communication Skills

Evidence of Knowing how Students Learn and Classroom Management Skills

This lesson is one in a unit titled, ‘Significant Events and People in Australia’s History’ it reflects the ability to cater for all student needs in a diverse classroom and engage students by linking it to prior experiences and background knowledge.  A number of strategies are in place to support ESL students; visual stimulus (video, picture book, and cards), appropriate grouping and linking to own culture. Gifted HSIE students are given multiple opportunities to engage in higher order thinking; critiquing their definitions, and choosing more higher order questions from the “Question Tower,” Students are provided with choice throughout the lesson; all students have the opportunity to engage with the lesson via their preferred learning style; methods of presentation and task completion.

 


COGS: Significant Events and People in Australia’s History

 

Grade: Six

Duration: 50 minutes

Focus: Students understand Aboriginal cultural practices before colonization.

Students will be able to discuss the traditions, cultures, and lore of Indigenous Australian society.

 

OUTCOMES

EXPERIENCES

RESOURCES

 

 

 

INTRODUCTION

 

 

 

 

- Show students a segment from the video ‘The First Australians.’

 

- Form Pairs: Red Hat Thinking: Ask students for their initial feelings/attitudes after watching the video.

 

- Form Groups: White Hat Thinking: Ask students to share some of the facts they heard in the video. Ask students to individually record (visually or written) any facts of interest.

 

 

- ‘The First Australians: Episode One.’

http://www.sbs.com.au/

firstaustralians/

 

 

 

- COGS Books

 

 

Time: 15 minutes

 

 

 

 

 

BODY

 

*  CCS3.1: Explain the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.

- Enhances understanding of Aboriginal culture and social relationships through the study of ‘The Dreaming’.

- Develops own definition of ‘The Dreaming.’

- Developing own understanding of cultural relationships and customary lore through interaction with Dreaming stories.

 

 

 

- Whole class brainstorm: ‘What do we already know about The Dreaming?’ Develop a class definition.

 

- Read to students some other definitions of The Dreaming: examine the similarities and differences. ‘Can we improve our definition?’

 

- Individually students record their own revised definition. ESL- Verbally express definition, teacher records. G&T- Evaluate their definition; strengths and flaws.

 

- Read students a Dreaming Story: ‘Tiddalik the Frog.’

 

- Place students in ESL & mixed ability groups provide each group with a “Question Tower.” From the tower students choose the questions which they wish to answer, however students must discuss 2 low ability questions, and 3 high order questions related to the text/Dreaming. ESL Question tower has visual stimulus. G&T- Higher order questions.

 

             

- COGS books

- Definitions

- ‘Tiddalik the Frog’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Time: 30 minutes

 

 

CONCLUSION

 

 

 

 

- Whole class reflect on the lesson.

 

- Ask students to individually reflect on any special stories which are told in their families.

Set students the following task: interview a family member to tell you an important/special story about the family. Record the story and why it’s important.

 

 

 

 

 

 

 

 

 

Time: 5 minutes

         

 

Jessica Coughlan 2009

 


 

 

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