EDST3170 LESSON PLAN

EDST3170 LESSON PLAN

Pre-Service Teachers Name Michelle Bishop

Year 3000 level Date 24.07.2022 Time 9am-11am

Key Learning Area(s) EDST3170 Indigenous Education

Learning Purpose (brief and explicit description of the purpose of the lesson and the outcomes expected):

This tutorial focuses on introductions and connections to the unit and each other as a way to model the relational theories and practices we will be discussing throughout the semester. Students will begin building relationships with their peers based on connections made and reflections shared.

Links with previous learning and links to other KLAs

EDST1000 social justice considerations, politics of schooling, cultural studies.

Syllabus outcome/objectives(s)

Indicators / Content

ULO2: Explain the strategies to teach Indigenous education and engage Indigenous students in the classroom

ULO4: Apply knowledge and understanding of Indigenous knowledge and culture in the classroom and in teachings Implementation of best practice pedagogical approaches.

Walk the talk, showing, not just telling, Indigenous Knowledges and the incorporation of Indigenous perspectives.

Students develop meta awareness in role/s as student and teacher

Cross-curricula priorities

-133351333500 Aboriginal and Torres Strait Islander histories and cultures -603251333500 Sustainability

-133352667000 Asia and Australia's engagement with Asia General capabilities

-133356096000 Critical and creative thinking -400051333500 Intercultural understanding -603251333500 Numeracy

-133356286500 Ethical understanding -400056286500 Personal and social capability -603256286500 Literacy

-133352667000 Information and communication technology capability

Quality Teaching elements

Intellectual Quality Quality learning environment Significance

-133355461000 Deep knowledge -400055461000 Explicit quality criteria -603255461000 Background knowledge

-133353937000 Deep understanding -400053829000 Engagement -603253937000 Cultural knowledge

-133354254500 Problematic knowledge -400054254500 High expectations -603254254500 Knowledge integration

-133353619500 Higher order thinking -400053619500 Social support -603253619500 Inclusivity

-133352984500 Metalanguage -400052984500 Students self-regulation -603252984500 Connectedness

21209003810000-133353810000 Substantive communication Student direction -603253810000 Narrative

Sequence of Teaching/Learning experiences Teaching strategies

(eg., whole class, group, individual, differentiation, integration) Assessment

(what and how) Time Resources

Introduction, including: Acknowledgement of Country, introduction to tutor, introduction to unit.

Unit expectations, including: lectures, tutorial attendance and engagement and expectations of students engagement with the unit.

Unit structure, including: topics to be covered, significance of compulsory unit, emphasise challenging and confronting content`

Web of Relatedness take students outside and stand in circle. Key questions include: Who are you? Where are you (coming) from? What do you want to learn in this unit? Students to answer these questions when introducing themselves. When another student identifies with what is being said, they make themselves known and the wool is thrown to them. Students hold onto the wool once it has been thrown so that by the end there is a web showing the points of connection. Just one connection point per student. Tutor to begin and end the web.

Relationally Responsive Standpoint Show slide and explain the metaphors for process, that often this is done backward. Emphasise this pedagogy will be modelled to inform/show students best practice when working with Indigenous students, communities and Knowledges/perspectives. Always start with Respect and Connect, justification of Web of Relatedness activity.

Tedx talk: Dr Amy Thunig Introduce Tedx talk, including trigger warning there is confronting content. Encourage students to think about questions whilst watching:

What information (if any) was new for you to learn?

Was any of the content challenging or surprising for you?

What does this mean for your teaching practice?

Small group reflection and class discussion in small groups, students critically reflect on Tedx talk and their own experiences of schooling. Each group share key points of discussion with whole class.

How do students learn best? To find out more about students, find out what year level students are, whether they are studying Early Childhood Education, Primary, Secondary, what subject/s areas e.g. Science, Math, English, History etc. Go through slide with different options for learning.

Tutor-led

Tutor-led discussion using visual prompts

Tutor-led discussion using visual prompts

Whole class

Tutor-led discussion using visual prompts

Whole class viewing

Small groups (no more than 4 students)

Whole class discussion

Have students move around the room depending on their response e.g. Primary teachers to the back of the room, Early Childhood teachers to the front of the room, Secondary teachers to the left of the room. How do students position themselves?

What are students finding in common, how are they interacting and connecting?

Tutor to move from group to group. How are students critically reflecting? What are their reactions, is this new/challenging information? Are they able to link this to their own teaching practice? Who are the students doing the talking, who are not?

Assess students interest/comfort levels with different activities and options for learning. 5 mins

5 mins

10 mins

40 mins

5 mins

15 mins

25 mins

10 mins N/A

PowerPoint

Projector

PowerPoint

Projector

Large space (pref. outside)

Wool

PowerPoint

Projector

PowerpointProjector

Sound

https://www.ted.com/talks/amy_thunig_disruption_is_not_a_dirty_word/up-next

PowerpointProjector

Links with further learning

Web of Relatedness links to week 2 topic - positionality and activities such as Cultural Iceberg and critical self-reflection, also Assessment 1.

Relationally Responsive Standpoint is best practice pedagogical approach to incorporating Indigenous perspectives, and will be built upon in weeks 3, 4 & 6.

Tedx talk establishes foundational knowledge of ongoing impacts of colonisation, links to formal schooling systems/policies in weeks 4 & 5.

EDST3170 LESSON PLAN

Pre-Service Teachers Name Year Date Fictitious Time Key Learning Area(s) Learning Purpose (brief and explicit description of the purpose of the lesson and the outcomes expected):

Links with previous learning and links to other KLAs

Syllabus outcome/objectives(s)

Indicators / Content

Cross-curricula priorities

-133351333500 Aboriginal and Torres Strait Islander histories and cultures -603251333500 Sustainability

-133352667000 Asia and Australia's engagement with Asia General capabilities

-133356096000 Critical and creative thinking -400051333500 Intercultural understanding -603251333500 Numeracy

-133356286500 Ethical understanding -400056286500 Personal and social capability -603256286500 Literacy

-133352667000 Information and communication technology capability

Quality Teaching elements

Intellectual Quality Quality learning environment Significance

-133355461000 Deep knowledge -400055461000 Explicit quality criteria -603255461000 Background knowledge

-133353937000 Deep understanding -400053937000 Engagement -603253937000 Cultural knowledge

-133354254500 Problematic knowledge -400054254500 High expectations -603254254500 Knowledge integration

-133353619500 Higher order thinking -400053619500 Social support -603253619500 Inclusivity

-133352984500 Metalanguage -400052984500 Students self-regulation -603252984500 Connectedness

21209003810000-133353810000 Substantive communication Student direction -603253810000 Narrative

Sequence of Teaching/Learning experiences Teaching strategies

(eg., whole class, group, individual, differentiation, integration) Assessment

(what and how) Time Resources

Links with further learning