EDU3TIL - Teaching Indigenous Learners Assessment

Assessment task 1 -Workbook Reflection Tasks and Quizzes

Workbook Quiz (20%)

Each of the 4 workbook contains 5 single-answer and/or multiple choices quiz questions based on content explored. The LMS allows three attempts, and you are encouraged to have your workbook open when completing the quiz.

Workbooks 1-3 Reflection Tasks (20%)

Three 500-word reflection tasks that demonstrates you have engaged with the content for workbooks 1-3.

Workbook 1 –Write an Acknowledgement of Country for the classroom, reflecting upon the key ideas of why and how teachers Acknowledge Country in learning and teaching.

Workbook 2:  Reflecting on challenges to be and become culturally safe and inclusive teacher, and ways to demonstrate where you have taken ‘seriously' culturally informed Indigenous social and emotional learning and teaching strategies

In Workbook 3: What early learning theories are useful to describe how a garden 'helps children feel connected to the land and learn that if they care for the land it cares for them'.

 Please refer to rubrics for this assessment.  

 Workbook 1 Reflection Task: Write an Acknowledgement of Country for your everyday practice.

1. Using web-based templates – write an Acknowledgment of Country that you could use in your everyday learning and teaching. 
2. Drawing from material in this module, share reflections on your roles as a 21st century teacher to acknowledge and care for curriculum connections to Country, kin and Ancestors, so  

• Indigenous leaners see themselves in the things they learn
• All learners know more about Aboriginal and Torres Strait Islander histories and cultures

 Please refer to rubrics for this assessment.  

 Workbook 2 Reflection Task:  Where have you taken ‘seriously' culturally informed Indigenous social and emotional learning and teaching strategies? 

What are the challenges for teachers to be and become 

• Culturally Safe
• Experts about Indigenous Country and Place, Languages, Histories and Cultures
• Culturally informed about Social and Emotional learning and teaching 
• Reconciliation 

Where have you taken your professional learning ‘seriously' 

• Describe where you used resources like books, films, and become familiar with music, dance, and art works created by First Nations peoples, understanding the background stories and motivation for these works
• Taken responsibility for your own capacity to learn and for your own education rather than only relying on Elders and other Aboriginal and Torres Strait Islander peoples to be your personal tutor
• Planned for and attended cultural events, reflected upon Acknowledgments and Welcomes to Country, visited Indigenous Country, and places in your local community; reading, viewing, and engaging in cultural experiences
• Being and Becoming and Ally* :Authentic relationships and friendships with Aboriginal and Torres Strait Islander peoples through which you share, learn, collaborate

 *Read Summer Finlay https://www.uow.edu.au/media/2020/where-do-you-fit-tokenistic-ally--or-accomplice.php

Please refer to rubrics for this assessment.  

 Workbook 3 Reflection Task: What early learning theories can you use to describe how a herb garden 'helps children feel connected to the land and learn that if they care for the land it cares for them'?

Throughout this module you have reviewed a range of Indigenous resources. 

Return to task:  A vegetable or herb garden 

At the next staff meeting, your colleague is wanting your support in 'creating a vegetable or herb garden at the service to help children feel connected to the land and learn that if they care for the land it cares for them'. 

They are adopting and adapting Good Practice Fact Sheets Outcome 2 CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD EYLF Principle 4: Respect for Diversity (https://www.snaicc.org.au/wp-content/uploads/2015/12/02896.pdf) 

Reflection Task - use the activities planner 

Explain: What early learning theories can you use to describe how a herb garden 'helps children feel connected to the land and learn that if they care for the land it cares for them'. 

Explain: How a garden connects to

• Country and Place - Histories, languages and cultures 
• Culturally informed social and emotional learning

Explain: Ways to adopt and adapt the vegetable and herb garden to teach across the curriculum, with focus on literacy and numeracy. 
 

Use Chapter 10 ‘Critical selection of curriculum materials Tools for educators’ to guide your review, paying attention to the general discussions and table 10.1 & 10.2 ( pp. 144-145). 

http://ebookcentral.proquest.com/lib/latrobe/detail.action?docID=6461787

Please refer to rubrics for this assessment.  

 Assessment 2: Review of Indigenous resources and planning for activities

There are three parts to this assessment. You will

• Review 3 resources relevant to your teaching context that you can use in your classroom. You are to critically examine whether they are valuable resources to Aboriginal and Torres Strait Islander education.
• design 3 lesson plans/learning experiences that demonstrate how you use Indigenous resources into your own classroom practice.
• Write a reflective essay explaining why it is important to embed Indigenous pedagogy and perspectives in your lessons, ways to link Indigenous knowledge to curriculum, and inclusive strategies to engage all learners.

Part A - Review of 3 Indigenous resources (1000 words)

You will select 3 resources relevant to your teaching context that you can use in your classroom. Supported by research, and this includes utilising the subject’s readings and your own research, critically examine whether they are valuable resources to Aboriginal and Torres Strait Islander education.

Part B - 3 lesson plans (250 words each)

Using the activities planner template found in Workbook 3, design 3 lesson plans/learning experiences that demonstrate how you use Indigenous resources in your own classroom practice. The planned activities should be

• sequential and taught across the curriculum
• connect to First Nations’ local knowledge, histories, language, and cultures,
• Consider culturally informed social and emotional learning and teaching strategies

Part C - A reflective essay appropriately referenced (750 words).

The reflective essay will articulate or explain why it is important to embed Indigenous pedagogy and perspectives in your lessons, ways to link Indigenous knowledge to curriculum, and strategies to engage learners.

Using your lesson plans as examples, “Reflect on lesson planning and implementation”, explain how this body of work “demonstrates the capacity to engage with Indigenous perspectives and pedagogy”. Use the rubric prompts  

• the role of a professional critical reflection in the ongoing development of teacher effectiveness.
• why it is important to include Aboriginal and Torres Strait Islander pedagogy and perspectives in lessons
• reading about learning and lesson planning when embedding Indigenous perspectives and practices
• demonstrates capacity to engage Indigenous perspectives and pedagogy
• making connection to relevant theory and research