Red Hands Cave
This assignment was based on the Red Hands Cave, Glenbrook site in the Blue Mountains. For this unit, in groups we had to develop 10-lesson program from scratch that included an excursion to the site, as well as several lessons based on that site. This was an extremely large assessment that covers many of the AITSL standards.
This assessment consisted of four components. The poster and unit outline were collaborative efforts. In groups of 5, we worked together to develop a 10-lesson program that catered for 8 ways pedagogy. The other two components involved individual work. These included the lesson plan, as well as the unit reflection. There was also a final presentation in which in groups we discussed our project and how it could be incorporated into a real educational setting. |
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This series of assignments demonstrates my application of the following AITSL standards:
1.4: The entire program was based on 8-Ways pedagogy, which caters specifically for Indigenous Australian students. This is demonstrated through 8 different aspects which include Symbols, Deconstruct & Reconstruct, Learning Maps, Land Links etc. All of these different aspects of 8 ways pedagogy target Indigenous Australian learners, as well as (what i believe) any other learner, especially those who are visual or kin aesthetic learners. 2.2: A large aspect of this assignment was organising materials to fit as a teaching & learning sequence. Each lesson scaffolds to the next, with specific links to my fellow music partner Hayden Clark. Our lessons link to eachother and demonstrate this standard clearly. This program was created from scratch, which demonstrates my capacity to do so in other teaching contexts. 2.3: This program develops its own assessment and reporting through the use of student-based reflections. Reflections allow the students to record their progress, and detail information they have learned throughout the project. It also provides a platform for teachers to monitor and review the program to improve it at a later date. 2.4: 8 Ways pedagogy is a clear linking strategy to cater for all students. I believe part of this cultural acceptance is learning about the distinct challenges that Indigenous Australians face, both present and past. High Expectations is a key aspect of this learning, whereby teachers have high expectations of all students regardless of what they look like. It sounds simple, but the stronger-smarter framework tore this idea apart through their learning module. 3.4: Lesson 10 focuses on the effective use of iPads to create a complete soundtrack and Foley for a short excerpt of film. In music specifically, it is very easy to tick an ICT box. This task takes this to the next level, whereby the iPad essentially becomes the students classroom. Students can access all of the materials and information online through Google Drive, and use iPad apps like iMovie and Garage band to create a fantastic film. 4.5: Detailed usage of ICT is explained throughout the Lesson 10 plan. This is evident through the devlopment of key terms that the students learn. For example, "iPads Down" is a specific instruction. This would often be followed by "I know you're not on your iPad, but please face it down so i can be sure". Another aspect of this is the use of headphones for students. Can you imagine 30 iPads at the same time all playing different sounds? 7.4: Our lesson outline includes the use of Indigenous Australian Elders and their role in teaching students about Indigenous culture. With the extreme amount of variety dependant on place with Indigenous Culture, it is critically important that teachers relay the correct information. This concept is partially made easier, deeming others unworthy of retelling or re-interpreting information. This is why it is important to get the professionals in to explain land and culture. |
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Prior to the start of this unit, I was not entirely sure about how I could really target disengaged Indigenous Australian students. This unit really confirmed some of my thoughts about being Indigenous Australian. Although some of those comments that were made were not specifically about the standards or course objectives, it is probably something I will remember most about this unit. Comments regarding loss of identity, and the removal of Indigenous Australians from their homes were incredibly insightful and really validated by own thoughts. The only problem was that I was learning about these ideas 20 years too late.