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DIVERSITY IS ALL AROUND US

DIVERSITY IS ALL AROUND US. for some, school and content is like a brick wall. what ??? Huh???.

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DIVERSITY IS ALL AROUND US

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  1. DIVERSITY IS ALL AROUND US

  2. for some, school and content is like a brick wall

  3. what ??? Huh??? Students of a diverse background, in particular, Aboriginal Torres Strait Island (ATSI), English as a Second Language (ESL), English as an Additional Language/Dialect (EAL/D) and students with disabilities will struggle in mainstream learning if no extra support is provided. WHAT and HUH = confused, scared, HELP!

  4. As an effective teacher, what can I do to help? • Implement strategies to assist and support learners • Have understanding, patience and compassion • Be knowledgeable, confident and competent • Sources reputable and authentic resources Q&As structure Culturally aware and appreciative Accurate scaffolding Informative guided modelled ICTs

  5. break it down

  6. STEP 1: What do students need to do? Curriculum intent (ACARA, Curriculum Guidelines, essential learnings, Syllabus requirements) and language demands of assessment tasks

  7. STEP 2: WHAT CAN STUDENTS ALREADY DO? • Feedback and Assessment – oral and written work samples, developmental maps, Bandscale levels, observations and interviews

  8. Step 3: what is in the gap? NEED TO DOCAN DO GAP TEACH THIS

  9. STEP 4: Bridge across A TEXT AS A FOUNDATION FOR A UNIT

  10. BUILD IT UP

  11. STEP 5: Make meaning, build language and develop oracy • Develop students’ language and core understanding on the curriculum focus through oral, kinaesthetic, visual, dramatic and/or art activities based on this text

  12. Step 6: apply language to develop literacy • Develop students’ literacy by utilising language and understanding from the text to create and/or explore other texts related to the curriculum focus

  13. Step 7: expand understanding of focus content areas • Develop student’s understanding by applying this language and literacy to deeper learning within the curriculum focus

  14. Step 8: engage with assessment • Develop students’ capability to respond to a range of spoken and written assessment tasks based on this language, literacy and content

  15. Break it down again

  16. Step 9: how well did students progress? • Analyse what students produced in their assessment task(s)

  17. Step 10: how are students developing? • Monitor students’ language progress

  18. Outcome = Success! Completing this Break it Down, Build it Up step –by-step framework will greatly assist learners of diversity, in particular those of an ATSI, ESL & EAL/D background. New gained knowledge & understanding Confidence Opportunities Achievement Skills Appreciation

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