Literacy and Education Resources Assignment

This assignment involves a detailed analysis of various educational resources, including books, articles, and patents. The focus is on authentic learning experiences, inclusive education, and Indigenous studies. Specific texts such as 'Creating Significant Learning Experiences' by L.D. Fink, 'Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty' by T. McCarty and T. Lee, and 'Decolonial Goals and Pedagogies for Indigenous Studies' by M. Nakata are highlighted. Additionally, patents such as 'Video Bingo Game and Method' by G. Weingardt and 'Keno Simulation of Other Game Outcomes' by L. Bienvenue are examined. The review also covers literature on teaching units related to Indigenous children's books, such as 'Celebrating and Revitalizing Language: Indigenous Bilingual Children's Books' by N.L. Hadaway and T.A. Young. The purpose of this assignment is to provide a comprehensive overview of the resources available for educational studies.

Portfolio

Table of Contents
TASK ..............................................................................................................................................1
1. Plan for authentic learning experience for prior to school children........................................1
2. Plan for authentic learning experience for primary school age children.................................3
3 Reflection of current attitude and values.................................................................................5
4. To identify how Indigenous education and perspectives align with your professional role . .6
5. Planning for using authentic learning experience...................................................................6
REFERENCES................................................................................................................................7

TASK
1. Plan for authentic learning experience for prior to school children
Required
Headings Description example
Name of
Experience
Description of the experience:
 Story narrating session is conducted in classroom for increasing
knowledge of children on Indigenous people and their culture.
 Educational knowledge is helpful in gathering details and
information about the culture (Hadaway and Young, 2013).
 Music experience can be used for developing interest of children
in the story and as it will help children to relate it with cultural
language. Along with this, chosen music is required to be soft so
that children can enjoy it.
Age group
Targeted age of children for enhancing knowledge about
Indigenous culture
below 5 years of age.
Description
Describe exactly what you will do with this experience
Conduct several activities for children which attract them to involve in it
willingly. For instance: Story narration is the best way to introduce culture
and its uniqueness with the children. In this session stories from book
named “Tjarany Roughtail” will be used to enhance knowledge of
children about Kukatja people(Indigenous people). It also describes that
how these people uses songs to convey important messages related to
geographic locations. This will increase interest of children in the cultural
songs used by the local people in their surrounding. Along with this, the
story book contains pictures which helps children to relate actual story
and also increases their imaginative power.
Rationale Describe why this experience will help children learn about
Indigenous history and culture and why you have chosen these
strategies. Link to theories or curriculum framework
Children of this age belongs to very sensitive phase. In this age, they
observe every activity of their surrounding in curious manner and tries to
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repeat it again and again. This results in increasing their knowledge and
experience on the same topic or activity. Story narration has been
chosen as effective activity to engage children with interest. This is best
way to enhance their knowledge about tradition and culture by telling
them interesting stories, key words which were used at the ancient time,
picture shown in the book etc. This will develop their knowledge of about
different types of the culture of Indigenous people which can further be
categorised on their eating and dressing pattern (Henderson and et. al.,
2018).
Resources
List and describe the resources you will need and any adjustments
that would need to be made to the learning environment
 Some story book of “Tjarany Roughtail” for children.
 Music system which will play ancient soothing song.
 Booklet which describes picture of Indigenous people which will
help children to relate with the story of Kukatja people.
 Internal decoration of the class according to stories which are
going to be narrated.
Introduction
How will you introduce the experience to the children
Front and back cover of book will be shown to children to develop their
interest that what is now going to be discussed. Interesting historical
stories can be used in order to develop interest of children in the book.
To do this, story can be described in a musical manner so that children
can relate language of music with dresses and culture. It will help in
maintaining the interest of children throughout the story (McGregor,
2013).
Strategies
List some of the strategies that describe how you will help the
children to learn
 Strength of class will be analysed before starting the activity for
the purpose of sharing knowledge of Indigenous people with
maximum children.
 Interest of students will be developed by sharing positive stories
of native people with their culture, dress up, languages etc.
 Inviting students to identify which story belongs to which culture
and what is their common language.
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Conclusion
How will you conclude the experience with the children
After the end of the story, children will be able to link culture whenever
they will see Kukatja people in future. Further learning of the children can
be extended by continuing similar activity again and again. This will help
them in remembering it for a longer duration.
2. Plan for authentic learning experience for primary school age children
Required
Headings Description example
Name of
Experience
Describe the experience
Bingo cards game activity to enhance knowledge about Indigenous culture
and history
Art experience is helpful in representing culture of Australian Indigenous
people in creative manner.
Educational experience and learning habit is beneficial in understanding
culture of Indigenous people which is going to be shared by the children's
in enhancing their knowledge about them (Weingardt, Gamin Weingardt,
2012).
Age group
Stipulate the age of the children that you are planning the experience
for
5-6 years
Description
Describe exactly what you will do with this experience
Activity which include bingo cards will be used for the children of primary
section. In this game, various picture cards are provided to students which
helps them in identifying pictures on the basis of different culture of
Australia which belongs to Aboriginal and Torres Strait Islander people.
These cards reflects images of different culture, dressing pattern of the
people. Children's are asked to identify which bingo card belongs to which
culture. Student who gives five correct answer is the winner. One student
receives only single chance to identify card.
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Rationale
Describe why this experience will help children learn about
Indigenous history and culture and why you have chosen these
strategies. Link to theories or curriculum framework
Children of primary sections are capable of identifying and representing
their answer in front teacher. This age group loves to play with their friends
by using fun activity. Bingo card activity is beneficial activity which helps
student in learning about culture and history of Indigenous people. It also
develops interest of those children who belongs to similar culture. Along
with this, participation level of student can be enhanced with the interest to
winning the prizes. In addition to this, pictures used in Bingo cards attract
student as it consist various colours, dresses, food of culture, location of
different belongings. Children of schools also engage their view and
thought related to culture in the game as they are deeply engaged in the
activity (Entwistle, 2012).
Resources
List and describe the resources you will need and any adjustments
that would need to be made to the learning environment e.g.:
 White cards
 basket from which students will pick card
 Pictures of culture, dressing, food, historical places related to the
culture.
 Black board to write scores of children
 Gifts for winner
 Drawing table set up.
Introductio
n
How will you introduce the experience to the children
It will start with the questions that are asked and children's are required to
answer it according to the culture and its history. Pictures will be displayed
to the students so that they identify and relate it with different culture and
history of Indigenous people.
Strategies List some of the strategies that describe how you will help the
children to learn
 Children will be attracted towards activity by telling them about the
game and its winning prizes
 Activity day will be finalised on the basis of various strength of
children the class in order to enhance their knowledge on Indigenous
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culture history.
 Children's will be influenced by increasing interest on the cultural
history of Indigenous (Bienvenue, 2013) This can be developed by the
students by telling various historical stories related to places,
dressing pattern, eating habits, beliefs etc. It enhance interest of
children in the story and they will easily relate it with the picture.
Conclusion
How will you conclude the experience with the children
At the end of the activity children of primary section will be able to identify
the different culture of Australian Indigenous people along with their culture
and history. Children will also start linking people of their surrounding
through their dressing pattern and eating habit.
3 Reflection of current attitude and values
As being teacher, I have my own values, beliefs and attitude which are influenced by the
Indigenous people which directly affects my professional relationship and teaching pattern. I try
to avoid being biased at the time of teaching student which helps me in developing positive
image among students. But, as per my thought about Indigenous people I believe that individuals
who belong to this community are not much educated Wlodkowski and Ginsberg, (2017). This
creates bias in my teaching pattern as I am considering students potential weak without
observing their learning ability. In order to avoid this situation, I am now emphasizing on my
observation and analytical skills which helps me in judging potential of students on the basis of
their learning ability and interest.
Apart from teaching, my thoughts related to Indigenous people also affects my
professional relationship as some of my colleagues belongs to this culture (Indigenous
Australians: Aboriginal and Torres Strait Islander people, 2018). Sometimes, my judgement
about colleagues turns into discrimination as teachers who belong to Indigenous community gets
various types of benefits like scholarship and grants which are offered by government to them
Savolainen and et. al., (2012). As a result, these people are able to study more without investing
much in the studies. It develops feeling of jealousy in my heart for these Indigenous faculty as
they are eligible for many benefits which I am not able to avail. In order to over come this
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feeling, I am confused about skill development sessions which enhances my ability of
performing work. In addition to this, it develops my confidence and trust on myself which
reduces negative values towards the colleagues and encourage me to achieve my own
professional goals.
4. To identify how Indigenous education and perspectives align with your professional role
Knowledge and education about Indigenous people influences my professional role as it
includes interaction with these people in many form such as student, colleagues, visitors etc. A
good understanding and knowledge about these people is beneficial in teaching as well as
interaction as it helps in understanding point of view people which is influenced by culture. It
also helps in opting suitable teachings pattern in order to clear concepts of learning with the
students. For example: For making topic understandable to students, teachers can use familiar
language of the children like language of Aboriginal can be used for student who belong to same
community McCarty and Lee, (2014). This will develop interest of the student towards the topic
and helps the understanding main concept of the teacher. It can be said that knowledge of culture
of Indigenous people is also helpful for profession of teacher as it helps them in interacting with
the parents of students during school meetings. During the interaction, many parents uses their
common language while interacting with teacher so it is necessary for the teacher to have
knowledge about the languages which is being spoken by them so that they can have a
meaningful conversation. This will also increasing command of the teacher over cultural
language of Indigenous people. Perception of Indigenous people are quite narrow as they are not
able to adapt changes which took place in the surrounding people. The teacher can transform
thinking of family member of children(belongs to Indigenous community) by sharing modern
world scenario with them during interaction. This will impact positively on the perception of
children as well as their and also contributes in enhancing their level of thoughts which develop
their future.
5. Planning and using authentic learning experience to make children learn
The learning experience will help children to know about Indigenous people and their
culture can be used by them in relating their surrounding with it. Teaching profession involves
lots of interaction. it is not limited to student only. Apart from this, teachers also interacts with
parents of students, external visitors, faculty etc. who belong to different cultures that Indigenous
and non Indigenous people. This enhances knowledge of teacher about the cultures which is
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developed through the interaction process. After development of interest about culture curiosity
is developed among the teachers Bozalek and et. al., (2013). This includes various questions
related to culture, their languages, history, eating habits, etc. For this, teachers prefers secondary
sources like books, journals, blogs, newspaper, magazine in order to find right answers for it.
These gathered knowledge will be used by the teachers for conducting learning programs for
children of different age groups for telling them about the same. Tokenism approach is an
effective practice for making symbolic efforts to be comprehensive to minority ingenious groups.
Mainly, it is related with the policy of making and offering opportunities to minorities as
compare to the majority. It also refer to a action in order to impress a particular person to make
them understand the situation.
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REFERENCES
Books and Journal
Anderson, D. L., & et. al., (2012). Knowledge of attention deficit hyperactivity disorder
(ADHD) and attitudes toward teaching children with ADHD: The role of teaching
experience. Psychology in the Schools. 49(6). 511-525.
Bozalek, V., & et. al., (2013). The use of emerging technologies for authentic learning: AS outh
A frican study in higher education. British Journal of Educational Technology. 44(4).
629-638.
Davis, J. and Elliott, S. eds., 2014. Research in early childhood education for sustainability:
International perspectives and provocations. Routledge.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to
designing college courses. John Wiley & Sons.
McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and
Indigenous education sovereignty. Harvard Educational Review. 84(1). 101-124.
Nakata, M., & et. al., (2012). Decolonial goals and pedagogies for Indigenous studies.
Decolonization: Indigeneity, education & society. 1(1).
Rowe, M., Bozalek, V., & Frantz, J. (2013). Using G oogle D rive to facilitate a blended
approach to authentic learning. British Journal of Educational Technology. 44(4). 594-
606.
Savolainen, H., & et. al., (2012). Understanding teachers’ attitudes and self-efficacy in inclusive
education: Implications for pre-service and in-service teacher education. European
Journal of Special Needs Education, 27(1). 51-68.
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A
comprehensive guide for teaching all adults. John Wiley & Sons.
Weingardt, G., Gamin Weingardt, 2012. Video bingo game and method. U.S. Patent 8,201,827.
Entwistle, H., 2012. Child-centred education. Routledge.
Bienvenue, L., IGT Inc, 2013. Keno simulation of other game outcomes. U.S. Patent 8,500,544.
Harris, R. W., 2013. Games and gaming machines having wheel features. U.S. Patent 8,460,082.
Hadaway, N. L. and Young, T. A., 2013. Celebrating and Revitalizing Language: Indigenous
Bilingual Children's Books. Bookbird: A Journal of International Children's Literature.
51(3). pp.56-68.
Henderson, R., and et. al., 2018. Teaching units on Magabala books: Useful resources from
Reading Australia's website. Literacy Learning: The Middle Years. 26(2). p.50.
McGregor, W. B., 2013. The Languages of the Kimberley, Western Australia. Routledge.
Henderson, R., and et. al., 2018. Reading Australia and Magabala Books: High quality literature
and teaching units. Practical Literacy: The Early and Primary Years. 23(2). p.4.
Online
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Indigenous Australians: Aboriginal and Torres Strait Islander people. 2018. [Online]. Available
through: <https://aiatsis.gov.au/explore/articles/indigenous-australians-aboriginal-and-
torres-strait-islander-people>
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