Teaching For and About Indigenous Australian & Torres Strait Islander Peoples

Through reflection upon my teaching placement experiences, a gap in my knowledge was identified; minimal experience and knowledge of how to incorporate Indigenous Australian & Torres Strait Islander (IA&TSI) Peoples history, culture and/or identity into my teaching area of science. My first placement provided the opportunity for IA&TSI students or other students to include IA&TSI history, culture and/or identity into their work, but this did not prompt such an outcome. My final placement did not provide such opportunities to students, and in hindsight, this was due to my lack of knowledge and understanding of how to incorporate IA&TSI history, culture and/or identity into my teaching area. Hence, there was an identified need to broaden my knowledge and understanding of how to respectfully and seamlessly incorporate IA&TSI history, culture, and/or identity into my teaching practice in an engaging and inclusive manner via differentiation strategies. Differentiation is important because it is essential for all students to learn and understand the complex issues associated with IA&TSI history, culture, and/or identity. I chose to incorporate IA&TSI history into teaching via the sciences, more specifically the learning area of Stage 1 Biology. According to the ACARA and SACE Stage 1 Biology curriculum, the ‘Biodiversity and Ecosystem Dynamics’ unit of work requires students to complete a Science as a Human Endeavour (SHE) Task. The SHE Task requires students to critically evaluate the links between science and society according to the 4 SHE concepts of Communication & Collaboration, Development, Application & Limitation and Influence. According to the resources that I developed for the SHE Task, the students would be required to evaluate the links between IA&TSI colonisation history and the biological concepts of speciation, classification (dehumanisation) or the theory of evolution (disease).

To minimise the gap in my knowledge and experience of teaching for and about IA&TSI Peoples, I completed an alternative assignment that required me to address gaps in my knowledge, and as a course of action I chose to do the following:

I developed a differentiated lesson plan sequence that prioritises the embedding of IA&TSI history into a Stage 1 Biology unit of work.The lesson plan sequence is cross-curricular (history) and addresses several general capabilities (ICT, personal and social, ethical and intercultural understanding).

I developed a set of lesson resources to compliment the lesson plan sequence that incorporates IA&TSI history into a Stage 1 Biology unit of work.

I developed a lesson sequence and resources that encourage a respectful attitude towards the learning of IA&TSI history and peoples.

I have become aware of different video resources that are helpful in conveying IA&TSI peoples history, in a manner that is considerate and respectful towards their perspective.

Furthermore, I am currently undertaking the Master of Teaching (Secondary) core topic, EDUC9400: Teaching Indigenous Australian Students GE, in order to learn more about Indigenous education, which will help broaden my skills and knowledge about teaching for and about IA&TSI peoples.

Differentiated Lesson Plan Sequence

CUE_SHE Task Preparation Assessment_Differentiated Lesson Sequence_annotated.pdf

Differentiated Lesson Plan Sequence Resources

SHE Task Preparation Assessment Lesson Slides

CUE_SHE Task Preparation Assessment Lesson Slides_annotated.pdf

SHE Task Preparation Assessment Task Sheet and Rubric (Students)

CUE_SHE Task Preparation Assessment Task Sheet and Rubric (Students)_annotated.pdf

SHE Task Preparation Assessment Checklist (Teacher)

CUE_SHE Task Preparation Assessment Checklist (Teacher)_annotated.pdf

SHE Task Preparation Assessment Prompt Sheet (Differentiation resource)

CUE_SHE Task Preparation Assessment Prompt Sheet_annotated.pdf

The use of a differentiated lesson plan sequence for the incorporation of IA&TSI history into a Stage 1 Biology unit of work, would result in a high level of engagement and participation in learning from non-Indigenous and Indigenous students. This is because the IA&TSI perspective of colonisation history is incorporated into the learning area in a considerate, respectful, meaningful, and seamless manner by utilising three different aspects of differentiation: interest, readiness, and appropriate level for challenge.

Interest: Students would be grouped according to their topic of interest, which promotes motivation, participation and engagement in learning (Jarvis, 2020). The lesson plan sequence allows for all students to choose what biological concept that they would like to research in relation to IA&TSI colonial history. For IA&TSI students there may be a particular area of interest due to family history. Furthermore, IA&TSI students can exhibit their cultural history in a creative and innovative way through a presentation, as the topic is matched to their own heritage.

Readiness: Student readiness can be described as the combined knowledge, skills and understanding of a concept that a student has obtained at a particular point in time (Jarvis, 2020; Little et al., 2009). Hence, readiness accounts for the task demand, which is the ability of the student to attempt and complete the task (Jarvis, 2020). The differentiated lesson plan sequence is suited to the end of the 'Biodiversity and Ecosystem Dynamics' topic, as relevant concepts such as classification, the theory of evolution, and speciation would have been learnt by the students. As a result, all students should be able to attempt and complete the task, but where there may be difficulty other differentiation measures were considered.

Appropriate challenge for learning: The appropriate challenge for learning is determined by prior knowledge of the student’s progress throughout other units of work or preassessment tasks. The design of the lesson plan and resources considers the appropriate challenge for learning by its place within the unit of work (towards the end), and through its differentiated structure, which facilitates learning opportunities for all students. Task modifications that support differentiated learning are called instructional adaptations (Prast et al., 2015). The instructional adaptations or differentiation measures that were used to design the lesson sequence resources include:
- The Starter Activity (SHE Task Lesson Slides) and the SHE Task Table provided students with the opportunity to practice evaluating artefacts using the SHE concepts.
- The videos about IA&TSI history provided students with background information.
- The SHE Task Lesson Slides included an example of the required referencing style (Harvard)
- The SHE Task Preparation Assessment Prompt Sheet provided scaffolding to groups that needed more support the complete the task.

I believe that the evaluation of my teaching approach would be provided by the SHE Task Preparation Assessment checklist and feedback, as it would be used to determine student learning progress and outcomes. The checklist provides information about student knowledge and understanding of the SHE concepts, and more wholly, the link between science and society in the context of IA&TSI history. The checklist would be used to determine whether the class is ready to begin the summative SHE Task. In addition, feedback about the SHE Task Preparation Assessment would be collected from students through regular checks in understanding via whole class, group discussion and individual discussions about their knowledge and understanding of the SHE concepts and how to apply them, as well as other aspects of the formative task. The feedback from students would help me plan for future learning, not only for the one class, but for other classes, as it allows for adjustments in pedagogical design and delivery to be made. Overall, this would help improve student learning outcomes in Biology, and serves to broaden the non-Indigenous and Indigenous student knowledge and the understanding IA&TSI history in a respectful and culturally appropriate manner. Collectively, the abovementioned would provide the information for a conventional evaluation of teaching practice, which makes me proud about the teaching resources that I created and developed for the purpose of teaching for & about IA&TSI Peoples.

1.1: Physical, social and intellectual development and characteristics of students

The lesson plan sequence and resources took into account readiness and appropriate challenge for learning to ensure that all students could participate in the task, which promoted the personal and social general capability through groupwork. The use of digital technologies was also incorporated into the lesson plan sequence because the lesson resources are always available to students, therefore, there’s continuous support (Jarvis, 2020).

1.2: Understand how students learn

Utilising students’ interest and confidence with ICT for the purpose of engaging them in the SHE Task preparation assessment about IA&TSI colonisation history.

1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

The lesson plan sequence was developed to teach for and about IA&TSI peoples, who represent a diverse linguistic, cultural, and religious group of students. Therefore, the design of the lesson plan sequence and resources was differentiated to account for the learning of all students.

1.4: Strategies for teaching Aboriginal and Torres Strait Islander students

The language used in the design of the differentiated lesson plan sequence and resources is considerate and respectful to how IA&TSI peoples view colonisation history. The importance of language choice when teaching for and about IA&TSI peoples was emphasised throughout the topic EDUC9400: Teaching For Indigenous Australian Students GE.

1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities.

The lesson plan sequence and resources were differentiated using the adapted Tomlinson Tiering Format (1999) from the topic EDUC9406: Differentiation and Inclusive Educational Practice, and also considers readiness and appropriate level for challenge (Jarvis, 2020; Little, Hauser, & Corbishley, 2009; Prast, Weijer-Bergsma, Kroesbergen, & Luit, 2015).

2.1: Content and teaching strategies of the teaching area

Introducing Indigenous Australian & Torres Strait islander history using the SHE Task concepts.

2.2: Content selection and organisation

The development of a lesson sequence for the completion of a formative SHE Task assessment that prepares students for the summative SHE Task towards the end of the 'Biodiversity and Ecosystem Dynamics' topic.

2.3: Curriculum, assessment and reporting.

The ACARA Senior Secondary Biology curriculum, the SACE Stage 1 Biology Outline, and the Melbourne Declaration on Educational Goals For Young Australians was used to develop the lesson plan sequence and resources (ACARA, n.d.; SACE, 2020,MCEETYA, 2008).

2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

The SHE Task was chosen to teach about IA&TSI history because it provides cross-curricular education in the area of history, social and personal, ethical and intercultural understanding general capabilities. These personal capabilities are essential to the reconciliation between Indigenous Australian and non-Indigenous Australians.

2.5: Literacy and numeracy strategies.

The lesson plan sequence resources have elements of literacy incorporated into their design through the choice of language i.e. the respectful address and communication of IA&TSI peoples and their views of history (Flinders, n.d.); and through the development of discipline specific literacy required for the SHE Task Preparation Assessment (SACE, 2020).

2.6: Information and communication technologies (ICT)

The SHE Task Preparation assessment lesson slides were created using Microsoft PowerPoint.

3.1: Establish challenging learning goals
The SHE Task preparation assessment was developed according to the SACE Stage 1 Biology curriculum which sets out challenging learning goals.

3.2: Plan, structure and sequence learning programs

The development of a SHE Task related lesson sequence and resources for the ‘mid-end’ range of the ‘Biodiversity and Ecosystem Dynamics’ topic.

3.3: Use teaching strategies.

Examples of different teaching strategies that were used in the evidence set include, explicit teaching, whole class and group discussions, groupwork, and the use of different digital technologies to assist with learning i.e. the use of PowerPoint and OneNote (Harris & Hofer, 2009).

3.4: Select and use resources.

The lesson plan sequence incorporated the use of two different videos that explored IA&TSI history. The videos were chosen because their tone is respectful and considerate of the IA&TSI peoples view of history, furthermore, they were easy to understand and a reasonable length (ensures students stay on task, and lesson planning friendly) (Flinders, n.d.).

3.5: Use effective classroom communication

The use of PowerPoint slides provides constant educational information to students in a verbal and non-verbal manner, as they can be used to teach and provide information to students. i.e. how to reference using Harvard style referencing.

4.1: Support student participation

Student participation in the SHE Task preparation assessment would be encouraged by student interest i.e. students would be able to choose what biological concept to research.

4.2: Manage classroom activities.

The lesson plan sequence requires classroom management strategies, as students would be engaged in group work, therefore, the lesson resources feature structural adaptations to help keep students on task.

4.3: Manage challenging behaviour

Challenging behaviour would be minimised by allowing students to select their own research topic, which would result in minimal disruptive and challenging behaviour.

4.4: Maintain student safety.

The lesson plan sequence incorporated the use of a school facilitated OneNote classroom, which provided a safe ICT-based space for students to engage in learning. As per usual, students would be expected to uphold and respect the proper use of the school laptops, especially when engaging in schoolwork.

4.5: Use ICT safely, responsibly and ethically

The lesson plan sequence and resources were designed to be used in a school that uses OneNote to distribute teaching and learning materials, and therefore, there would be a brief class discussion about proper ICT protocols when working in groups.

5.1: Assess student learning

The SHE Task preparation assessment would be a formative assessment used to determine when the summative SHE Task should be introduced into the class, as it could be used to identify student knowledge and understanding of the SHE Task concepts.

6.2: Engage in professional learning and improve practice.

By undertaking the topic, EDUC9400: Teaching For Indigenous Australian Students GE, I was able to develop a lesson plan sequence and resources that prioritises IA&TSI education in a way that is respectful and considerate towards IA&TSI peoples and their view of colonisation history.