Learninglog 20143850 S 22019
Learninglog 20143850 S 22019
Learninglog 20143850 S 22019
WEEK 1:
Unit orientation and professional development
REFLECTIONS:
1. What do you know about Clontarf Aboriginal College? I always thought Clontarf was specifically for
boys and football oriented, recently. I knew it was a Christian Brothers School initially run for the
engagement of young Aboriginal students who were not enjoying education in other schools. I did
not realise they had taken on board, Aboriginal Students, girls included, from all around Australia.
My earliest experience of Clontarf was with my ex-husband who was a painter at Curtin, doing an
Arts degree with his aunty. We would go to Clontarf to meet with Lance Chad who had a studio
there.
We also were involved with the first ever First Nations meeting on ground with peoples from all
over the world including Canada and the United States of America, South American lands and the
Islands of the Pacific. For our family, who are part of an extended and large family group of
Nyungars, this was a chance to be part of new beginnings in reconciliation. My father-in-law, Phil
Narkle, was a founding member of the group that organised it and we saw its fruition.
From humble beginnings, I’ve seen Clontarf’s involvement in different facets of education, such
as ABMUSIC. I know of a few students who have studied through this program and are
successfully making their mark in their careers. I now want to learn more about the college, its
pedagogy and the way of the future it is steering towards.
I knew a few students who had studied there, who were friends of my son, in his football team.
They were local lads who lived in Perth and chose to go to Clontarf.
2. What do you know about your student? Being that the student comes from Kalgoorlie, I want to
know what her context is up there. I want to know truly about her story to where she is now and
plans to be in the future. I want to know her view on how she sees her education up until now.
Does she know any different? Does she know anything different is out there? Is she happy with
what she's getting? She seems to be very articulate can write well so academically that side of
things seems to be ok. But I wonder, because Aboriginal people come from a non-academic point
of view, even in this modern age, it does not surprise me that they step in and still find it difficult.
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This is going to be a difference for me because I've normally work with low literacy kids. She is a
highflyer. She is one of the best they have there so I need to consult the curriculum and talk with
Adeline (HOLA, YBC) to see how I can possibly take her literacy a bit further in text types and use
of audience in order to make it really interesting.
I know she has a big story to tell and I want to make sure that impact happens for her in a very
cultural and appropriate way.
Adeline will be instrumental because she comes from Kalgoorlie, she would have some
knowledge from there so I need to pick her brain and find out how I can extend Khadijah's abilities
.
Picked Adeline’s brain and she asked that the student’s English samples be given to share the
kind of levels she may be at. And ask for the level of judging standard she is currently being
assessed at.
4. What might you want to consider in the first session next week?
Consolidating -
The student is a competent SAE user in a wide range of social and learning contexts.
Taken from SCSA, English v8: ("School Curriculum and Standards Authority | Home", 2019) for
EAL/D
At this level teachers should:
• continue to use cooperative learning strategies to increase understanding of how meaning
is constructed across languages, dialects and cultures
• continue to scaffold learning using appropriate EAL/D models
• create a comfortable and safe learning environment where students can achieve their full
potential
• provide a wider range of SAE listening, speaking, reading/viewing and writing experiences
across the curriculum
• continue to teach SAE vocabulary in context and introduce abstract words, conditionals and
nominalisations
• teach and reinforce skimming, scanning, summarising, note taking, editing and recording of
information paying attention to main ideas
• demonstrate the effective use of literacy devices such as metaphorical and emotive
language and how it positions the listener, reader and/or viewer
• clarify tasks and assessment criteria and provide support and constructive feedback to
students
• provide opportunities for unstructured personal writing in home language and SAE.
WEEK 2: READINGS
Linking Assessment, Teaching and Learning (2003):
o The assessment, teaching and learning cycle. p.21
o Assessment and evaluation theory, principles and practices , Chap.6
Harrison, N. & Sellwood, J. (2016). Learning and teaching and in Aboriginal and Torres Strait Education.
(3rd ed.).
o Chap.1: Students talking about school.
o EAL/D progress maps
http://www.det.wa.edu.au/curriculumsupport/eald/detcms/navigation/assessment-and-reporting/eal-d-
progress-map/#toc1
YOUR SUMMARY OF THE "TAKE HOME MESSAGES" (P. 17)
‘
LESSON 2: GUIDE
LESSON OBJECTIVES:
Students will
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o Deliver a well -planned lesson to begin the tutoring program
o Assess the outcomes of the lesson
o Share experiences and ideas to inform future planning
3. LESSON CONCLUSION
☐ Review lesson goals: How did you go? As I had not opened this document then, I am very pleased I
basically followed the outlined points! I can add 1 or 2 I missed into my future planning.
☐ Negotiate homework tasks, future planning. farewell
I had opened a Google Doc for Dijah to use. This wasn’t as effective as I had hoped. Dijah sees her
Mum on the weekends, as her family lives here in Perth while she is boarding. I gave the sign in for
SnapFish. She has not accessed the book yet.
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TUTORIAL 2: REFLECTION
Consider these statements as you reflect on the learning experience.
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3. PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
☐ How is the planning going? What works? What needs revising? Future plans
I have planned better than I have previously. Having used a DWP before, it has helped in the
formation of what short activities to do in succession.
☐ What have you been able to assess so far? Have you given feedback to your student? How might you plan for
this?
Anecdotal assessments on attitude to working with someone Dijah does not know. Building relationships will
always be fragile in the beginning and remembering not to say too much to fill awkward moments. Speaking
about herself does not come easy with me. She is slow and deliberate about what she says and careful how
she says it.
She has divulged that her grandmother on her mother’s side is of the Stolen Generations. I acknowledged her
frankness, as she quietly gave this information, formally, by saying, “There’s something you need to know. I
don’t know much about my history as my grandmother is part of the Stolen Generations.”
On having a look at the essay and mindmap provided by the English teacher, on the surface it seemed Dijah is
quite high on the scale of ability and fairly within range of what is required in SCSA. She is known as a
‘highflyer’ in their context.
My expectations of extension is the goal to be addressed. I am going to ask my HOLA to see if my assessment
of her work is along the right line according to FS (First Steps).
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6. REFLECTIONS (SERVICE-LEARNING)
a) Today, what struck me in a positive way? Her frankness and positive relationship building.
b) Today, what struck me in a negative way? The awkward moments
c) What am I learning about society? Nothing that I don’t already know.
d) What am I learning about myself? More patience and rethinking on the spot.
e) What questions arise for me so far? -
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A thought to begin:
Education is not the filling of a pail, but the lighting of the fire. William Butler Yeats
WEEK 3: READINGS
First Steps: Reading resource book.
o Chap.1 Use of text.
1. Language experience: Involve the student in the shared experience. Sitting at the tables is not
comfortable for me to be able to draw the student out effectively, from what I know about some
Aboriginal. We are not able to effectively make relationship nor effectively resolve issues
comfortably. To me it seems foreign and wadjela way. Why can’t an area outside be sourced
on the fine days to be able to talk and engage without fighting off shame… It is done because
it is asked of them, but they are showing obvious signs of not feeling comfortable with the way
of doing.
2. I would be more inclined to use ‘the Aboriginal 8 ways of (learning) doing’.
Tell a story.
Make a plan.
Think and do.
Draw it.
Take it outside.
Try a new way.
Watch first, then do.
Share it with others.
The schema is not logically a series of steps but many ways to the same outcome. Each unique to the
person. Nonlinear ways of learning are complementary, not oppositional. – (8 Aboriginal Ways of
Learning Factsheet, 2012)
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Harrison, N. & Sellwood, J. (2016). Learning and teaching and in Aboriginal and Torres Strait
Education. (3rd ed.).
o Chap.4 Strategies for teaching Aboriginal and Torres Strait Islander students.
LESSON 3: GUIDE
LESSON OBJECTIVES:
Students will
o Discuss planning for future lessons
o Review assessment and evaluation planning format
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TUTORIAL REFLECTION
Consider these statements as you reflect on the learning experience.
The content for this week is story generation. A recount of what she has experienced.
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3. PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
☐ Future plans
Dijah has told me that she finds idea generation difficult.
So, after a pd today on Kagan strategies, I will try a couple of the ideas to help her get some ideas quickly. 1. I am
going to ask her to write a few ideas of the last weekend into a story over 10 minutes, then retell the story to me and
vice versa. To get an idea of knowing that once you start with a picture of one thing, it will usually inspire other
thoughts, memories and get idea generation happening.
2 I will use the Kagan Rally Robin to try and stimulate a flow of ideas for her writing.
3 Using the list of lists to write out, silent kagan RallyTable..1 idea each on 1 piece of paper and 1 pen.
I believe that when we moved to the back booths to get a power cord to the laptop, Dj relaxed more
and was able to think clearer. Being conscious of personal space when around certain people, should
be paramount as we don’t know the familial protocols that could be at play with the students around
them. Ie, certain family groups may not allow some girls or boys to mix with certain others, or brothers
and sisters may not be able to speak so certain others. Care of cultural understandings is valuable and
respected greatly.
6. REFLECTIONS (SERVICE-LEARNING)
☐ What is service-learning? Why has the methodology and pedagogy of service-learning been included in this unit?
A thought to begin:
I hear and I forgot. I see and I remember. I do and I understand. (Chinese Proverb)
WEEK 4: READINGS
Harrison, N. & Sellwood, J. (2016). Learning and teaching and in Aboriginal and Torres Strait
Education. (3rd ed.).
o Chap. 7 Teaching reading and writing with Aboriginal and Torres Strait Islander Children
Chap.4 What works: Core Issues 3
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o Literacy for succeeding at school
o EAL/D progress maps
Service-learning
o Cain, Glenda B. (2016) "Hand in hand we learn together: Service-learning changing pre-service teachers'
perceptions of Aboriginal people and culture.,"
eJournal of Catholic Education in Australasia: Vol. 3 : Iss. 1, Article 2.
Available at: http://researchonline.nd.edu.au/ecea/vol3/iss1/2
o Chambers, D. J., & Lavery, S. D. (2012). Service-learning: A valuable component of pre-service teacher
education. Australian Journal of Teacher Education, 37 (4).
LESSON 4: GUIDE
LESSON OBJECTIVES:
Students will
o Share ideas and experiences
o Discuss literacy strategies for success
o Review the concept of Service-learning
TUTORIAL REFLECTION
Consider these statements as you reflect on the learning experience.
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2. KNOW THE CONTENT AND HOW TO TEACH IT
☐ What concepts will be the focus for the future? Can you prioritise these?
I discussed with her, that I will help her edit and expand on the writing as she finishes off
her passages. I assessed her as being in the developing stage for writing recounts as seen in the First
Steps (FS) Writing Resource Book. Also on the EAL/D assessment for writing grid, Dijah sits in the
emerging stage 3-4 in the EAL/D observation chart. Dijah has started to write on her own after some
discussion with her parents on stories from her childhood. I encouraged her to even just make dot
points of the stories to help her to remember the details. According to Harrison and Sellwood (2016),
though, the repetitive nature of oral story telling will be the key factor in the retell. So, hopefully, her
telling me the stories, maybe into the voice recorder may be of some help.
6. REFLECTIONS (SERVICE-LEARNING)
☐ What are the components of a service-learning experience?
To be read. and answered. - Hand in hand we learn together.
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WEEK 5: READINGS
Harrison, N. & Sellwood, J. (2016). Learning and teaching and in Aboriginal and Torres Strait
Education. (3rd ed.).
o Chap. 8:The role of a student's first language
2. - The language shift in the time of colonial invasion has drastically changed peoples lives
intergenerationally and affected needs and usage down through the ages.
3. – Correction of how they speak is not to be the priority but to help them code-switch when SAE is in
need in the education and business forums where they will need to know how to walk the talk to be able
5. – Ask about the languages they speak or the words and their meanings.
6. - Acknowledge the differences through adding cross curricular content, and investigating and sharing
7. – AE is the home language and used almost exclusively at school too, except when asked to write
8. – Many varieties spoken, each with their own vocabulary, meanings and grammar.
9. – Home language and SAE are in an unequal power struggle. Most are only permitted to express
10. – The use of the home language is politicised, causing some to be too embarrassed to openly use it.
Some feel the ‘look’ others give them when they do use what comes to them quite naturally.
11. – Promotion of the use of the language and to be used alongside SAE just as other students with
12. – Culture is practiced subconsciously through behaviours and speech. Embracing the ways and
beings of the students instead of trying to change them, will enhance the learning experience for all.
13. – Looking on home language as being as important as learning English can be accomplished now.
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14. – Some parents may or may not agree to including home language in the classroom. Openly
discussing and asking language be shared with respect should help to dispel any concerns.
15. – If the home language is viewed as deficient or less than SAE, somehow below standard, then the
students will also take on this attitude toward their own language. Helping them to code-switch when
16. – Rules adhered to at home, or lack of, can conflict with the rules of school. Respectful knowledge of
the cultural rules, unspoken and often signaled more than spoken, need to become aware of.
17. – Our own experiences, positive or negative, will dictate just how much a student with home
language feel comfortable enough to be able to use both efficiently and fluently.
LESSON 5: GUIDE
LESSON OBJECTIVES:
Students will
o Discuss challenges to student learning
o Share ideas to support engagement in learning
o Explore further the concept of Service-learning
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3. PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
☐ Is there a different strategy that you might try to maintain engagement?
Maintaining engagement has not been an issue. We have set up a good relationship in the short
amount of time and short space of working together. She prefers to be given the time and space to
get on with the task at hand. She has contributed much in the space of time, the ability to relax at the
end of the cubicles, I believe has contributed to her being able to concentrate and complete as much
as she has. I continually give her positive feedback on her ability with the application. Positive
feedback in correction of literacy is by way of allowing her to find the mistake in a simple way. For
example, the word apart. The word was used two times in a sentence to mean a part of the family.
In order to get her to understand the slight but important difference in the words, I set up an
example in using a pencil and a pencil case. I said, the pencil is apart from the pencil case when it is
far from it. When I put the pencil in the case, it becomes a part of the case, just like you are a part of
your family. She understood well and reread, changed the words and read it again. I highlighted that
the small words of our language often are so important in giving the right meaning of the words we
use in sentences. A strategy I showed her when writing, as I have been taught, to read aloud what is
written to get the places for grammar and to get the sense of what is said. As we do not speak the
same as we write in ninety percent of the time, we need the skill of reading for sensibility, so our
audience fully understands our thoughts.
6. REFLECTIONS (SERVICE-LEARNING)
☐ Why is reflection such an important component of service-learning?
Reflection, like in a mirror, means to look at oneself and decide what could be improved. Immediate feedback to
students has been found in studies to be a crucial effect size gain in understanding and learning. The same
principle applies to the teacher. In hindsight, one or two things decided on to improve will help to make the
teaching and learning experience, a great work in progress.
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A thought to begin:
To look backward for a while is to refresh the eye, to restore it, and to render it more fit for the prime
function of looking forward.
Margaret Fairless Barber
1. Start from a place of strength – see the community as a rich source of strength. Bring stories, histories, culture
2. Acknowledge the knowledge – Embrace the knowledge in community outside the school gate and those who
want to bring it in.
3. Engage to power – Involve the parents in the learning plans and content od the student, relevance.
4. Welcome to country – Work with elders to develop areas of learning around the cultural act.
5. Employment of more Aboriginal & Torres Strait Islander Peoples. A given.
6. Building cultural resources – Place of meeting, resources on display
7. Learning from country on country. Visit to Canning River with Uncle Noel Nannup
8. Community feeling valued and visible – Community values reflected in policies, decisions, plans and
curriculum.
WEEK 6: READINGS
Harrison, N. & Sellwood, J. (2016). Learning and teaching and in Aboriginal and Torres Strait
Education. (3rd ed.).
Chap. 9: Building empowering partnerships between schools and communities
community.
5. – take the time to understand the perceptions of the community about school and
education.
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7. – Employ community members in the school in a variety of roles.
10. Modelling through writing out while talking so they talk and write out what we say in their
way. Be respectful of thoughts, feelings and long standing fears or insecurities of school.
LESSON 6: GUIDE
LESSON OBJECTIVES:
Students will
o Share strategies for building a positive and appropriate relationship within the learning environment
o Discuss the concepts of taking risks, making mistakes, and avoiding shame
o Discuss the role of reflection within the learning process.
6. REFLECTIONS (SERVICE-LEARNING)
☐ What helps you to reflect? How could you encourage your students to also be reflective? Reflecting immediately
after the session works. I speak it into Samsung Memos and then I can copy and paste over into the doc. Asking
questions is something I have to stop relying on all the time to ascertain a viewpoint.
WEEK 7: READINGS
SCRA website : http://www.scsa.wa.edu.au/internet/Australian_Curriculum
o Cross curriculum priorities
o English Year 10 curriculum
Guide to developing Personalised Learning Plans. Retrieved from
http://www.whatworks.edu.au/upload/1311202974899_file_CoreIssues10.pdf
do go a long way to helping the students themselves see the goals and road they can follow to
succeed.
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2. – PLPs fit well with the learning cycle. Planning, teaching, assessing with reflection helps
3. – 4 Key Questions- Where is the student at now? Where should they be? How will they get
to where they should be? How will we know when they get there?
4. – Could we use the checklist to determine the improvement for student outcomes?
5. – No one best fit for all. The plans must fit the context of the school and the community it
dwells in.
LESSON 7: GUIDE
LESSON OBJECTIVES:
Students will
o Discuss the use of personalized learning plans in the literacy program
o Review the Capability Framework and its links to the AITSL standards
o Share their progress of the learning task.
The standards align with the proficiency of the teacher. I believe my proficiency is still very much at a graduate level.
I hope to become highly accomplished within a reasonably short period of time with the Professional Learning and
the collegial support I already have established within the school context I work in. I would like to become more
proficient by going to the rural centres and experiencing more of a local context and become more fluent in the
ways and culture of Aboriginal Peoples from all parts of the country.
3. PROJECT PROGRESS
☐ How are you progressing? What support do you need?
The progress has been with a lot of practice. Practice that will continue in a life-long way. I find that I
have a great amount of people I can tap into so I can progress better each time. I am grateful for a
collegial support that is not surpassed by any other in so many great mentors already in Education.
4. REFLECTIONS (SERVICE-LEARNING)
☐ What's working well? What might you do differently?
Quiet and mild sharing of the time and space works well. Allowing the student to be absorbed in the task as she
wants, works well. Occasionally reflecting on what is being done and changing the plan if necessary due to work
needing to be finished, works well. Making a plan at the end of each session for the next with the student works
well.
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WEEK 8: READINGS
Harrison, N. & Sellwood, J. (2016). Learning and teaching and in Aboriginal and Torres Strait
Education. (3rd ed.).
Chap. 10 : Learning from Country
LESSON 8: GUIDE
LESSON OBJECTIVES:
Students will
o Discuss the challenges of using ICT in the learning program
o Share the ICT tools that have been useful in the program
o Reflect on the use of ICT in the future
6. REFLECTIONS (SERVICE-LEARNING)
☐ What helps you to reflect?
I utilize technology in order to reflect after an experience. I used Samsung Notes to talk through my thoughts for
the session on the way back home in the car. This allowed me to put down on audio my thoughts, feelings and a
clear run sheet of the session. Reflecting audially is easier and more expressive than writing notes. Now, I can
simply have talk to text and then transfer the file to my laptop to be edited and added into the notes. I try also to
attach what I have experienced to what I know, what I have read and what I think I will do.
Looking at Helen’s message below, I wish to disagree with her sentiments. As with most things, this does not apply
to everyone. Character can be developed not only with sweat and hard work, but with a quiet determination to
complete something if having the ability, they are left alone to do it.
A thought to begin:
“Character cannot be developed in ease and quiet. Only through experiences of trial and suffering can the soul be
strengthened, vision cleared, ambition inspired and success achieved.” Helen Keller (1880-1968)
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WEEK 9: READINGS
o Cain, Glenda B. (2016) "Hand in hand we learn together: Service-learning changing pre-service
teachers' perceptions of Aboriginal people and culture.,"
eJournal of Catholic Education in Australasia: Vol. 3 : Iss. 1, Article 2.
Available at: http://researchonline.nd.edu.au/ecea/vol3/iss1/2
o Chambers, D. J., & Lavery, S. D. (2012). Service-learning: A valuable component of pre-service teacher
education. Australian Journal of Teacher Education, 37 (4).
1. The Australia wide, needed, shift away from ‘teaching to’ to ‘teaching with’
2. Building of relationships being the catalyst for change in attitude and mentality.
3. Empathy - the ability to walk in someone else’s skin. Very important to be able
to see from another person’s perspective without letting our own thoughts,
5. Reflect on our own practice after each day, to be able to practise to make
progress.
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LESSON 9: GUIDE
LESSON OBJECTIVES:
Students will
o Share ideas about the service-learning experience at Clontarf.
I have achieved a new perspective to reflection in how I interact with Aboriginal students from
different parts of the country. I see that ‘our way’, ‘school way’ and ‘home way’ can be impacted by
the three not marrying together based on each perspective. I strongly believe we need to de-colonise
many of ‘our ways’ and see how we can do things better. Understanding the comical way of learning
and understanding that young people have is one way that needs to be seen in a different light. Many
words and ways of speaking make things easier to understand, but a misunderstanding in the way
things are, sets the scene for most joking around and fun making to be seen as mischievous and
naughty.
Greater insight to the ways of Aboriginal learning, not them fitting into ours under the guise
of ’becoming more accessible to develop proficiency in SAE to attain equal access to classroom
learning across the curriculum, including achieving in literacy and numeracy’(Capability Framework
Teaching Aboriginal and Torres Strait Islander EAL/D learners, 2013), I believe, will be the way of the
future.
I believe the student will be able to successfully complete the project with one final week of editing and any
additional layout work. She is pleased with the look of her book and I am too!
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WEEK 10 - NON-CONTACT WEEK
A thought to begin:
“Life is a series of experiences, each of which makes us bigger, even though it is hard to realize this. For the world
was built to develop character, and we must learn that the setbacks and griefs which we endure help us in our
marching onward.” Henry Ford (1863-1947)
WEEK 11:
LESSON OBJECTIVES:
Students will
o Reflect on the achievements and challenges
o Review the assignment criteria for the reflective journal
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WEEK 12: EXAM REVISION WEEK
LESSON OBJECTIVES:
Students will
o Debrief the learning experience
o Review, reflection and complete a social analysis of the service learning experience.
o Prepare for the examination
1. Why are sound pedagogical relationships important when working with Aboriginal students?
2. Describe the practices you have used to support the literacy learning of the students at Clontarf.
3. How can personalised approaches to learning contribute to improved outcomes for Aboriginal students?
Describe the characteristics of high-quality personalised learning in the context of your work at Clontarf
Aboriginal College?
4. What is service-learning? Illustrate key elements of service-learning through your experiences at Clontarf
Aboriginal College.
5. To date, what successes and challenges have you had in your literacy program? In considering your
A thought to begin:
"Kind words can be short and easy to speak, but their echoes are truly endless." Mother Teresa (1910-1997)
WEEK 13: CLONTARF VISIT TO UNDA
Consolidate your exam revision by reflecting on the readings, your journal writing and class discussions.
1. WHAT DID YOU OBSERVE DURING THE STUDENTS’ VISIT NOTRE DAME?
2. HOW DID THIS MAKE YOU FEEL? WHAT DID YOU LEARN?
References
Annandale, Kevlynn. (2004). First steps reading resource book : addressing current
literacy challenges (2nd ed.). Port Melbourne, Vic: Harcourt
Annandale, Kevlynn. & Western Australia. Department of Education and
Training. (2004). First steps : linking assessment, teaching and learning (2nd
ed.). Port Melbourne, Vic: Rigby
Annandale, Kevlynn. & Western Australia. Department of Education and Training. (2005).
Writing resource book. Port Melbourne: Harcourt Education
Brace, Judy. (2006). Speaking and listening. Port Melbourne, Vic: Rigby Harcourt
Education
Cain, Glenda B. (2016) "Hand in hand we learn together: Service-learning changing pre-
service teachers' perceptions of Aboriginal people and culture.," eJournal of Catholic
Education in Australasia: Vol. 3 : Iss. 1, Article 2.
Chambers, D. J., & Lavery, S. D. (2012). Service-learning: A valuable component of pre-
service teacher education. Australian Journal of Teacher Education, 37 (4).
Clontarf Aboriginal College. (2019). [Image]. Retrieved from
https://en.wikipedia.org/wiki/Clontarf_Aboriginal_College
Education Dept. of Western Australia. (1999). Solid English. East Perth, W.A.
inclusionagencynswact. (2012). 8 Aboriginal Ways of Learning Factsheet [Ebook] (pp. 1-3).
Canberra. Retrieved from
https://www.inclusionagencynswact.org.au/WWW_NSWIA/files/30/30a02eff-8394-
4ac8-a39b-862726136bba.pdf
School Curriculum and Standards Authority | Home. (2019). Retrieved from
https://scsa.wa.edu.au/
Sharifian, F., Truscott, A., Konisberg, P., Malcolm, I., & Collard, G. (2012). Understanding
stories my way. Leederville: Department of Education WA.
The State of Queensland (Department of Education, Training and Employment).
(2013). Capability Framework Teaching Aboriginal and Torres Strait Islander
EAL/D learners [Ebook]. Brisbane. Retrieved from
https://indigenousportal.eq.edu.au/SiteCollectionDocuments/eald-capability-
framework.pdf
What Works National Office, National Curriculum Services. (2011). Guide to developing
Personalised Learning Plans. [Ebook]. Abbotsford, Victoria. Retrieved from
http://www.whatworks.edu.au/upload/1311202974899_file_CoreIssues10.pdf
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