EDTE4100 – Assessment Task 2: Social and Cultural World

By: Leah Wan, 45968675

Part 1: Lesson #1: Introductory

Name: Leah Wan Date: Fictious

Subject: Year 11 – Preliminary Course Period: Fictious
Topic: Preliminary Depth Study – Social and Cultural World Lesson Time: 80 minutes
Period Begins: Fictious Period ends: Fictious Class size: 25 students
Syllabus Outcomes:
Content:
Fundamental course concepts: persons, culture, society and environment.
Additional course concepts: gender, identity and technology.
Related depth study concepts: continuity and change, social construct and socialisation.

Skills:
P1 – identifies and applies social and cultural concepts.
P10 – communicates information, ideas, and issues using appropriate written, oral and graphic forms.

Lesson Outcomes: Assessment (Diagnostic/Formative/Summative)

Students are to understand society and culture
concepts and to develop critical thinking by Formative as students is being introduced to concepts of society and culture.
analysing societal and cultural impacts.
Equipment /Resources:
PowerPoint, Guess Who boardgame, whiteboard, marker, exercise books and pens/pencils.

The key/foundational ideas addressed in this lesson are:

Exploring the social cultural world.

Society influences the way its members interact.
Lesson Plan
Stages/Timing Teacher Activity Student Activity
Introduction. Introduce and provide overview of
(10 minutes) lesson.

Explain the relevance and importance

of studying society and culture.

Share learning objectives and Students copy learning intentions and ‘apply’ definition into their
connect to syllabus standards; exercise books.
explain NESA key terms and defining
vocabulary (e.g., intercultural).

Learning Intentions:
Understand basic concept and
principles of society and culture.
Explore the social and cultural
aspects of different communities.
Apply sociological theories to real-
world situations.
Body 1: Gamification of Teacher divides class of four and
Guess Who? distributes ‘Guess Who’ boardgame.
(15 minutes)
Teacher instructs students to pick a Students are encouraged to explore similar or different social
person and describe appearance, identities in small group discussions and to explore social
age, social identity, gender, ethnicity identities.
etc.
Whole class-discussions of findings and share insights of
describing social identities.
Teacher connects activity to learning
objective of cultural diversity and
intercultural understanding.
 Body 2: Explicit Teacher defines concepts of society Students follow along with PowerPoint and take notes.
Teaching of Concept and culture on PowerPoint.
Exploration.
(20 minutes) Engage students in a mind map of
brainstorming a working definition
society and culture together. Students engage and share opinions and thoughts.
Body 3: Metacognitive Teacher engages student in a Students are to discuss and share experiences and
Strategy of Societal reflective activity where students perspectives.
Influences. analyse and discuss societal
(25 minutes) influences e.g., media, politics,
religion shape lives and beliefs.

Teachers are to instruct and Students are to share in pairs or small groups of 4.
encourage students to connect to
personal experiences and societal
trends.
Conclusion. Provide short reflection writing task, Students are to summarise understanding in short written task
(10 minutes) question presented on board and to of: “Explain the significance of studying society and culture in
be collected for assessment. today’s intercultural world?”
Teacher to reflect vocabulary.
Students are to hand in to teacher once finished.
Summarise key points and provide
opportunity for students to ask
questions and clarity.
 Lesson #1: Introduction – Worksheet

Source: (Difference between Culture and Civilization - Javatpoint, n.d.)

Explain the significance of studying society and culture in today’s intercultural

world?”
Explain: relate cause and effect.

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Part 1: Lesson #2 – Micro, Meso, Macro Levels of Society

Name: Leah Wan Date: Fictious

Subject: Year 11 – Preliminary Course Period: Fictious
Topic: Preliminary Depth Study – Social and Cultural World Lesson Time: 80 minutes
Period Begins: Fictious Period ends: Fictious Class size: 25 students
Syllabus Outcomes:
Content:
Fundamental course concepts: persons, culture, society and environment.
Additional course concepts: gender, identity and technology.
Related depth study concepts: continuity and change, social construct and socialisation.

Skills:
P1 – identifies and applies social and cultural concepts.
P3 – identifies and describes relationships and interactions within and between social and cultural groups.
P9 – uses appropriate course language and concepts suitable for different audiences and contexts.
P10 – communicates information, ideas, and issues using appropriate written, oral and graphic forms.

Lesson Outcomes: Assessment (Diagnostic/Formative/Summative)

Students are to understand society and culture
concepts and to develop critical thinking by Formative as it is an informal assessment with class participation and
analysing societal and cultural impacts. engagement during discussions and activities.
Evaluation of case study and collage.
Equipment /Resources:
PowerPoint, projector, laptops, case study scaffolds worksheets, whiteboard, marker, exercise books and pens/pencils.

The key/foundational ideas addressed in this lesson are:

Exploring the social cultural world.

Overview of multicultural and hybrid nature of societies and cultures.
Persons and their interactions with individuals, groups, and the community within the context of micro-level, meso-level, and macro-
level society.
 Lesson Plan
Stages/Timing Teacher Activity Student Activity
Introduction. Review previous lesson and engage Students engage and share thoughts and ideas of previous
(10 minutes) students in a discussion of their lesson.
perceptions of society and culture.

Share learning objectives and

connect to syllabus standards;
explain NESA key terms.

Introduce new concept of

micro/meso/macro.

Learning Intentions: Students copy learning intentions in exercise book and discuss
Analyse the influence of social and predictions on content.
cultural factors on individuals and
group behaviour.
Body 1: Think Pair Provide students list of social and
Share. cultural concepts on board. (e.g.,
(15 minutes) identity, power, gender, ethnicity,
globalisation, etc).

Divide students in pairs and allocate Student research concept (identity, power, gender, ethnicity,
one concept and discuss its meaning, globalisation, etc) in pairs.
relevance and examples.

Randomly select students to share Students engage and participate in conversation.

findings and facilitate class-
discussion to deepen understanding.
Body 2: Case Study Divide students in mixed ability
Analysis. groups of four.
(25 minutes)
 Distribute handouts with case study Students will analyse allocated scenario and identify social and
of social and cultural scenarios to cultural factors and discuss potential impacts on individual and
different groups. society linking to micro/meso/macro.
Group will present findings and analysis fostering critical thinking
Make sure each student in group has and discussion.
a turn to talk.
Body 3: Indirect Explain cultural artifacts as objects
Learning of Cultural that represent values, beliefs,
Artifact Collage. practices and symbols.
(25 minutes)
In same groups, students will choose Students will research, design, and construct PowerPoint of
a country and provide visual collage chosen country and symbol.
on PowerPoint. Students will present their findings and discuss symbols and
what it represents.
Conclusion. Ask students to individually reflect on Students’ answers should include concepts of micro, meso, and
(5 minutes) concepts taught and learnt, connect macro levels of society.
to personal experiences. Students connect level of society in their own world.

Summarise key points and provide

opportunity for students to ask
questions and clarity.
Lesson #2 Worksheet – Social and Cultural Factors Case Study

Case Study 1: Environmental Gas Deal.

Task Instructions:
1. Read through the case study carefully. All case studies are based and adapted from
real life events.

Following March 2008, a Swiss company entered a 25-year contract with an Iran
Gas Export Company, supplying 5.5 billion cubic meters of gas annually. While a
significant feat for the natural gas business, garnering $28 - $42 billion.
However, controversy surrounding the deal has sparked environmental concerns.
Jewish organisation and US Department of state have expressed concerns on the
deal violating UN Security resolutions, with the US requesting examinations. The
World Jewish Congress has even claimed the deal as propaganda victory for the
Iranian government. In Switzerland, controversy has spread with accusation of
government supporting terrorism.
(Based and adapted from: A Highly Explosive Gas Deal - CS EN, n.d.)

Questions:
1. Analyse for social and cultural factors that determine individual and societal
impacts.
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2. What micro, meso, macro levels

do this case study reveal.

________________________________

Image Source: (Micro, Mezzo, and

Macro Practice, 2017)

3. Explain your reasoning for this.

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 Lesson #2 Worksheet – Social and Cultural Factors
Case Study
Image Source: (Ecuador, 2010)

Case Study 2: Indigenous Project Forum.

Task Instructions:
1. Read through the case study carefully. All case studies are based and adapted from
real life events.
A Program Officer from the Unite Nations Development Program is visiting Ecuador
to promote sustainable living amongst Indigenous and non-Indigenous communities.
The idea behind the project struggled to be implemented due to the context of
Ecuador at that time. Due to administrative delays, the project clashed with socio-
political contexts such as the Indigenous party, Pachakutic, were no longer apart of
the government. The Indigenous people’s movement experienced internal conflicts
and divide such including Indigenous representatives were marginalised from
decision-making. Political bodies of government and state were weakened. The
focus of the project compromised as rather a secondary goal.
Based and adapted from: (Save the Project on Indigenous People - CS EN, n.d.)

Questions:
1. Analyse for social and cultural factors that determine individual and societal
impacts.
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______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What micro, meso, macro levels

do this case study reveal.

________________________________

Image Source: (Micro, Mezzo, and

Macro Practice, 2017)

3. Explain your reasoning for this.

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Lesson #2 Worksheet – Social and Cultural Factors Case Study

Case Study 3: Homosexuality in Religious and Political Beliefs.

Task Instructions:
1. Read through the case study carefully. All case studies are based and adapted from
real life events.
During a meeting at the United Nations World Youth Forum, a document was
created and outlined the important issues for young people around the world. This
document is then adapted and then presented at the General Assembly.
One of the policies concerned homosexuality, during which, a news report from the
CNN released a report on a gay couple arrested in an Arabic country. This news
changed the atmosphere of conference. Suddenly, many participants citing religious
beliefs condemning homosexuality.
Based and adapted from: (Tense Negotiations at the World Youth Forum - CS EN, n.d.)

Questions:
1. Analyse for social and cultural factors that determine individual and societal
impacts.
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What micro, meso, macro levels

do this case study reveal.

________________________________

Image Source: (Micro, Mezzo, and

Macro Practice, 2017)

3. Explain your reasoning for this.

______________________________________________________________
______________________________________________________________
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Lesson #2 Worksheet – Social and Cultural Factors Case Study

Case Study 4: Gender and Cultural Differences.

Task Instructions:
1. Read through the case study carefully. All case studies are based and adapted from
real life events.
Wengun Jhuy, born in a small village province of Shanghai, moved to Italy with her
family at the age of three.
At 24 years old, Wengun visited China where she witnesses many cultural clashes
and beliefs. Besides, feeling like she did not belong in a country she was born in, she
was not familiar with the language she once was fluent in. This was only heightened
when a child marriage proceeded.
Wengun had voiced her differences concerning the bride’s age as well as the bride’s
gender should not be limited to a life of a wife. This was met with harsh criticism from
her community and parents.
Based and adapted from: (The Chinese Bride - CS EN, n.d.)

Image Source: (Sarkar, 2021)

Questions:
1. Analyse for social and cultural factors that determine individual and societal
impacts.
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What micro, meso, macro levels

do this case study reveal.

________________________________

Image Source: (Micro, Mezzo, and

Macro Practice, 2017)

3. Explain your reasoning for this.

________________________________________________________________
________________________________________________________________
__________________________________________________________
Lesson #2 Worksheet – Social and Cultural Factors Case Study

Case Study 5: Racism in the Workplace (Immigration).

Task Instructions:
1. Read through the case study carefully. All case studies are based and adapted from
real life events.
Hassan, a 41-year-old male, migrated to Australia with his family from Palestine. Him
and his family are struggling to accommodate and assimilate into Australian culture
and lifestyle. The family have faced passive racism with insults and stereotypes
hurled at their faces. This happened when they spoke Arabic in public areas.
Hassan speaks moderate level English with an accent, this caused several
miscommunications with the public, specifically at work.
At work, Hassan is regarded as “other” and is treated with little respect. A co-worker
has even remarked to Hassan of “immigrants stealing jobs from Australians”. When
Hassan reported this to his manager and Human Resources, they disregarded
Hassan’s concerns.
Based and adapted from: (You Don’t Belong Here - CS EN, n.d.)

Questions:
1. Analyse for social and cultural factors that determine individual and societal
impacts.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What micro, meso, macro levels

do this case study reveal.

________________________________

Image Source: (Micro, Mezzo, and

Macro Practice, 2017)

3. Explain your reasoning for this.

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Part 1: Lesson #3 – Society as a Social Construct

Name: Leah Wan Date: Fictious

Subject: Year 11 – Preliminary Course Period: Fictious
Topic: Preliminary Depth Study – Social and Cultural World Lesson Time: 80 minutes
Period Begins: Fictious Period ends: Fictious Class size: 25 students
Syllabus Outcomes:
Content:
Fundamental course concepts: persons, culture, society, environment and time.
Additional course concepts: identity and technology.
Related depth study concepts: continuity and change, social construct, socialisation, community, and social and cultural literacy.

Skills:
P1 – identifies and applies social and cultural concepts.
P3 – identifies and describes relationships and interactions within and between social and cultural groups.
P9 – uses appropriate course language and concepts suitable for different audiences and contexts.
P10 – communicates information, ideas, and issues using appropriate written, oral and graphic forms.

Lesson Outcomes: Assessment (Diagnostic/Formative/Summative)

Students are to understand society and culture
concepts and to develop critical thinking by Formative as it is an informal assessment with class participation and
analysing societal and cultural impacts. engagement during discussions and activities, particularly index card activity.
Answering and discussing questions on video.
Equipment /Resources:
PowerPoint, video worksheets, ICT of video, laptop and projector, index cards, whiteboard, marker, exercise books and
pens/pencils.

The key/foundational ideas addressed in this lesson are:

Exploring the social cultural world.

Society as a construct that develops over time: - how interactions between members of society cause change in the nature of
society over time.
Lesson Plan
Stages/Timing Teacher Activity Student Activity
Introduction. Review previous lesson and engage Students engage and share thoughts and ideas of previous
(10 minutes) students in a discussion of their lesson.
perceptions of society and culture.

Share learning objectives and

connect to syllabus standards;
explain NESA key terms.

Learning Intentions: Students copy learning intentions in exercise books while

Understand society as a construct discussing personal examples and experiences of learning
developed over time. intentions.
Recognise how individual behaviour
towards others are socially
constructed and influenced by
societal expectations.
Develop empathy and respect for
diverse cultures and perspectives.
Body 1: Explicit Connect to prior knowledge of
Teaching of Content understanding society, culture, and
Exploration. social norms.
(15 minutes)
Introduce society as a construct that Students engage and participate in conversation and take notes
develops over time. Explain that on exercise books.
society is not a fixed entity, but rather
a dynamic and evolving system.
Body 2: Multimodal Play videos, take interesting notes
Video and Questioning. and ask guided questions and
(25 minutes) engage in conversation for deeper
understanding. First Video: Khan Academy (4 minutes)
https://www.youtube.com/watch?v=QQsBM1dZLO4
ASD and ESL Consideration: 1. How is culture transmitted from generation to generation?
• Provide visual aid and Answer: Language
multimedia transcript to 2. What is the role of institutions in relation to culture?
support learning. Answer: Provide structure.
• Use clear and concise 3. What is the relationship between society and culture?
language, define any words Answer: Culture and society are interdependent.
from video; avoid jargon and 4. From the video, what is listed as an example of culture?
complex terminology. Answer: A phone app.
• Break down information into 5. What is the role of culture in society?
smaller chunks to ensure Answer: To guide the way people live.
coding and allow for 6. Which cannot exist without the other, society or culture?
processing timing. Answer: Culture cannot exist without society.
• Encourage collaboration and 7. How are society and culture different?
class discussion to support Answer: Society is constantly changing while culture is not.
comprehension.
Second Video: How We Got Here: Crash Course Sociology #12
(11 minutes)
https://www.youtube.com/watch?v=BsRSL3duSko
1. How has the human population grown from small groups to
billions of people?
Answer: Humans are social animals and flock together.
2. What defines a society?
Answer: Group who share culture and territory.
3. In what ways has technology contribute to societal change,
according to Gerhard Lenski?
Answer: Sociocultural evolution, specialisation.
4. What five societies were identified by Gerhard Lenski?
Answer: Hunting and gathering, agrarian (feudalism),
industrial, post-industrial.
 5. How did the domestication of plants and animals impact the
development of new types of societies?
Answer: Horticultural and pastoral.
6. What are the defining characteristics of hunting and
gathering societies?
Answer: Technology is basic and main purpose to provide
food, emphasis on sharing resources and lack of inequality.
7. What was Durkheim’s interpretation based on Lenski’s
theory?
Answer: Organic and Mechanical Solidarity.
Body 3: Collaborative Pair students with a partner from
Learning of Cultural different cultural background.
Exchange.
(15 minutes) Provide index cards with three Students exchange in conversation of their own cultural
similarities and differences between backgrounds and discuss and note down similarities and
cultural practices, values, attitudes, differences on index cards.
beliefs and norms.

Share findings in class discussions,

highlighting importance of empathy
and different perspectives for culture.
Conclusion. Teacher will distribute sticky notes to Students will write one example of construct (e.g., technology)
(15 minutes) each student and ask them to write and application to life.
down one example of understanding
society as a construct and how it
applies to their lives.

Teacher collects sticky notes and Students engage in discussion of sticky notes and further
reads out loud to class and discuss understanding.
as a formative assessment to gauge
students’ understanding.
Summarise key points and provide
opportunity for students to ask
questions and clarity.
Lesson #3 Worksheet – Video (1) Khan Academy (4 minutes)

Image Source: (Culture and society, 2016)

1. How is culture transmitted from generation to generation?

________________________________________________________________
________________________________________________________________
2. What is the role of institutions in relation to culture?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What is the relationship between society and culture?
________________________________________________________________
________________________________________________________________
4. From the video, what is listed as an example of culture?
________________________________________________________________
5. What is the role of culture in society?
________________________________________________________________
________________________________________________________________
6. Which cannot exist without the other, society or culture?
________________________________________________________________
________________________________________________________________
7. How are society and culture different?
________________________________________________________________
________________________________________________________________
Lesson #3 Worksheet – Video (2) How We Got Here: Crash Course Sociology #12
(11 minutes)

Image Source: (How We Got Here: Crash Course Sociology #12, 2022)

1. How has the human population grown from small groups to billions of people?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What defines a society?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. In what ways has technology contribute to societal change, according to Gerhard
Lenski?
___________________________________________________________________________
___________________________________________________________________________
4. What five societies were identified by Gerhard Lenski?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. How did the domestication of plants and animals impact the development of new
types of societies?
___________________________________________________________________________
___________________________________________________________________________
6. What are the defining characteristics of hunting and gathering societies?
___________________________________________________________________________
___________________________________________________________________________
7. What was Durkheim’s interpretation based on Lenski’s theory?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Lesson #3 Worksheet – Index Card Example

Image Source: (Sonali, 2021)

1. Record findings of similarities and differences of you and your partner’s culture.
Similarities Differences

2. Any other interesting facts?

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Part 1: Lesson 4 – Exploring Immigration and the Multicultural Nature of Societies and Culture

Name: Leah Wan Date: Fictious

Subject: Year 11 – Preliminary Course Period: Fictious
Topic: Preliminary Depth Study – Social and Cultural World Lesson Time: 80 minutes
Period Begins: Fictious Period ends: Fictious Class size: 25 students
Syllabus Outcomes:
Content:
Fundamental course concepts: persons, culture, society, environment and time.
Additional course concepts: identity, globalisation, technology.
Related depth study concepts: citizenship, socialisation, community, and social and cultural literacy.

Skills:
P1 – identifies and applies social and cultural concepts.
P3 – identifies and describes relationships and interactions within and between social and cultural groups.
P9 – uses appropriate course language and concepts suitable for different audiences and contexts.
P10 – communicates information, ideas, and issues using appropriate written, oral and graphic forms.

Lesson Outcomes: Assessment (Diagnostic/Formative/Summative)

Students are to understand multiculturalism and
hybridity by analysing impacts of immigration. Formative as it is an informal assessment with class participation and
Students are to develop empathy and cultural engagement during discussions and activities.
sensitivity to diverse communities.
Students recognise the benefits and challenges of
multiculturalism in society.
Students apply critical thinking and communication
skills through discussions and presentations.
Equipment /Resources:
PowerPoint, projector, laptop, whiteboard, marker, exercise books and pens/pencils.

The key/foundational ideas addressed in this lesson are:

Exploring the social cultural world.
Overview of the multicultural and hybrid nature of societies and cultures.
Lesson Plan
Stages/Timing Teacher Activity Student Activity
Introduction. Review previous lesson and engage Students engage and share thoughts and ideas of previous
(5 minutes) students in a discussion of their lesson.
perceptions of society and culture.

Share learning objectives and

connect to syllabus standards;
explain NESA key terms, define
vocabulary (e.g., hybrid,
multicultural).

Learning Intentions: Students copy learning intentions in exercise books while

Understand the concept of hybrid and discussing personal examples and experiences of learning
multiculturalism nature of societies intentions.
and cultures.
Analyse the impact of immigration on
societies and culture.
Recognise the benefits and
challenges of multiculturalism in
society.
Body 1: Class Mind Prompt and engage students by
Map/Brainstorm. asking, “What comes to mind when
(10 minutes) you hear ‘immigration’?”

Write students’ responses on Students engage and participate in conversation with ideas and
whiteboard, engage in responses by perceptions on immigration.
making further comments and Students are to take notes of mind map.
questions for elaboration e.g., how
 does immigration influence societies
and cultures?

Explain lesson focus on exploring

multicultural and hybrid nature of
societies and cultures through lens of
immigration.
Body 2: Explicit Present explanation of concepts, Students engage with PowerPoint and takes notes.
Teaching of multiculturalism and hybridity and
Multiculturalism and emphasise significance in societies
Hybridity. on PowerPoint.
(20 minutes)
Provide visual examples portraying
multicultural environments and hybrid
practices on PowerPoint.

Model the concepts shown in Students will model structure of PowerPoint as reference for
Australian context and environment, group research.
emphasise structure of PowerPoint
as reference for group research.
Body 3: Multiple Separate students in mixed ability
Exposure/Indirect groups of four members.
Learning of Research.
(30 minutes) Explain student research task of Students research of chosen country and examples and
identifying an example of evidence of multiculturalism environment and hybrid practices.
multiculturalism environment and
hybrid practices in another country
NOT Australia, make sure each
group is researching different
countries.
 • Observe students’ active
participation during discussion
and group activities.

Further divide groups as 1-4 and

allocate members with 1 in one
group, 2 in one group and so on. Students to discuss different country and their findings such as
key aspects of multiculturalism environment and hybrid
Explain each member is teach practices.
students of researched country and
its multiculturalism environment and
hybrid practices.
• Review students’ ability to
apply concepts of
multiculturalism and hybridity.
Conclusion. Further divide the class, in half for
(15 minutes) debate like discussion, express a
safe space/zone for students to
respectfully express opinions and
counterarguments.

Allocate half in a ‘for’ vs ‘opposition’.

Engage student in debate about the Students communicate and reflect on benefits and challenges of
benefits and challenges of multiculturalism and immigration.
multiculturalism and immigration. One student from each will write responses on the whiteboard.
One student from each will write
responses on the whiteboard.

If comfortable, encourage students to Students can share experiences (teacher prompted) of

share personal experiences, family economic, social, and cultural examples.
history to support arguments.
• Evaluate students’
communication skills and
quality of cultural sensitivity.
Part 2: Justification – Social and Cultural World, Lesson #4, Exploring Immigration and the
Multicultural Nature of Societies and Culture

The climate behind teaching social and cultural world with the addition of inclusive

education, urges for a practical approach (Kavanagh & Danielson, 2019). For a subject such

as Society and Culture, traditional teaching of reading and writing, have been superseded

for “real world skills” (Teo, 2019). Teachers have reflected this by producing

communication, collaborative learning, and critical thinking in lessons (Teo, 2019). When

navigating and executing broader societal themes and policies, teaching strategies must

utilise a nuanced practice (Kavanagh & Danielson, 2019). As such, Lesson Plan #4, reflects

real world skills through the incorporation of mixed teaching strategies. The class consists of

25 students with a mixed background of Indigenous and migrant cultures, ESL, and other

abilities. With this in mind, the intent of the lesson plan targets this topic with teaching

strategies reflecting communication, collaborative learning, and critical thinking.

Social and cultural literature relies on a conundrum of theories based on history, attitudes,

and beliefs (Lloyd et al., 2014). For students to construct information that facilitate learning,

mind mapping, in a simple sense, aid in this organisation (Lloyd et al., 2014). First developed

over 30 years ago by author Tony Buzan, visualised notetaking, and summarisation in hopes

to stimulate both sides of the brain (Wilson et al., 2016). While it has been later debunked

as an educational myth, mind mapping processes productivity and translates into increased

retention (Lloyd et al., 2014).

Mind mapping is constructed around one concept, surrounding this are ideas, thoughts

and discussions are added to build and branch upon its central theme (Lloyd et al., 2014).

This flowy format visually represents an open conversation and natural thought processes
(Lloyd et al., 2014). As well as the aesthetics of this, will further engage students artistically

thus encouraging memorisation and recall in the learning stages (Lloyd et al., 2014). When

discussing morally heavy topics such as immigration, this activity enables a heuristic and

nuanced approach (Wilson et al., 2016). In doing so, students openly converse in a safe and

open environment through dialogue and amend misconceptions (Wilson et al., 2016). This

practice of communication is beneficial for the class as two students are of immigrant

background. By encouraging this inclusion, this personalises the topic for other students

than as just a subject but as a communal matter (Kavanagh & Danielson, 2019). Communal

learning is vital for mind mapping (Kavanagh & Danielson, 2019). In collaborating with all

learning styles, it structures connections of ideas and expressions and interpretations of

complex systems (Kavanagh & Danielson, 2019).

Not only does open dialogue help with structuring conversations, but Zhao (2003, cited

in Wilson et al., 2016) claims mind mapping also promotes constructivist learning theory. A

theory based on discrete strategy which relies on critical questioning and decision-making

(Yemini et al., 2019). In partnership of this, the mapping techniques reduces the language

load on non-native English speakers (Wilson et al., 2016). Following the class demands of

students with cultural backgrounds; mainly five ESL students, without the mental constraint

of forming sentences, are given the opportunity to focus and listen (Wilson et al., 2016).

This will elevate social pressures of conversation but enable learning to ensure and

simultaneously, develop relevant vocabulary (Wilson et al., 2016). With the reinforcement

of visual aid of spoken words, the consideration of this technique accommodates our ASD

learners through active learning (Boyle & Anderson, 2020). A technique that relies on

teacher prompt feedback, as Grant et al, (2005, cited in Wilson et al., 2016) suggests that

teachers using mind maps, productively time student learning and organise learning. In
structuring knowledge through mapping learning goals and objectives, this further adds

insight for expected learning that is communicated to all students, including those with ASD.

As such, mind mapping is visual source of shared knowledge and responsibility and expected

learning, thus is a strategy used to open Lesson #4’s introduction.

Following the mind map activity, Lesson #4 moves onto explicit teaching or direct learning.

This is where the teacher leads the students in a rote learning of factual knowledge. Whilst

it is a common strategy where teacher rely on consistently which has resulted many

criticisms (Orlich et al., 2018). Direct learning models transfer skills to all students and

subject dependent on metacognitive skills and written and digital literacy (Orlich et al.,

2018).

While it may seem like it is not a practical approach to learning, it still stems on the

constructivist theory (Orlich et al., 2018). Constructivism is not solely based on practicality,

but on active construction of knowledge (Orlich et al., 2018). To support constructivist

learning, concrete knowledge must be formed (Orlich et al., 2018). This development begins

with careful sequencing of in-depth subject information (Stockard, 2021). It is then

transferred through explicit wording to make sure interactions are possible (Stockard,

2021). The elements are then carefully organised in a design to ensure logic and steps of

learning are consistent and efficient (Stockard, 2021).

Direct learning comprises of carefully constructed steps and research where students

are taught new material and reflect on previous learning. Stockard (2021), theorises about

taught in all lessons contain 10%-15% of new information while the remainder is used to

reinforce. Through clear wording of instructions and examples contribute to this efficiency
(Stockard, 2021). Direct learning ensures each element of classroom activity is devoted for

student learning and success.

This success is enforced, not only in the prioritisation of new learning, but on the

openness of classroom environment. Respect for students in direct learning can be seen in

routine pattern of applying knowledge from the start and end of class as seen in the

concluding activity (Stockard, 2021). This is beneficial for the Year 11 students of this class as

it reinforces open communication of learning and expectations. Respect, on the other hand,

are given to teachers as well, as it provides teachers freedom to attend to student learning

(Stockard, 2021). As teachers are experienced in the material, the presentation of this is

expressed in pride and comfort (Stockard, 2021). From Lesson #4, the teacher is discussing

multiculturalism in Australia, this will help contextualise learning through personal and first

handed experience. Because of the lesson design, teachers can devote to ensure students

are successful, competent, and confident in learning.

The role of the teacher is further emphasised than anchoring conceptual knowledge and

conflict but bridging multicultural experiences. Education regarding multiculturalism and

hybridity, in this case, should be taught with empathy (Instructional Approaches Needed by

Multicultural Educators, 2020). In achieving this, students are presented with examples far

from perceived reality. This is exemplified with the inclusion of discussing personal

experiences and cultural background from the class.

To ensure fruition of learning through direct learning, it must be partnered with student

learning which is seen in Lesson #4’s research task. The task is to inquiry an example of

multiculturalism environment and hybrid practices in another country. From a

developmental standpoint, the research task is to aid students in navigating culture. When
presented with the opportunity to explore other cultures, students are becoming

understanding towards realities of others (Camangian & Cariaga, 2021). In developing

positive interactions through research, students recognise historic and social marginalised

communities (Camangian & Cariaga, 2021). This practice affirms cultural strategies in

coexisting within social systems (Camangian & Cariaga, 2021). As well as, the Year 11

students with different cultural backgrounds gain appreciation of their own culture.

Arrendondo (1999, cited in Camangian & Cariaga, 2021) reinforces this statement as it

enables positive cultural identity. Studying culture does not exist in a linear vacuum and

thus this lesson teaching strategies and pedagogy must reflect the binary spectrum of social

analysis (Camangian & Cariaga, 2021). Learning to explain, examine, and interpret society,

students critically develop meaning to experiences of humanity, needs and resources

(Camangian & Cariaga, 2021).

Through indirect learning of research, students begin to socially engage in their

surrounding world. This means allowing for opportunities to interrogate discourses and

realities of their own and other (Camangian & Cariaga, 2021). As such, it is reflected in the

group task element, when collaboration happens with learning, students develop positive

relationships and communication. Dialogue is vital for connections, whether it be through

critical or collective processes, collective sense of agency is established (Camangian &

Cariaga, 2021). In building solidarity and connections with students, this confirms the

relationship of allyship (Camangian & Cariaga, 2021). In recognising another humanity’s, it

allows students to identify commonality and existing in partnerships with differences

(Camangian & Cariaga, 2021). As such, this will further emphasise openness of classroom

environment. This will also elevate social and cultural pressures from the Year 11 students

who feel ‘other’. Continuation of openness can transfer to neurodivergent students as they
will be in a mixed ability group. The integration of skills alleviates further academic stress for

all students. Rather, discussing cultural experiences will bridge the gap of the unfamiliarity

and provide comfort in conversing and exchanging cultures. If this is not properly

developed, students cannot effectively communicate in breaking down cultural barriers and

social tension will only result of this spiral (Camangian & Cariaga, 2021).

Learning multiculturalism and hybridity in academics, teachers must conceptualise

transformative intelligence. With the teacher observation of group work, students

demonstrate a capacity to move across curriculum. Most importantly, develop and display

critical construction, compassion, and communication skills (Camangian & Cariaga, 2021).

Lesson #4 shifts learning in a practical element of exploring multiculturalism and hybridity to

support learning.

Furthering this group task, students are further divided into another lot of groups to then

present their findings of multiculturalism and hybridity in a series of multiple exposure. This

strategy promotes further empathetic human connection. When students come together in

constructing and exchanging available knowledge through collaborative discussion, it

reduces any bias and oppression (Kim et al., 2023). Productive shared dialogue leads to

active adoption of student comprehending and understanding diverse perspectives (Kim et

al., 2023). This practice follows along with constructivism design of the lesson plan as it

contextualises critical knowledge. Student discussion serves as an optimal learning strategy

as it connects existing gaps within social development and collaborative discussions (Kim et

al., 2023).

Multiple exposure is inspired by Piagetian concepts of reasoning and decision-making

(Kim et al., 2023). Piaget suggests metacognition follows a scheme of knowledge

development through social interactions (Kim et al., 2023). Just as the previous task of

group research, this task involves reinforcing and presenting reasoning. At its core, learning

is fashioned through layers of interaction which students develop (Kim et al., 2023).

Productive communication begins with its presentation of students researched examples.

Students are then collectively examining the presenter’s validity of evidence and

explanations. This level of processing involves high levels of metacognitive engagement (Kim

et al., 2023). This type of collaboration allows students to continuously reason with their

cohorts by verbalising inner most thoughts (Kim et al., 2023). Following its nature of

conversation, the relationship built between students relies on openness and informal

atmosphere. This will provide comfort for all students, specifically those with learning

accommodation. As it relieves academic pressure and fear judgement from formal

conversations. Over time, students progressively build upon information in a dialogic format

(Kim et al., 2023). As students practice justification, they produce awareness of information

taught from others and self (Kim et al., 2023). From this, students, in a duration, will

advance their exploration in a complex and wider social context (Kim et al., 2023).

With exposure of multiple perspectives, students encounter regulation of thought

through shifting from different perspectives (Kim et al., 2023). Further development of

regulation is seen in negotiation and moving beyond bare assertions of perspective taking

(Kim et al., 2023). In recognising and conceptualising the importance of social information,

learning becomes flexible (Kim et al., 2023). In this sense, student knowledge and

perspective reflect an abstract learning than concrete (Kim et al., 2023). Because of this,

information shifts its focus to emotions, individual contexts, and personal experiences. Thus

Lesson #4 utilises multiple exposure to highlight student reasoning, communication, and

reasoning through its practicality.

Finally, Lesson #4 repositions practical elements of justification in its concluding activity of

the debate. Students are tasked to challenge and reflect on taught knowledge of

multiculturalism and immigration. Existing studies concerning cultural integration are often

one sided and focuses on exclusion (Bonjour & Duyvendak, 2019). In contrast to this, Lesson

#4 explores a broader scope of cultural politics through discussions and debates.

The conversation surrounding immigration is at its most dire as public perceptions favour

one side of the conversation, at most, a negative perception (Bonjour & Duyvendak, 2019).

Whilst on the other hand, education support a positive approach to this topic (Bonjour &

Duyvendak, 2019). It is important to understand that the discourse is a response to

mainstream politics (Bonjour & Duyvendak, 2019). However, this does not remain true in

Australia’s contemporary context (Bonjour & Duyvendak, 2019). As well as the general

public’s reception of migration is positive, it is also reflected in the educational climate

(Bonjour & Duyvendak, 2019). Conceptions of belonging are being radicalised and

politicalised in classes (Bonjour & Duyvendak, 2019). These representations of cultures and

immigrants, with the personalised stories shared from students, are recontextualised in

student learning.

Class and cultural literacy intersect in its sense of discourse as “mutually constitutive”

(Bonjour & Duyvendak, 2019) which is represented in this debate. Not only are students

structuring thoughts and modelling open communication skills, but students are also

interacting with balanced arguments (Goldentouch, 2022). By honing on validity of evidence

and examples through defence and opposition, students are reaffirming their knowledge

into experiences (Goldentouch, 2022). When information is encoded as such, students

become assured in themselves to present their arguments and contribute to discussions and
teamwork (Goldentouch, 2022). Lesson #4 utilises practicality of debates when approaching

broad topics in Society and Culture.

In conclusion, Lesson #4 takes a practical approach with its teaching strategies when

presenting Society and Culture. As the topic, Social and Cultural World is quite broad as it

scopes between history, beliefs, and attitudes. The strategies aim to accommodate all

learning styles of students, this includes providing support to students with learning needs.

Which is reflected in mind mapping, explicit and indirect learning of research, multiple

exposure, and debate, while stimulates students intellectually, but provide support in visual

needs and scaffolds verbal and written structures. As well as providing comfort in the

familiarity of exploring other cultures. As such, Lesson #4 is designed to reflect

communication, collaboration and critical thinking.

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