Granville South High school Presented by: Avdoo Nichkawde and Rachael Grassy.

Granville South High school

Presented by: Avdoo Nichkawde and Rachael Grassy

Granville South high schoolProfile:

Granville South High school is a creative and performing arts school which caters for students from year 7 to 12. There are 505 students who attend of which 75% are from a language background other than English. The school also has 15 students from Torres Strait Islander and Aboriginal backgrounds.

The school is staffed as follows: • Principal• 2 deputy principals• 3 librarians• Teachers from year 7 to 12 covering all discipline

areasThe school provides the following specialised support:• Special needs support • Support for Aboriginal students

Teaching staff

We will be focussing on multi-literate issues in regard to the KLA:

• Human Society and its Environment (HSIE)• At stage 4 (year 7 and 8)

Issues to address in a multi-literate classroom environment

Cultural differentiation

•Students process new information based on their prior knowledge. Multi-literate students come from a different socio-cultural context to the typical Australian setting (Gregory et al., 2004)

•Some cultures demonstrate better self-discipline and more motivation to learn than others (Purdie & Hattie, 1996)

•There is differentiation amongst student approaches and self-regulatory practices to reading and writing based on culture (Hornberger, 2003)

Strategies• ICT strategies can be used to help the teacher learn of and

engage with their students cultural background

Padlet: is an interactive online area that incorporates text, audio and visual elements

It can be used effectively for:• Brainstorming• Summarising student ideas into a limited number of words• Encouraging class participation• Share personal information visually• Collecting feedback

Padlet

Collecting feedback

Success Multicultural Literacy Strategies

• 1) Incorporate students' cultural knowledge into the literacy curriculum through the use of multicultural literature

• 2) Cooperative learning techniques which particularly benefit students of diverse cultural backgrounds and motivate second language learners

• 3) A constructive approach to literacy learning

Different Learning Styles

Interaction in class

Time Pedagogy of teacher

Interactions in class Boutte (1999) and McGowan (2000) state that students enrolled in courses taught by teachers coming from different ethnic or linguistic backgrounds experience discomfort, tension and conflict• Strategies to increase student interaction:

– provide direct instruction, scaffold extended student contributions, prompt students to substantiate their statements, ask open-ended questions, respond to students, enable students to self-select turns, and maintain high but non-threatening expectations (Toohey, 2000)

– Questioning Styles (Evans, 1991)– Exposure to Different Languages Cultures (Tiedt & Tiedt, 1990)– Cooperative Learning (Slavin, 1983) – Make yourself easily accessible using ICTs e.g. bulletin boards and course

mailing lists – Group Discussions (Sternberg, 1987 & Alvermann, 1991): also Wikis, Blogs

and Discussion Forums

Resources Wikis Blogs Discussion Forums

http://www.wikispaces.com

http://www.pbworks.com

http://www.edublogs.org

http://www.wordpress.org

http://www.blogger.com

http://www.voxopop.com/

Other possible online learning communities

• Moodle (http://moodle.org)• Sakai (http://www.sakaiproject.org)• Google Groups (http://groups.google.com)• Yahoo Groups (http://groups.yahoo.com)• Ning (http://www.ning.com)• Facebook (http://facebook.com)• Google Plus (http://plus.google.com)• Edmodo (http://edmodo.com)

Time

• Diversity of literacy and language abilities mean students work at different rates

Time management Strategies:• Differentiation -Prepare for early and late finishers • Set up online learning communities for students to use as

homework. This will give them background knowledge relating to upcoming tasks- Students may feel more comfortable communicating ideas online

• Teacher may use ‘desktop recorder’ for homework tasks

Timeline Creator (http://xtimeline.com)

Edmodo

Desktop Recording

Pedagogy of teacher

• ‘Teacher centred’ (Direct Instruction) versus ‘student centred’ (Discovery Learning) – Aboriginal Education: Pearson vs. Nicholls

• Direct and indirect: Being blunt and being evasive; and matters of face (Wierzbicka, 1991)

• Level of English-language competency

Suggested strategies

• Role-playing Role-playing is a versatile activity that allows students to express their opinions in a realistic situation. Students can "trade places" with a fellow student or a character from a literature selection (Tiedt & Tiedt, 1990).

- Guided readings, Choral readings, Readers theatre- ICT: film making, audio recording

• Active Involvement Instructional techniques that allow for individual differences. Students should be engaged in listening, speaking, reading, writing and thinking activities that provide opportunities for them to make decisions and solve problems (Tiedt & Tiedt, 1990).

- Positive reinforcement: E.g. Designated activities for early finishers such as www.oneword.com, iPad apps, Google Earth

Visual Thesaurus (http://visuwords.com)

Video and Audio Recording

Differentiation amongst levels of reading and writing skills on entrance to high school

• Students have had different life-world experiences contributing to their education (Dooley, 2003)

• Some students enter high school with 'gaps' in their literacy knowledge (Diaz et Harvey, 2007)

• Granville South High school is focused on developing reading and writing skills across different contexts and content in preparation for the year 9 NAPLAN test

Specific issues involved with aboriginal students (Rose, 2008)

“The absence of ‘‘school’’ literacy in the home then comes to be seen as a factor in low schooling outcomes of students

from some ethnic minority backgrounds.” (Cruickshank, 2004, p.460)

• Students who have been brought up reading will be at an advantage to other students

• The average Western Middle class family spends around 1000 hours reading to their children before school age

• In contrast, Aboriginal children come from an oral story telling culture

• Students’ may have difficulties understanding new terms and concepts specific to a subject

Strategies

Teachers can use ICT strategies to scaffold lessons in helping students prepare for writing tasks

ICT used as a visual aid

Graphic organisers: create mind maps with texts and imagesIt can be used effectively to:• Organise information• Generate classroom discussion (encourage students in

sharing ideas orally before a writing task)• Provide an overview of the topic• Cover many different topics

Mind42

The development of Brittish columbia

Aboriginal People

Vietnam history

Fodey: Demonstrates the use of language across various contexts such as newspaper articles, advertisements, animations

It can be effectively used for:• Encouraging creativity• Stimulating ideas before writing• Teaching language across different forms and contexts

One word: Helps students practice spontaneous writing tasksIt can be effectively used for:• Stimulating ideas before writing• Teaching self-regulatory strategies for writing tasks

Fodey

One word

Quia: online interactive activity work sheetsIt can be effectively used for:• Introducing students to new concepts and

terms in their context• Teaching critical thinking skills and synthesis of

ideas

Quia

Reference List• Boutte, G. 1999. Higher Education. In G. Boutte (ed) Multicultural Education Raising Consciousness. (199-227). Menlo Park, CA: Wadsworth

• Cruickshank, K. (2004). Towards diversity in teacher education: teacher preparation of immigrant teachers. European Journal of Teacher Education, 27(2), 125-138. DOI:10.1080/0261976042000223006

• Dooley, K. (2003). Multiliteracies and Pedagogies of New learning for students of english as an additional language. In Healey, A. (Ed.) Multiliteracies and diversity in education: New pedagogies for expanding landscapes.

• Gregory E., Long. S., & Volk, D. (2004). Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. Routledge Falmer, New York.

• Hornberger, N. (ed.). (2003). The continua of biliteracy: an ecological framework for educational policy, research, and practice in multilingual settings. Clevedon: Multilingual matters Ltd.

• Jones-Diaz, C., & H, Harvey. (2007). Other words, other worlds : bilingual identities and literacy. Australia, Elsevier.

• McGowan, J. 2000. Multicultural teaching African-American faculty classroom teaching experiences in predominantly white colleges and universities. Multicultural Education 8 (2), 19-22

• Purdie, N. & Hattie, J. (1996). Cultural Differences in the Use of Strategies for Self-Regulated Learning. American Education Research Journal 33, 4, 845-871. doi: 10.3102/00028312033004845

• Rose, D. (2008) Teaching reading and writing to aboriginal children. In Harrison, N. (Ed.) Teaching and learning in indigenous education. South Melbourne, Victoria : Oxford University Press

• Slavin, R.E. (1983). When does cooperative learning increase achievement? Psychological Bulletin, 94, 429-445.

• Sternberg, R.J. (1987). Liking versus loving: A comparative evaluation of theories. Psychological Bulletin, 102, 331-345

• Tiedt, P. & Tiedt, I.R. (1990). Multicultural teaching. Massachusetts: Simon & Schuster.

• Toohey, 2000

• Wierzbicka, A. (1991). Cross-Cultural Pragmatics. Berlin: Mouton de Gruyter.