Diversity of students
CONTEXT
- The teacher education student shares her knowledge and understanding in relation to the diversity of students.
- The teacher education student is in the third year of a Bachelor of Education degree.
- She completed her first teaching placement in a comprehensive co-educational school (n=370) located in a major city.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
EVIDENCE ANNOTATION
The teacher education student demonstrates 1.4.1 ‘Working towards graduate’ through:
- Demonstrating knowledge and understanding of the culture and cultural identity of students from Aboriginal and Torres Strait Islander backgrounds.
- Referring to strategies that draw on relevant experiences that are appropriate to students from Aboriginal and Torres Strait Islander backgrounds.
G: The goal for this teacher education student is 1.4.1.
R: The teacher education student is working towards 1.4.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Graduate achieved’ for 1.4.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help her achieve this goal?
G: To demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds and to move up on the 1.4.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 1.4.1? Refer to recent feedback you have received.
O: What specific actions could you take to improve knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds?
- Could you outline a range of specific strategies that you could use to provide relevant experiences appropriate to students from Aboriginal and Torres Strait Islander backgrounds?
- How would you design lessons that would be responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islanders?
W: What is your next step in improving your knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds? Try to formulate a specific goal.