Brenton Hawken 11538282 Due Date: Friday 20th October 2017

EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

EEP306: Pedagogy in Diverse

Classrooms

Assignment 2

Brenton Hawken 11538282

Lecturer: Kip Langat

Value: 60%

Word count (+/- 10%): 2726

Due Date: Friday 20th October 2017

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Brenton Hawken 11538282 Due Date: Friday 20th October 2017
EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

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Brenton Hawken 11538282 Due Date: Friday 20th October 2017
EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

Part B: Rationale for learning and teaching

This unit of work was developed with the aim of creating a more inclusive classroom and
school environment where tolerance and acceptance is the norm, and a society where
everyone belongs. Australia is a multicultural country and although our classrooms reflect
this in theory, they do not always promote and celebrate this. In a world where difference is
often feared; stereotypes, racism and prejudices can cause unrest and chaos. The process of
creating inclusive schools ideally begins within inclusive communities. Our schools must
reflect the communities that they serve, and: “appreciate the makeup of those communities,
their complexities, challenges, traditions and aspirations (Hyde, Carpenter, & Conway, 2013,
p. 354). Schools that deliver integrated units of work around big issues such as diversity and
multiculturalism, only serve to benefit the wider communities around them.

As a result of widespread settlement and migration, Australia has a variety of foods from
many diverse cultures that are now widely available. The diversity in food has become a
modern-day signifier of multiculturalism in this country; suggesting that food is a medium
through which we as a nation can learn more about each other’s cultures, and promote racial
harmony and understanding. Stage 5 (year 9) is the target audience for this unit of work. This
time marks the beginning of puberty, where students start to think independently, form their
own opinions and make sense of the world around them. Students begin to develop self-
assertion, the ability to have and communicate a point of view; and separateness, the use of
communication patterns to express how one is different from others (Santrock, 2015, p. 150).
Puberty is a time for change, and delivering this unit of work during this time can have a
significant impact on shaping the students’ thinking in a genuinely positive way.

Drawing on students’ prior learning and background knowledge when delivering a unit of
work is crucial. Such knowledge can: “facilitate learning by creating mental hooks that serve
to anchor instructional concepts; or block learning by thwarting the acquisition of new
content if it conflicts the students’ pre-existing misinformation” (Campbell, 2009, p. 7). The
role of prior knowledge in learning is paradoxical, as it can lead to success and failure in the
classroom (Campbell, 2009, p. 7). Students bring different beliefs and life and academic
experiences into the classroom which heavily influences what and how they learn. This unit
of work effectively draws upon these experiences to create authentic learning tasks. Students
are encouraged to share their own cultural experiences with the class to make learning more
meaningful. Food is the medium through which the class can learn more about other cultures.

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Brenton Hawken 11538282 Due Date: Friday 20th October 2017
EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

Activity one in the unit of work focuses on what students already know about Australian
cuisine, and uses this prior knowledge as a foundation to be built upon. The activities
throughout the unit allow students to become experts in their own field, encouraging students
to draw upon their own background knowledge in relation to food to complete the set tasks.

The Melbourne Declaration emphasises the importance of knowledge and understanding of

key learning areas, general capabilities and cross-curriculum priorities; as the basis for a
curriculum designed to support 21st-century learning (Australian Curriculum, Assessment
and Reporting Authority, 2017). The Australian Curriculum is formed by these dimensions,
which allows schools and teachers to “promote personalised learning that aims to fulfil the
diverse capabilities of each young Australian” (Ministerial Council on Education,
Employment, Training and Youth Affairs, 2008, p. 7). Students develop intercultural
understanding through learning to value their own cultures, languages and beliefs, and those
of others, through the study of food (ACARA, 2017). Ethical understanding is developed as
students explore ethical issues and interactions with others, discuss ideas and learn to be
accountable as members of a democratic community (ACARA, 2017). Students examine
socioeconomic, cultural and religious issues related to food, and explore the way in which
food is used by individuals and groups within the community (Board of Studies NSW, 2003,
p. 16). Many perspectives concerning food will be explored, enhancing students
understanding, appreciation and acceptance of people from a variety of cultural backgrounds.
This knowledge will enable students to develop an awareness and acceptance of diversity
within our community, linking back to why this unit of work was initially developed.

A variety of teaching strategies are used throughout the unit to meet the needs of all students
in the class. Learning activities are developed from a curriculum that is relevant, culturally
appropriate and differentiated to suit the needs of EAL/D students. Cooperative learning is
an: “instructional strategy in which learners work together in small groups to help one
another achieve a common learning goal” (Killen, 2016, p. 209). This builds friendships
between peers and fosters an inclusive learning environment, helping students to see that
individuals with differences have similar strengths and interests to them. Kinaesthetic
learning occurs when students learn by doing. In the food technology subject, this type of
learning is prevalent in practical lessons as students apply the skills learned in theory to a
real-life situation. This assists EAL/D students with understanding complex concepts as it
allows them to make physical connections to the world around them (ACARA, 2014, p. 24).
Direct instruction occurs when the: “teacher delivers academic content in a high structured

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EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

format that directs the activities of learners (Killen, 2016, p. 122). This type of learning is
beneficial to EAL/D students as the learning is structured to ensure that it remains
meaningful. The use of scaffolds and support strategies underpin effective teaching and
learning for EAL/D students. Providing visual supports and cues, referring to stories or
events that are familiar to EAL/D students and creating worksheets that match the cognitive
ability of learners, allow students to gain a better understanding of what is required of them
or the set task at hand. (ACARA, 2014, p. 23) Online resources such as the StrongerSmarter
and Aboriginal 8 Ways of Learning can be used to guide learning that is culturally responsive
and appropriate. StrongerSmarter outlines a set of fundamental principles to support inclusive
education. Teachers can use these strategies and other resources on the StrongerSmarter
website to improve their own cultural competence and that of their students. At the heart of
any culturally responsive teaching program is a genuine knowledge of the students and their
needs. The Aboriginal 8 ways of learning can be used by teachers to produce authentic units
of work and lessons that incorporate ATSI perspectives into the classroom to enrich the
learning experience. Effective teaching and learning practices are those which build on
shared knowledge and understandings. While EAL/D students bring many valuable cultural
and linguistic resources with them to the learning context, their experiences and
understandings are often different from those that are assumed as ‘common knowledge’ in
Australian classrooms (ACARA, 2014, p. 23). Excursions, hands-on experiences, visuals and
gestures are an important part of building shared knowledge, and will be used throughout this
unit of work to develop concrete understanding of concepts.

Racism is present in Australian schools and can be viewed either directly through incidents of
racist abuse, harassment and discrimination; or indirectly in the form of prejudiced attitudes,
lack of recognition of cultural diversity and culturally biased practices. All students have the
right to an education without being harassed or bullied. Teachers should model respectful
behaviour; incorporate inclusive practices into their teaching; call out racist behaviour;
manage a classroom environment which is respectful and inclusive; and empower students by
providing information about what racism looks like and what to do if students see or
experience it, to stamp out racism in the classroom and school environment. This unit of
work encourages students to share and celebrate their differences, and incorporates
community members of diverse cultures and ethnic groups into the classroom. By doing so,
this models positive behaviour to students who will adopt and model this in the wider
community.

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EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

When incorporated into classroom practice, paraprofessionals and the wider community
greatly enhance educational outcomes for all students. A School Learning Support Officer
will be present in the classroom, and under the supervision and direction of the teacher will:
assist in classroom activities, school routines, and the care and management of students with
special needs” (NSW Governement, 2017). An Aboriginal Education Officer (AEO) will
work with Aboriginal students on literacy and numeracy; the classroom teacher to assist
Aboriginal students achieve their potential; and keep the Aboriginal Community informed of
students’ progress and achievements (NSW Governement, 2017). An English as a Second
Language (ESL) teacher will provide targeted English language instruction to help EAL/D
students develop their literacy and English language skills (NSW Governement, 2017). There
are countless opportunities to involve the wider community in classroom activities. Learning
activities will include excursions to local Wiradjuri and Chinese gardens where community
members can talk about the plants and animals used in traditional cooking of food; local
members will be invited into the school to assist students with cooking cultural foods and
discuss the spiritual concepts that govern their cultures use of food i.e. Indigenous dreamtime
stories or Hindus not consuming beef; and school gardens can be established with the advice
of local communities to grow foods that represent different cultures within the school. The
centrepiece of this unit is a harmony day lunch designed to give the school an opportunity to
invite parents and carers into the school to celebrate their culture and strengthen relationships.

This integrated unit of work ensures that all students, no matter their cultural background, are
able to participate in education and achieve the most appropriate and positive outcomes at an
individual level. It aims to achieve a more inclusive classroom and school environment where
tolerance and acceptance is the norm, and a society where everyone belongs. We all have a
shared responsibility in creating a society where our differences are celebrated and work in
harmony to provide everyone with equal opportunity, happiness and prosperity.

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EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

Part C: Reflection and engagement

The subject Pedagogy in Diverse Classrooms (EEP306) has been one of the most interesting,
engaging and rewarding subjects that I have undertaken thus far in my studies at Charles
Sturt University. I have thoroughly enjoyed the subject material, face-to-face lectures and
class debates. As an Indigenous Australian, I have personally experienced the consequences
of classrooms where diversity has not been valued, pedagogies have not been culturally
adapted and slight improvement has been made on teaching practices and strategies to benefit
my learning. My high school’s response to meeting my educational needs as an Indigenous
student was simply by placing a School Learning Support Officer (SLSO) into my classes.
This made no difference to improve my learning, however, it did have a negative impact on
my learning by making me feel stupid and less equal to my peers. It was not purposeful as it
was just a bureaucratic ticker box for the school to show that they are doing something to
‘improve’ Indigenous education. Although I remember this negative experience quite well,
participating in this subject has allowed me to build confidence in the next generation of
teachers who will take up this challenge of making learning culturally appropriate and in
doing so, will have great success in their classrooms.

I have always had a strong desire to pursue teaching as a career. My experiences in the
education system have made me want to return with a teaching career to educate the students
of the twenty-first century in the most appropriate way that I can. I will achieve this with my
newfound understanding of the diversity pedagogy theory: “a set of principles that point out
the natural and inseparable connection between culture and cognition” (Sheets, 2005, p. 11).
As Sheets (2005, p.11) highlights: “to be an effective teacher, you must understand and
acknowledge the critical role culture plays in the teaching-learning process”. Diverse learners
bring different beliefs and life and academic experiences into the classroom which heavily
influences the way they learn. The Australian Professional Standards: “define the work of
teachers and make explicit the elements of high-quality, effective teaching in twenty-first
century schools that will improve educational outcomes for students” (Australian Institute for
Teaching and School Leadership, 2011, p. 2). Standard one, know your students and how
they learn, achieves this. It is only through knowing your students, that you truly understand
the importance of valuing diversity in the classroom; creating culturally appropriate practices;
and reflecting on your own cultural awareness as a teacher.

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EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

Knowing who you are as a teacher, and incorporating this into your teaching practice is
important. Cultural competence is about our will and actions as teachers: “to build
understanding between people, to be respectful and open to different cultural perspectives,
strengthen cultural security and work towards equality in opportunity” (Australian Children’s
Education and Care Quality Authority, 2014). Teachers whom recognise that relationship
building is fundamental to cultural competence and that this is based on understanding
teacher and student expectations and attitudes; will have success in strengthening each other’s
knowledge by using a range of community resources (ACECQA, 2017). There are a variety
of strategies and resources available to assist teachers in developing their cultural
competence. Reflection on teacher practice is: “recognised as a key means by which teachers
can become more in tune with their sense of self and how this fits into a larger context which
involves others” (Beauchamp & Thomas, 2009, p. 182). Reflection allows teachers to refine
their teaching practices to become more culturally competent, creating better learning
opportunities for all students.

It is paramount that as a teacher, I value the diversity in my class and use this as a resource to
deliver authentic learning experiences to improve my teaching practices; use culturally
appropriate pedagogies to ensure every student is able to participate in education and achieve
the most appropriate and positive outcomes at an individual level; and self-assess my own
cultural competence to allow me to deliver better learning opportunities for all students.

The five questions I would use to evaluate programs, strategies and resources in relation to
diverse/multicultural perspectives are:

1) Are the programs, resources or strategies used current and contemporary? Old
programs, resources and strategies may present unhelpful and negative stereotypes.
2) Have the programs, resources or strategies been developed in consultation with
diverse groups of people?
3) Are the views and opinions expressed in the programs, resources or strategies those of
people with diverse backgrounds, and not just those of western cultures?
4) What is the purpose or meaning behind the development of the programs, resources or
strategies? To have a positive impact on student learning, these must be authentic and
purposeful, not tokenistic.
5) Are the programs, resources and strategies appropriate and inclusive of all learners?

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EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

References
Australian Children’s Education and Care Quality Authority. (2014, July 10). What does it
mean to be culturally competent? Retrieved August 15, 2017, from Cultural
Competence: https://wehearyou.acecqa.gov.au/2014/07/10/what-does-it-mean-to-be-
culturally-competent/
Australian Curriculum, Assessment and Reporting Authority. (2014). English as an
additional Language or Dialect Teacher Resource: EAL/D overview and advice.
Sydney: Australian Curriculum, Assessment and Reporting Authority. Retrieved
October 12, 2017, from
http://docs.acara.edu.au/resources/EALD_Overview_and_Advice_revised_February_
2014.pdf
Australian Curriculum, Assessment and Reporting Authority. (2017, March 31). Student
Diversity. Retrieved October 14, 2017, from Australian Curriculum:
https://www.australiancurriculum.edu.au/resources/student-diversity/
Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Melbourne: Australian Institute for Teaching and School
Leadership. Retrieved October 14, 2017, from https://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf
Beauchamp, C., & Thomas, L. (2009, May 27). Understanding teacher identity: an overview
of issues in the literature and implications for teacher education. Cambridge Journal
of Education, 39(2), 175-189.
Board of Studies NSW. (2003). Food Technology Years 7-10 Syllabus. Sydney: Board of
Studies NSW.
Campbell, L. (2009). Beginning with what students know: the role of prior knowledge in
learning. In Mindful Learning: 101 Proven Strategies for Student and Teacher
Success (pp. 7-21). Thousand Oaks: Corwin Press. Retrieved October 14, 2017, from
https://www.corwin.com/sites/default/files/upm-
binaries/25914_081222_Campbell_Ch1_excerpt.pdf
Hyde, M., Carpenter, L., & Conway, R. (2013). Understanding Diversity, Inclusion and
Engagement. Oxford University Press. Retrieved October 14, 2017, from
http://ebookcentral.proquest.com.ezproxy.csu.edu.au
Killen, R. (2016). Effective Teaching Strategies: Lessons from research and practice (7 ed.).
China: China Translation and Printing Service.
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).
Melbourne Declaration on Educational Goals for Young Australians. Melbourne:
Curriculum Corporation.
NSW Governement. (2017, March 21). School learning support officers. Retrieved October
6, 2017, from NSW Department of Education: http://www.dec.nsw.gov.au/about-
us/careers-centre/school-careers/school-support-roles/non-teaching-roles/sas-slso
Santrock, J. (2015). Adolescence. New York: McGraw-Hill Education.

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EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

Sheets, R. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning
process. Boston: Pearson/Allyn and Bacon. Retrieved October 16, 2017, from
http://files.eric.ed.gov/fulltext/EJ847137.pdf

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EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

EEP306 Assessment 2 - rubric

Student Name/Id: Brenton Hawken 11538282
Assessment HIGH
DISTINCTION CREDIT PASS FAIL
Criteria DISTINCTION
The mind map The mind map The mind map The unit The mind map
clearly displays an includes a variety includes relevant incorporates at does not
extended range of of relevant strategies and least four incorporate at least
Ability to design relevant strategies, strategies and activities that are activities that are three activities that
a unit of learning activities and activities to clearly described, appropriate for are appropriate for
that includes: resources that are engage learners and appropriate for the age of the the age of the
rationale; varied, engaging and achieve the the age level and the learners and learners and
syllabus and and appropriate for unit outcomes. unit outcomes. A outcomes of the outcomes of the
curriculum the unit outcomes, There is clear sound understanding unit, and unit. A basic
outcomes; which explicitly evidence that key of key concepts with demonstrate a knowledge of
specific learning address key concepts with reference to basic knowledge inclusion and
activities; concepts with reference to inclusion and of inclusion and diverse
perspectives; reference to inclusion and diverse diverse perspectives and
differentiation; inclusion and diverse perspectives, perspectives, differentiation is
appropriate diverse perspectives, differentiation is differentiation is not demonstrated
pedagogy in perspectives, differentiation are apparent in planning linked to the and this is neither
culturally diverse differentiation and understood and choices. Most of KLA/s. explicitly taught
classrooms are linked to the explicitly these are explicitly nor linked to the
UNIT. KLA/s. addressed and addressed and KLA/s.
/15 linked to the linked to the KLA/s.
KLA/s.
Multiple teaching Multiple teaching Teaching strategies Teaching There is limited or
strategies and strategies and and linking learning strategies no
learning activities learning activities activities reflect the demonstrate significant
Justifies and
that reflect that reflect relationship to familiarity with evidence that
describes the unit
culturally culturally culturally and culturally and/or the needs of
incorporating:
responsive responsive linguistically linguistically CALD and
policies; teaching
pedagogies pedagogies responsive responsive Indigenous
strategies;
including including pedagogies pedagogies. learners have
contemporary
community and community and including Some attempt to been considered in
social issues;
paraprofessional paraprofessional community and explain the
EAL/D
engagement are engagement are paraprofessional differentiated rationale.
discussions and
described. An described. An engagement. A learning and Strategies and
differentiation;
informed informed description of addressing activities are
community
description of how description of differentiation and racism has been inappropriate or
engagement; key
to differentiate differentiated how to address made in the irrelevant.
concepts and
learning and learning and how racism is evident in rationale.
ideas that
address racism has to address racism the rationale.
support
been included in has been made in
multicultural
the rationale with the rationale with
perspectives.
reference to the reference to the
RATIONALE.
learning activities. learning activities.
/25

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 Brenton Hawken 11538282 Due Date: Friday 20th October 2017
EEP306 Assessment 2: Cultural Diversity: Connecting with Practice Value: 60%

Assessment HIGH
DISTINCTION CREDIT PASS FAIL
Criteria DISTINCTION
Engages with the Engages with the Engagement with
Engages with the Engages with the
subject in subject in the subject is
subject in subject in
class/online and class/online and limited and does
Engagement in class/online and class/online and
reflects on the reflects on social not reflect on
class /online with skilfully reflects reflects on the social
social contexts/ contexts/ issues. social issues. The
the on and evaluates contexts/ issues.
issues and the The needs of needs of diverse
subject. Sensitivit information Considers the needs
needs of diverse diverse learners learners are not
y, empathy and gathered with a of diverse learners
learners and is are considered considered and
commitment to high degree of and shows some
partially critical and some empathy is not
the needs of insight and empathy.
but empathy is shown.
diverse learners sensitivity. Social Reflections are
empathic. Reflecti shown. Reflections reveal
including how to contexts/ issues stated clearly and
ons are stated Reflections some ambiguities
develop and the needs of include some
clearly and reveal or aspects
culturally diverse learners awareness of the
comprehensively, some ambiguities unexplored. A
responsive are considered complexity of
including or aspects limited outline of
pedagogy. Expre critically and issues.
description of unexplored. A complex issues; no
ssion of critical empathically.
complex issues; basic outline of clarity or
reflections and Reflections are
clarity and complex issues; complexion of
supporting stated
complexion of limited clarity thought or
statements. clearly including
thought. and complexion description.
REFLECTION. analysis of
of thought or
/15 complex issues;
description.
clarity and
complexion of
thought.

Writing is Writing may

Writing is Writing is structured
structured and contain some Writing contains
structured and and meaning is
meaning is clear to grammatical many grammatical
meaning is clear to apparent to the
the reader. No and/or and/or
the reader. Minor reader. Minor
Academic grammatical or typographical typographical
grammatical or grammatical and/or
writing, typographical errors but these errors that impact
typographical typographical
discussion and errors. do not impact on significantly on
errors. errors. Referencing
use of APA Referencing meaning. meaning.
Referencing demonstrates
referencing style. demonstrates Referencing Referencing does
demonstrates academic integrity,
academic integrity demonstrates not demonstrate
academic integrity, and generally uses
/5 and conforms academic academic
and mostly of APA 6th style
exactly to APA integrity, and integrity, and does
conforms to APA conventions
6th style generally uses of not use APA 6th
6th style appropriately.
conventions. APA 6th style style conventions
conventions.
conventions appropriately.
appropriately.

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