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BEST Literacy and Numeracy Project

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Title: BEST Literacy and Numeracy Project


1
BEST Literacy and Numeracy Project
http//www.bestcluster.openlab.net.au/2007web/Lit-
numhomepage.htm
2
BEST Literacy and Numeracy Project
http//www.bestcluster.openlab.net.au/2007web/Lit-
numhomepage.htm
Literacy
Numeracy
Name (s) Level(s) School(s) Email address
Jan Kaur LOTE (Indonesian) Eumemmerring College



3
1. What is the teaching and learning challenge to
which you are responding? Which PoLT principle?
The Project Whats in a Name? was designed to
encourage students to investigate something about
themselves and how culture influences their
lives. In a class of 20 there were students from
different cultural backgrounds who wanted to talk
about their own customs and traditions. Students
are living in two worlds the culture of their
parents and the culture outside their homes
including school. Unit 1 is on greetings in
Indonesian and also introducing themselves. To
add interest to the lesson I designed an activity
where students had to investigate the meanings of
their names. POLT 4.1 Students are challenged and
supported to develop deep levels of thinking and
application. In learning environments that
reflect this principle the teacher 4.1 plans
sequences to promote sustained learning that
builds over time and emphasizes connections
between ideas.
4
2. What will the student be assisted to do? i.e.
Understanding Performance Essential Question
Understanding Goal / Standard (VELS)
  • As students worked towards the achievement of
    Level 4 (Pathways 2 in LOTE), they consolidate
    and extend their expanding knowledge of
    Indonesian to compose, comprehend and respond to
    tasks in class.
  • Through this project, students were assisted to
    develop an understanding of change and the
    problems of transition especially from one
    culture to another.
  • Students were asked to find out about baby naming
    ceremonies in their culture, find out how they
    were named, what their name meant in their
    language. For example, were names inherited?
  • They had to interview their parents asking how
    they were named. In class we wrote up questions
    for the interview about the meanings of their
    names, baby naming ceremonies in their culture
    and also why they were given the name they had.
  • They had to research on the Internet to find the
    meanings of their names and read headlines from
    newspapers published on their birthdates.

5
3. What can the student already do alone? eg
KWHL, Pre-test c.
  • Students are able to speak of their own
    experiences with enthusiasm. They were also
    directed to use the Internet to find out as much
    as they could about the meanings of their names.
    They were to research the cultural background and
    language their names originated from.
  • On the Internet students read the newspapers
    published on the day they were born. What were
    the headlines? What was the world news? The most
    important thing that happened on that day.
  • They interviewed their parents/guardians about
    the meanings of their names, why parents chose
    the name they did? Were there any baby naming
    ceremonies followed? They were encouraged to
    describe the ceremony and explain its
    significance.

6
4. How will the student be assisted? i.e.
scaffolding eg modelling, questioning, mind map
c. Show or list resources required length of
learning sequence
Interpreting the information The newspaper
archives went back for 12 months or so but going
back 12 or 13 years to get headlines on the birth
days of each student in class was a big problem.
In the end the students wrote up some questions
for the interviews with their parents/grandparents
or guardians asking if anything important or
significant happened on the day they were born.
Very few students could get information on this
part of the assignment. I expected parents to
know more about the meanings of their childrens
names but that was not always true. The Internet
turned out to be the major source of information.
Parents however gave good information about the
ceremonies they had performed for their children
at birth or shortly after when naming them.
7
5. Review. How well did the learning sequence
work or not work? What next?
Evaluation The investigation went quite well and
there were positive results. The students got an
insight of what started out as a seemingly
superficial assignment which led to deeper
meaning and an understanding of others. The
Internet research for news on the students
birthdates was a disappointment but the
interviews with parents about the students and
baby naming ceremonies were brilliant For
students it was a way to relate the cultural
experiences to themselves and it was an
opportunity to tell their stories with the help
of mum and dad! As for the Indonesian students
learned, they use vocabulary to say their names,
where they came from, when they were born and
describe the baby naming ceremony in Indonesian
and English.
8
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