ALL THINGS EDUCATION  

Critical reflection (Professional Knowledge)
 

My professional knowledge can be extended by having more awareness and understanding of the diverse cultural, linguistic and religious backgrounds of my students. This may apply to a range of students, including those from refugee backgrounds, those who identify as Aboriginal and Torres Strait Islander, as well as students who speak English as a second or additional language. Developing my knowledge of a range of teaching strategies can support the learning of different students so that they are provided with specific support to ensure that they feel safe and can comfortably learn.

 

Furthermore, I think the notion of professional knowledge extended further than the curriculum, as it involves teachers having the insight to support students in a myriad of ways including communication to support their social development, as well as how students from diverse backgrounds connect with their wider communities and cultures. Examples of this included the Koori Curriculum, which supports Indigenous students through educating teachers on how to effectively teach Indigenous curriculum and resources (Koori Curriculum, 2022). I intend to further my professional development and future teaching by implementing different strategies that embrace and celebrate diversity in a classroom by utilising some of these resources in the Koori Curriculum.

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Appendix

Appendix A:

 

“Communicative Approach” (Harper and Feez, 2021, p. 9):

Is an integrative approach that encourages students from diverse linguistic or cultural backgrounds to authentically incorporate different languages and cultural practices when teaching content. This can be achieved through “meaning-making” (Harper and Feez, 2021, p. 9)  in different social contexts that encourage multilingual students to incorporate the use of their home languages into classroom experiences. This can be effective when teachers allow opportunities for students to share what particular topics may mean for them in relation to their cultural background.

 

“Intercultural Approach” (Harper and Feez, 2021, p. 11):

 Encourages story-sharing as a method to build cultural awareness and respect for members of the school community. This approach is designed so that students who come from different cultural, religious and social-economic backgrounds have a platform to inclusively and openly share their stories (Harper and Feez, 2021). This can be applied to a classroom context as an everyday approach by creating opportunities for dialogue that allows students to share and relate aspects of their learning to their cultural backgrounds.

 

“Translanguaging” (Harper and Feez, 2021, p. 12):

This approach allows students to fluidly incorporate all possible languages into learning through integrating knowledge into the content that is being taught. This can be applied in a classroom setting by encouraging students to comment or write in their home languages while interacting in English. This approach is useful as it can be incorporated into learning both “planned” and “spontaneously” (Harper and Feez, 2021, p. 13).

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Appendix B

Strong Smarter Initiative (Stronger Smarter Institute, 2022).

 

Online Modules can be purchased for $165 which provides individual access to a range of different online modules that present the Stronger Smarter Approach, aiming to improve the outcomes of Indigenous Education. Below is a photograph of the Stronger Smarter program being offered.

 

Figure 1 Photograph of the Stronger Smarter Online Module (Stronger Smarter Institute, 2022).

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