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Teaching and Learning Experiences of 'Indigenous and Ingenious'…
Teaching and Learning Experiences of 'Indigenous and Ingenious'
Overview of rich task/end goal
Explain 'End goal' of Indigenous Fair
Assess prior knowledge
Class construction of assessment criteria
Librarian teaches ICT and research skills
Form student groups and choose indigenous focus groups
Conduct initial research into groups
Indigenous Cultural Contributions
Stradbroke Dreamtime by Oodgeroo Noonuccal
Representation of Indigenous Australians
Indigenous students share similarities in their experience growing up as a contemporary Indigenous Australian
Indigenous Australian versus other Indigenous groups
Contemporary Indigenous Australian life
Local indigenous cultural presentation to class
Student investigation into cultural contributions of indigenous focus groups
Media Review of Indigenous Focus Groups
Positive/negative connotations
Recurring themes
Influence on public perception
Cultural appropriation
Respectful representation
Publish plans for group stalls
Receive peer review
Refine plan
Assign responsibilities for individual tasks
Indigenous Scientific Contributions
Western versus Indigenous Australian understanding of the solar system
Similarities and differences
Emu in the Sky
Compare and contrast to focus group's understanding of the solar system
Other scientific contributions (medicine/environment)
Literary Representation of Indigenous groups
Indigenous and Ingenious Fair
Students write self-reflective learning blog
Publish on class website
Class hosts indigenous and ingenious fair
Groups final preparation for their focus stall
Promotion
Review examples of similar advertising material (i.e. spring fair or cultural day)
Create promotional material for school community
Students consider:
Theme
Purpose
Audience
Continue to prepare for stall