Your SlideShare is downloading. ×
Be not afraid
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Be not afraid


Published on

This presentation was originally prepared for the Global Education online conference November 2011. …

This presentation was originally prepared for the Global Education online conference November 2011.
It was also presented as a workshop at iMoot11 in May 2011

Published in: Education

1 Comment
  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Nigel Mitchell Kleo Dokas Parvathy Balakrisnan Emily Parker
  • 2.  We are a group of year 10 English teachers at Open Access College in Adelaide, South Australia. Kleo Emily Parvathy Nigel
  • 3.  Open Access College is the distance education school of the South Australian government Department of Education and Children’s Services.  The school provides education for over 2000 students from K-12, all of whom are isolated for reasons including distance, medical, psychological and family circumstances.  Classes are conducted by internet, telephone, and snail mail.
  • 4.  The four of us collaborated during term 3 2010 on a year 10 English unit we titled “FreedomWriters”.  Multidisciplinary approach – an English unit which could just as easily been a SOSE (Studies of Society and Environment) unit.  Main themes: Racism and Identity
  • 5.  Could the Holocaust happen again today?  How can my schoolwork make a difference in the world?
  • 6.  Communication – class discussion  Digital literacy – participation in an online discussion forum  Formal essay writing skills
  • 7.  June 2010 Students and staff attend an exhibition “Remember the Holocaust” at the SA Migration Museum  July 2010 All students watch the 2007 film “FreedomWriters”  Students were provided with additional resources on the Holocaust and the events depicted in the movie through the course Moodle
  • 8.  An exhibition curated by local artist and Holocaust survivor Andrew Steiner.  The exhibition included artefacts, descriptions and multimedia presentations of the Holocaust  Many students had little or no prior knowledge of the Holocaust  Andrew Steiner generously spent time with the students after they had viewed the exhibition and answered their questions
  • 9.  Set in Los Angeles in the aftermath of the 1992riots  A young teacher inspires her class of at-risk students to learn tolerance, apply themselves, and pursue education beyond high school.  One of the activities she employs with her students is taking them to a Holocaust exhibition.
  • 10.  Students will understand that words are powerful, and that education can change your life.  Students will understand the consequences of racism on their own lives and the lives of others.
  • 11.  Classes meet weekly for 30-50 minutes, with individual contact by phone and/or email between students and teachers between classes.  Class discussions focussed on the content material (Holocaust and the Movie) and the written tasks.  Three main assessment tasks: ▪ Interactive forum on the Moodle ▪ Text response – student response to short answer questions ▪ 800-1000 word Essay: What did the 'Freedom Writers' learn about themselves in Erin Gruwell's class? In your essay, refer to the themes of racism, gang violence and alienation.
  • 12.  Students were required to make a minimum of 6 entries on the forum during the term.  First two posts: responses to the film and exhibition/what you have learnt about the Holocaust  Other posts can be in response to your thoughts during the unit.  Students who were struggling for inspiration were encouraged to write about the themes of racism, gang violence and alienation (i.e. chunking the essay)  Students were also encouraged to respond to posts by other students
  • 13. Wordle courtesy of
  • 14.  Increased awareness of racism and related issues, both historically and in their own communities.  Students explored other sources, including books, films and websites, for more information, and shared that information with each other through the forum.  Very pleasing level of student engagement with the whole unit.
  • 15.  Our students know very little about the Holocaust, but once they learn a bit they develop a thirst to learn much more.  Students do respond to sensitive and controversial topics.  Students can engage with issues of racism and identity.  An asynchronous online forum is an ideal way to allow students to express their ideas and interact with each other on a controversial topic
  • 16.  Engage with students in another school who were doing a similar study.  Draw more explicit links between historical examples of racism and racist attitudes in contemporary society.  Encourage students to move from thought to action.