NT ASSOA Ann Fleming
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NT ASSOA Ann Fleming. Engaging Remote Primary Aged Indigenous Students With No Formal Schooling

NT ASSOA Ann Fleming. Engaging Remote Primary Aged Indigenous Students With No Formal Schooling

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NT ASSOA Ann Fleming NT ASSOA Ann Fleming Presentation Transcript

  • Engaging Remote Primary Aged Indigenous Students With No Formal Schooling Through Cultural and Language Partnerships.
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  • Ulpanyali is a small outstation on Aboriginal land, about 340 km west of Alice Springs. Ulpanyali means "Ochre Hill" in the Luritja language.
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  • How did this learning journey begin?
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  • Initial Meeting with Ulpanyali Community
    • Discussion re classroom space
    • Enrolment
    • Equipment needed
    • Who would be the home tutor?
    • Contact
    • Power
  • Expectations
    • Parents were the key to developing a set of behaviours for the classroom
    • Some ASSOA input
    • Reinforcement of positive behaviours
    • Positive learning environment
  • Visit to ASSOA
    • Community visits school
    • Watch IDL teaching sessions
    • Look at displays of children’s work
    • Meet staff
    • Community project
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  • The classroom is transformed
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  • Gathering baseline data
    • Number
    • Time
    • Measurement
    • Book Knowledge
    • Alphabet Knowledge
    • Oral Literacy
    • Name
  • Baseline data
    • All knew colours but would point rather than talk
    • All children knew the front of a book
    • Two children knew some letters of the alphabet
    • Only one of the children could write their name independently
    • Three recognised numbers to 10
    • Three of the children understood some positional language
  • The community begins to grow
  • And so do the children’s interests
  • Rainbow Alphabet
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  • Oral Language Program
    • A Daily Routine
    • Greetings
    • Shared Poetry
    • Naming words
    • Listening Activities
    • Share a story
    • Barrier Game
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  • Story Writing
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    • Shared Reading
    • Learning about books and how they work
    • Using text for a week building on beginning reading strategies.
    • Mini shop
    • Money
    • Galaxy Maths
    • Mental Maths
    • NT Targeting Maths
    • Explicit notes of the home tutor
    • Hands on Materials
  • Clinic and School
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  • Play
  • Sports Day
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  • After School Fun
    • Sports Equipment
    • Playground
    • Biking
    • Hunting
  • How far have we come?
    • Then
    • Children not in any formal schooling
    • Oral language ESL Phase 1 Beginning Level 1.
    • KGP 1 and KGP 3 Maths
    • Would pick up a phone and yell in language for an adult
    • Shy would not have a go
    • Written program
    • Teacher visits every 3 weeks
    • Classroom practices needed to be established
    • Phone calls weekly to tutor and students
    • Now
    • Children attending school everyday
    • Oral language at ESL Phase 2a beginning Level 3.
    • KPG3 and Band 1 Maths
    • Answer the phone and talk with a teacher
    • Confident to have a go
    • Beginning written and IDL mix of learning
    • IDL and Teacher visits
    • Classroom practices and procedures in place
    • Phone calls weekly to tutor and students
  • Solar Power
  • IDL Setup
  • What has made the difference to date?
    • Planning meetings with the community
    • Constant contact with the home tutor
    • Helping to set materials in an order that was helpful to the home tutor
    • Modelling areas of learning
    • Able to give positive feedback to home tutor
    • Professional development sessions
    • The home tutor felt supported enough to ask questions when she didn’t understand
    • Commitment to visit every three week until the community had power to the classroom and able to access IDL
    • Positive links with ASSOA staff
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