Engaging Remote Primary Aged Indigenous Students With No Formal Schooling Through Cultural and Language Partnerships.
 
Ulpanyali is a small outstation on Aboriginal land, about 340 km west of Alice Springs. Ulpanyali means "Ochre Hill&q...
 
How did this learning journey begin?
 
 
 
 
 
Initial Meeting with Ulpanyali Community <ul><li>Discussion re classroom space </li></ul><ul><li>Enrolment </li></ul><ul><...
Expectations <ul><li>Parents were the key to developing a set of behaviours for the classroom </li></ul><ul><li>Some ASSOA...
Visit to ASSOA <ul><li>Community visits school </li></ul><ul><li>Watch IDL teaching sessions </li></ul><ul><li>Look at dis...
 
The classroom is transformed
 
Gathering baseline data <ul><li>Number </li></ul><ul><li>Time </li></ul><ul><li>Measurement </li></ul><ul><li>Book Knowled...
Baseline data  <ul><li>All knew colours but would point rather than talk </li></ul><ul><li>All children knew the front of ...
The community begins to grow
And so do the children’s interests
Rainbow Alphabet
 
 
Oral Language Program <ul><li>A Daily Routine  </li></ul><ul><li>Greetings </li></ul><ul><li>Shared Poetry </li></ul><ul><...
 
Story Writing
 
<ul><li>Shared Reading </li></ul><ul><li>Learning about books and how they work </li></ul><ul><li>Using text for a week bu...
<ul><li>Mini shop </li></ul><ul><li>Money </li></ul><ul><li>Galaxy Maths </li></ul><ul><li>Mental Maths </li></ul><ul><li>...
Clinic and School
 
Play
Sports Day
 
After School Fun <ul><li>Sports Equipment </li></ul><ul><li>Playground </li></ul><ul><li>Biking </li></ul><ul><li>Hunting ...
How far have we come? <ul><li>Then </li></ul><ul><li>Children not in any formal schooling </li></ul><ul><li>Oral language ...
Solar Power
IDL Setup
What has made the difference to date? <ul><li>Planning meetings with the community </li></ul><ul><li>Constant contact with...
 
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NT ASSOA Ann Fleming

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

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NT ASSOA Ann Fleming

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

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