The activities proposed in the lesson are general enough that they can be modified to include a range of strategies that address cultural and learner diversity in the classroom. The nature of the gallery walk activity allows students to view different icons, that are not all necessarily religious, and identify the characteristics of an icon. In doing so, images from different cultural and religious backgrounds can be included as acknowledgement of the diverse society that exists within and outside the school gates.
The lesson included a range of teaching strategies that address different learning styles, including some of the 8 Ways of Learning (2009). In addition to the non-verbal communication (depicted by the students walking to either side of the room when deciding whether or not the artwork is an icon) and interpreting images, storytelling could have been implemented to highlight the significance of the icon to its community. A focus could have been placed on Aboriginal icons, symbols, and images to emphasise the land and community links that present themselves in Aboriginal art and culture. The 8 Ways (2009) would also promote the inclusion of students from ATSI backgrounds, and the value of Aboriginal ways of learning in Australian curriculum and classrooms.
Another change that could be made to improve the lesson would be to have students work in small groups rather than a whole class activity. Students can then discuss their ideas on the characteristics of icons and justify why they believe each image is or isn’t an icon. This also provides the teacher with a chance to speak to students in small groups rather than addressing the class, thus allowing for an accurate assessment of student achievement. The teacher could also identify what outcomes have not been met and differentiate strategies to help address learning needs (Black et al., 2007). This also provides multiple assessment opportunities as students can correct themselves during a conversation guided by inquiry based questions (Berry, 2008) (Pultorak & Association of Teacher Educators, 2010).
The proposed annotations also align with the learning intentions on the first page of the plan. Productive and small group work is beneficial to students as it encourages learners to be shaped through social interactions (Vygotsky, 1978). As mentioned, the teacher will have better insights to provide feedback and meet learning needs in future lessons. This will then positively impact the teacher-student relation as the teacher could take an active role in the formation of individual learning plans.
Literacy skills are targeted through the communicative and critical thinking nature of the activities, and numeracy can be incorporated through the study of symbols (such as patterns), therefore addressing the cross curriculum priorities (ACARA, 2008).
(443 words including references)
Grace Mokdassi 