“Understanding that we are all different”

A differentiated unit of work.

Grade 1 & 2 students.

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Rationale:

Overtime Australian schools have altered from Anglo-Saxon dominated classrooms to a more culturally diverse collection of students as a result of the increase of immigration in this country. In order to establish an accepting classroom culture of the differences that arise from multicultural classrooms students should be aware of the need to accept, respect and understand other cultures.

The purpose of this unit is to promote multiculturalism in the classroom to younger children who are sometimes insensitive to the individual differences of students in the classroom. Thus through the exploration of different cultures both present and absent in the classroom and how they are different or similar to the cultures within the classroom, us as teachers are able to introduce the doctrine of multiculturalism to our students. This will enable them to be moral citizens in our classroom, community and the future, upholding the principal of multiculturalism whereby “several different cultures rather than one national culture can coexist peacefully and equitably in a single country” or in this case ‘classroom’ (Wordnet, 2012).

As we explore the individual differences in culture within our classroom it is also important to recognise the individual differences in learning. Thus this unit will be designed on the basis of differentiation to accommodate the individual learning needs of each student, enabling them to fully participate in this important learning experience.

This unit is based on the three main discipline areas as outlined by AUSVELS (n.d), which include Personal and Social Learning, Discipline based Learning and Interdisciplinary Learning. In these areas Civics and Citizenship, Interpersonal development, the Arts, English, Communication and Thinking Processes will be focused on whilst other disciplinary areas will be drawn upon to support learning (AUSVELS, n.d). Gifted students will have the opportunity to work at a faster pace and avoid repetition through pre-testing of prior knowledge (Robinson, 2002). They will also engage in higher order thinking skills through creative problem solving, decision making and reflection on their thinking (Robinson, 2002; AUSVELS, .n.d). Moreover as gifted students also need “high but specific expectations and depth” regarding the learning product there will be “a variety of production requirements and alternatives” (Robinson, 2002, p. 2)

Differentiation:

This unit of work was designed for a diverse Year 1 and 2 class, with a combined level of academic skills. The unit includes a variety of different learning activities that can be completed individually, small group or whole-class learning.

This unit is structured using Kaplan, 1986 Content-Process- Production Model (Gross, Sleap & Pretorius, 1999). This model provides learning experiences that are related to a given theme and allows a cohesive approach to the opportunities for gifted students (Gross, Sleap & Pretorius, 1999). Kaplan’s Model can be used to accommodate for a vast range of individual learning differences, in particular those of gifted children, using the categories of content, process and product (Gross, Sleap & Pretorius, 1999). This unit of work will run for five weeks, starting with an introductory week and then four sessions including, history, art, food and festivities.

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AUSVELS Criteria:

AUSTVELS Strand

Domains Dimensions

Physical, Personal and Social Learning

Civics and Citizenship Civic Knowledge and UnderstandingCommunity Engagement

Interpersonal Learning Building social relationshipsCollaborative learning

Discipline-Based Learning

The Arts Creating and MakingEnglish Listening, Reading, Viewing, Speaking,

Writing & CreatingHumanities- History Historical questions & Research

Analysis and use of sourcesInterdisciplinary Learning

Communication ListeningViewingDeveloping MeaningAsking QuestionsPresenting

Information and Communications Technology

ICT for visualizing thinkingICT for creatingICT for communicating

Thinking Processes Reasoning, Processing & InquiryCreativityReflection, Evaluation and Metacognition

Source: AUSVELS, n.d

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Unit Outcomes: This unit is aimed at Year 1 and 2 students working at Level 1 and Level 2 of the AUSVELS. The outcomes that are listed are based on these levels.

Content: o Students should be able to define and discuss what culture is/means and

provide exampleso Students will be able to evaluate their responses to people of different

cultures and adjust their behaviour to act in a respectful manner that is inclusive of all students

o Appreciate similarities and differences between individuals based on their culture who make up our nation

Process: o Students identify and compare similarities and differences between aspects

of different cultures and countries and record these for discussion o Students will develop research skills that will enable them to locate and

select information for assistance in the various learning tasks and use this research for classroom reports

o Use oral language techniques to aid in effective presentation of ideas o Analyse and explain appropriate classroom behaviours towards difference o Through “reading, discussion and role-play, students learn to recognise and

describe the feelings and emotional responses of others” (AUSVELS, n.d)o Students will “begin to think in terms of other people’s feelings and needs i.e.

taking another persons’ point of view into consideration” (AUSVELS, n.d)

Product:o Students will use a wide variety of resources to produce their presentations. o Create and present performing and visual arts works that show arts

knowledge and ability to communicate ideas, concepts and observations feelings and/or experiences (AUSVELS, n.d).

o Students will demonstrate their knowledge of different ethnic backgrounds, by creating a range of artifacts. Such as posters, recipe books and mind maps.

o Develop a presentation that reflects the selecting and organizing of appropriate information gained from research.

Learning environments:o Students will develop the appropriate skills to work within a small group, with

everyone contributing equally and listening to one another. o Students will develop skills that associate with their life and be able to apply

it within the classroom environment.

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o Students will have a vast range of resources and opportunities to research about culture and learn more.

Source: Gross, Sleap and Pretorius, 1999

Overview of the skills and products that will be developed over the course of the next five weeks :

Week

Theme Basic Skill Research Skill Productive Skill Product

1 Awareness Week

- Observing-Following Directions-Discussing-Communicating

-Using fiction & non fiction

-Brainstorming-Evaluating-Analyzing-Elaboration-Comparison

-Mind Map- Class rules poster-Imaginative story

2 Food Week- My Food My Culture

-Describing-Communicating-Following Directions

- Using reference resources-Substantiating with evidence-Reporting Research

-Information Selection-Originality-Fact finding

-Menu-Recipe Book

3 History Week –Why do we do the things we do in our culture?

-Recognising relationships- Describing-Recording- Classifying

-Taking notes- Using reference resources

-Accuracy-Information Selection-Forecasting-Association-Comparison-Modification-Adaptation

-Poster-Pamphlet

4 Art Week-Exploring cultures through creativity

-Observing-Following Directions

- Observing detail through visual description-Using reference resources

-Information selection-Originality-Imagery-Idea finding

-Art work(painting, drawing, 3D object)-Performance-Oral presentation

5 Celebrating our classroom Culture

-Describing-Communicating-Classifying

-Taking notes-Using a classifcation key-Using reference resources-Using journals, magazines, newspapers

-Information selection-Brainstorming-Association-Comparison

-Poster-Research Report-Oral Presentation

Source: Gross, Sleap and Pretorius, 1999

Unit activities

Indicates core activities

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Indicates gifted student activity choices

Week 1: Awareness week Wee

kTheme Basic Skill Research Skill Productive Skill Product

1 Awareness Week

- Observing-Following Directions-Discussing-Communicating

-Using fiction & non fiction

-Brainstorming-Evaluating-Analyzing-Elaboration-Comparison

-Mind Map- Class rules poster-Imaginative story

Objective:

This topic aims to raise the awareness of the students about different cultures present in the class by:

o Being able to define and discuss what culture is/means and provide examples. o Analyse and explain appropriate classroom behaviours towards difference.o Students will demonstrate their knowledge of different ethnic backgrounds, by

creating a range of artifacts i.e. mind maps. o Students will work as a whole group and be able to collaborate as a whole class.

Source: Gross, Sleap and Pretorius, 1999

Opening activity:

Have all the students sitting down on the floor and ask the students ‘what do they think culture means?’ and creating a word wall on the board.

Discuss what is culture is with the children.

Activity:

Mind mapping activity.As individuals brainstorm:

- All the things that make up your culture. i.e. foods, clothes, celebrations. Class rules

Creating a short imaginative story, based on their culture (AUSVELS, n.d.).

After the opening activity students will go into the computer room and have 20 minutes to create a mind map/ writing piece, including all their ideas about their own culture. After this activity students will present their mind maps/ writing, to increase the awareness of the different cultures in our classroom. After learning about the differences, as a class students will evaluate appropriate cultural classroom behaviours, and create a set of class rules.

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Homework:

Go home and find a recipe that is traditional to your culture, and what you eat at home.

Week 2: My culture my food. Wee

kTheme Basic Skill Research Skill Productive Skill Product

2 Food Week- My Food My Culture

-Describing-Communicating-Following Directions

- Using reference resources-Substantiating with evidence-Reporting Research

-Information Selection-Originality-Fact finding

-Menu-Recipe Book

Objective:

Students will become aware of all the different types of foods that different cultures have. o Appreciate similarities and differences between individuals based on their culture

who make up our nation. o Students will use a wide variety of resources to produce their presentations.

Source: Gross, Sleap and Pretorius, 1999Opening activity:

Students will bring in a recipe from home that is their ‘traditional meal’ and explain to the class why this meal is special to their culture.

Activity:

Students will have a copy of the all recipes from each student in the class and use the computers to type them out and create a recipe book, including pictures and a front page.

Students will research a country and find out the different types of foods that are unique to that culture. Students will develop a menu for a restaurant that is relevant to their chosen culture, including entrée, main and dessert.

Both of these activities will be presented to the class. A day would be set aside to allow students to cook one item off their menu.

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Week 3: History Week- Why do we do the things we do in our culture? Wee

kTheme Basic Skill Research Skill Productive Skill Product

3 History Week –Why do we do the things we do in our culture?

-Recognising relationships- Describing-Recording- Classifying

-Taking notes- Using reference resources

-Accuracy-Information Selection-Forecasting-Association-Comparison-Modification-Adaptation

-Poster-Pamphlet

Objective: This topic explores “ why we do the things we do in our culture” through researching the origins of our cultural traditions. Students can understand that they are not alone in their cultural traditions, which have been practiced throughout history and may be able to find similarities in other cultural practices, which have been defined by certain historical events.

o Students identify and compare similarities and differences between aspects of different cultures and countries and record these for discussion

o Students will develop research skills that will enable them to locate and select information for assistance in the various learning tasks and use this research for classroom reports

o Develop a presentation that reflects the selecting and organizing of appropriate information gained from research.

Source: Gross, Sleap and Pretorius, 1999Opening Activity:

As a class Chloe and I will discuss how our cultural practices have been passed down from traditions that occurred in history.

Fact findingAs a group students will…

Use the classroom computers to research and record historical facts that have differed from/ influenced our cultural practices in the categories explored in Week One (food, clothing, celebrations).

Discuss as a class how their chosen cultures have changed or remained the same overtime (AUSVELS, n.d).

Activity: Travel Agent Based on their information students will develop a poster to be displayed in

a travel agency for people travelling to their chosen country, highlighting their researched cultural practices (Group).

Gifted Students will individually plan, draft and publish an imaginative and informative persuasive pamphlet, for people travelling to the country in the

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era they have researched their cultural practice i.e. Ancient China – Chinese New Year: How it came about (AUSVELS, n.d.).

Students have 30 minutes to complete this task in like ability groups/individually; they will then present their posters/pamphlets to the class. Following this, students will discuss whether their present chosen cultural practices are similar/differ from those of the past. Students can also discuss the differences/similiarities between their cultural practices and origins i.e Chinese New Year origins have influenced other Asian countries.

Week 4: Art Week- Exploring cultures through creativity

Week

Theme Basic Skill Research Skill Productive Skill Product

4 Art Week-Exploring cultures through creativity

-Observing-Following Directions

- Observing detail through visual description-Using reference resources

-Information selection-Originality-Imagery-Idea finding

-Art work(painting, drawing, 3D object)-Performance-Oral presentation

Objective:

Students will research the distinctive art styles of different cultures (i.e. Aboriginal painting, African Dance/Song) and recreate their own versions of these styles, allowing the students to explore cultures in a fun and hands on way.

o Use oral language techniques to aid in effective presentation of ideas o Students will develop research skills that will enable them to locate and select

information for assistance in the various learning tasks and use this research for classroom reports

o Students will demonstrate their knowledge of different ethnic backgrounds, by creating a range of art artifacts. Such as artworks and musical/dramatic performances.

o Develop a presentation that reflects the selecting and organizing of appropriate information gained from research.

o Students will develop the appropriate skills to work within a small group, with everyone contributing equally and listening to one another.

Source: Gross, Sleap and Pretorius, 1999

Opening Activity: Chloe and I will prepare a PowerPoint document that shows different types

of cultural artworks, performances and songs whilst also bringing in the some art artifacts for the children to see (i.e. African Masks, Aboriginal Didgeridoo)

From looking at the artifacts and PowerPoint presentation children will choose a particular culture’s distinctive art style and research it further in order to gain ideas for their own art piece.

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Activity: Students will create a piece of artwork that is traditional to their certain culture

based on their further research i.e. a dot painting (Aboriginal Culture) Students will work collaboratively to create a class presentation “[featuring] the

performance of a song from another culture in combination with a traditional dance/and or accompanied by a slide-show presentation featuring paintings/carvings/ [art artifacts] which explore the theme of the song (AUSVELS, n.d).

Week 5: Celebrating our classroom culture. Wee

kTheme Basic Skill Research Skill Productive Skill Product

5 Celebrating our classroom Culture

-Describing-Communicating-Classifying

-Taking notes-Using a classifcation key-Using reference resources-Using journals, magazines, newspapers

-Information selection-Brainstorming-Association-Comparison

-Poster-Research Report-Oral Presentation

Objective:

Students will be able to identify what cultures celebrate certain festivities. o Students will “begin to think in terms of other people’s feelings and needs i.e. taking

another persons’ point of view into consideration” (AUSVELS) o Students will be able to evaluate their responses to people of different cultures and

adjust their behaviour to act in a respectful manner that is inclusive of all students.o Create and present performing and visual arts works that show arts knowledge and

ability to communicate ideas, concepts and observations feelings and/or experiences.

Source: Gross, Sleap and Pretorius, 1999

Opening activity:

Discuss as a class all the different celebrations that cultures participate in such as Christmas, Easter, Halloween and National days; and how these differ. All the ideas will be written on the board and displayed around the room.

Activity:

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Students will research different celebrations and festivals that are held around the world within different cultures. They will make a list of all the types of foods they have, clothing and music. (What things happen on that certain day?)

Students will research a culture and a certain festival that is celebrated. They will write a report that describes this celebration including how it differentiates from Australia.

These activities will be like a party and celebration of the achievement of learning all different aspects of culture. Children can dress up in clothes distinctive to their chosen cultures and enjoy food and dances relating to the various cultures we have looked at over the course of the unit.

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Assessment: Student achievement and understanding can be assessed through the following methods…

Anecdotal Records: A student diary could be kept, with a section for each student highlighting “narrative records of student performances, strengths, needs, progress and negative/positive behaviour” (Australian Capital Territory Government, n.d, p. 11).Observation: Walking around the class and talking with students can be a useful assessment of understanding regarding the particular learning experience. These observations can be used in conjunction with the anecdotal record method as stated above.Portfolio: Folders will be made available for the students to store their work, highlighting their “effort, progress and achievement” in relation to the unit objectives (Australian Capital Territory Government, n.d, p. 11). Rubrics: A set of guidelines will be established to measure achievement in specific objective areas, outlining clear performance expectations with the aid of a rating scale (Australian Capital Territory Government, n.d).Student Self-Assessment: Students can assess and reflect on their achievements and understanding regarding the unit outcomes (Australian Capital Territory Government, n.d).KWHL Charts: As a form of pre-assessment and to guide our knowledge for lesson planning children will complete a KWHL chart before the commencement of and during the unit (see assessment templates) (Midlink, 2007).

Evaluation:Self-evaluations: develop a questionnaire to allow students to reflect about his/her own achievements and understandings in relation to the unit outcomes (Australian Capital Territory Government, n.d.).

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Teacher reflection: at the end of each week the teacher should reflect and make notes about what is happening in the activities. Questions that the teacher can reflect on are what things worked well, what didn’t and what can be improved for next time.

Teacher evaluation: the teacher can design a feedback sheet for the students in the class to complete, asking them to evaluate the unit and the way the teachers have presented this unit.

Assessment Templates:

KWHL Chart:

What I Know What I want to Know

How will I find information

What I Learned

Source: Midlink, 2007

Note: Students will complete this chart prior to commencement of the unit, leaving the “What I Learned” section to last week of the unit. In addition they will also use this chart each week to guide their thinking into the weekly tasks and enable them to reflect on their learning.

Rubric:Topic: Needs

workGood

Very Good

Outstanding

Content ObjectivesResearch SkillsQuality of Presentation/Product based on

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research.Oral Presentation (if applicable)Affective Objective

The following is an example from week one…

Topic: Awareness Needs work

Good Very Good

Outstanding

Can define and discuss what culture is/means and provide examplesNot Applicable in this week

Can create a neat and well thought out poster

Can plan, draft and publish and imaginative, informative text, demonstrating increasing control over text structuresand language features. (AUSVELS, n.d.)

Show basic communication skills (i.e. volume, intonation, pace and eye contact) when presenting their work and answering questions (AUSVELS, n.d.)Understand appropriate classroom behaviour toward cultural differences

Evaluation Template:

Student feedback: Agree Neutral Disagree I enjoyed learning about different cultures

I am able to define what culture is

I know how to treat and respect people from other cultures

The activities that completed were challenging

I know how to use ICT to research a certain topic I used a lot of different resources to complete activities

I know how to show appropriate classroom behavior towards difference

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I know understand the different types of foods from different cultures

I know which culture different artworks belong too I enjoyed learning about different cultures

I have a better understanding of ‘what is culture?’

I enjoyed this unit of work

(Australian Captial Territory Government, n.d)

ReferencesAustralian Capital Territory Government. (n.d.). Teachers Guide to Assessment.

Retrieved from http://www.det.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_Assessment_Web.pdf

AUSVELS. (n.d). The Australian Curriculum in Victoria. Retrieved from http://ausvels.vcaa.vic.edu.au/

Gross, M.U.M., Sleep, B., & Pretorius, M. (1999). Gifted Students in Secondary Schools: Differentiating the Curriculum. Sydney: GERRIC, NSW.

Midlink. (2007). KWHL Chart. Retrieved from http://www.ncsu.edu/midlink/KWL.chart.html

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Robison, L. (2002). Tips on Planning for Gifted Students. Victorian Association for Gifted and Talented Children, 12(3), 12-16. Retrieved from: http://images.lib.monash.edu.au/edf4512/04137421.pdf

Wordnet. (2012). Multiculturalism. Retrieved from http://wordnetweb.princeton.edu/perl/webwn?s=multiculturalism

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