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Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

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Afghanistan, Pakistan, Myanmar, Bhutan, Colombia, Thailand Dari, Pashto, Nepali, Karen, Burmese, Chin Spanish, Thai, Urdu

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Page 1: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

Variety is the spice of lifeMarianna van den Bergh

AUT Centre for Refugee Education

Secondary Section

Page 2: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

Multi • language• culture• ethnicities• religion• age• English language ability• previous schooling• personalities

Page 3: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

Afghanistan, Pakistan, Myanmar, Bhutan, Colombia, Thailand

Page 4: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

Building blocks

• stereotyping• majority language group• use of L1• lack of schooling• setting boundaries

behaviour cultural practices

Page 5: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

stereotyping

Page 6: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

• English: I love you• Arabic: أحبك (Ana bahebek)• Hindi: मुझसे तुमसे प्यार है (Mujhasētumasēpyārahai)• Spanish: Te amo• Somali: I aad u jecel yihiin• Thai: ผมรกัคณุ ( hmrạkkhuṇ)P̄• Tamil: நான்உன்னை�காதலிக்கிறே ன்

(Nāṉuṉṉaikātalikkiṟēṉ)• Nepali: म तितमीलाई प्रेम (Ma timīlā'īprēma)• Burmese: (chit pa de)

cultural differences - scripts

Page 7: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

use of L1/majority language group

Page 8: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section
Page 9: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

Stepping stones

• student centered• peer tutoring• use academic language• self study• positive feedback• individual work sheets• classroom as the third teacher

Page 10: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

student centered

Page 11: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

Students are most engaged by content they have created themselves

Page 12: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

peer tutoring

Page 13: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

use academic language

Page 14: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

self directed learning

Page 15: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

• rather than ‘not achieved’ use ‘not achieved yet’ because…• there is a greater risk of students giving up• there are never enough weeks in the year to get through the NCEA

world and teachers don't always have the opportunity to give the students who are ‘not yet there’ on a particular standard, the opportunity to ‘get there in their own time’.

Carol Dweck and Guy Claxton (2015)

positive feedback

Page 16: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

individual worksheets

Page 17: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section

the class room as the third teacher• teachers become more able to respect the students’ ideas and trust in

the students’ resourcefulness and competence• (Fraser & Gestwicki, 2002).

• rich, purposeful, and well-designed spaces support children’s cultural identity, concepts of the world, social success, and holistic learning

• the teacher acts as a facilitator or a guide and learning is multi-directional

Page 18: Variety is the spice of life Marianna van den Bergh AUT Centre for Refugee Education Secondary Section
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References• Brooks, F.B & Donato, R. (1994). Vygotskyan approaches to

understanding foreign language discourse during communicative tasks. Hispania, 77, 262-274• Cook, V. J (1989). Reciprocal language teaching: another

alternative. Modern English Teacher, 16, 3/4, 48-53• Fraser, S., & Gestwicki, C. (2002). Authentic childhood:

Exploring Reggio Emilia in the classroom. Cengage Learning.• Myszor, P. (2012). The learning powered school. Educational

Psychology in Practice, 28(3), 332-333.• Ur, P. (1996). A Course in Language Teaching. Cambridge:

Cambridge University Press