Effective Student Engagement Essay 20161810

Effective student engagement' is defined as the incorporation of three different modes within

a classroom, behaviour, personal connections and application to learning (McRae, 2019).

Teachers must nurture and develop students' cultural identity. The Aboriginal Cultural

Standards Framework (2015) assists teachers by integrating culturally responsive attitudes,

behaviours and values into their classroom. This essay will detail the significance of building

a learning environment in which an 'effective student engagement' is established. It will also

highlight specific strategies that can be used in conjunction with a Year One literacy lesson.

These strategies will summarise how to make the learning engaging, accessible and culturally

responsive for Aboriginal students.

'Effective student engagement' is vital for teachers to build within the learning environment

for Aboriginal students. McRae (2019) summaries that 'effective engagement' in learning is

essential for academic success and for providing students with the knowledge, understanding

and skills to move into employment and higher education. Three modes of student

engagement include behaviour, developing personal connections, and application to learning.

Behaviour is a vital aspect of maintaining a high level of engagement for Aboriginal

students. This is the involvement of students and their attendance at school. Participation of

students is based on the comfortability they feel while they are at school, sense of security

and their confidence within the school environment (McRae, 2019). One of the standards in

the Aboriginal Cultural Standards Framework (2015) states, "… schools foster positive

participation, communication and interaction between staff, Aboriginal students, their parents

and families, and the local community." Increasing attendance through a safe and secure

learning environment is essential for the motivation of students to engage in school. Building

positive student/teacher relationships will foster the learning process and encourage the
Effective Student Engagement Essay 20161810

students to be involved in the school community (Harrison & Sellwood, 2016).

Another key aspect of active student engagement for Aboriginal students is for

teachers to nurture and develop personal connections with students and their families. As

stated in the Aboriginal Cultural Standards Framework (2015) summarises, "schools have

expectations to teach in ways that allow for Aboriginal students to reach their full academic

potential". Developing personal connections not only with the students but involving families

and the local community within the learning process is essential. Teachers will, therefore,

deliver and provide support in the understanding of the cultural background and context of

the students and their families. Teachers will then be able to provide students with practical

learning, behaviour management and strategies that can lead to success.

Application to learning, in which Aboriginal students can develop skills that are

fundamental to academic success is essential to engage students further. Cultural recognition

and acknowledgement ensure that teachers provide appropriate materials that are relevant to

the students' experiences and their interests and needs (Harrison & Sellwood, 2016).

Therefore, giving meaning and purpose to the learning. (McRae, 2019). This directly

correlates to the Aboriginal Cultural Standards Framework (2015), which states, "… schools

build an environment that is welcoming for Aboriginal students and reflects community

aspirations for their children". These three modes are intertwined together in efforts to 'close

the gap' (Department of Education, 2015). Educational outcomes for Aboriginal students that

are detailed in the Melbourne Declaration (2008) are essential for improving and encouraging

students, along with their families, to meet and exceed the needs of Aboriginal students.

Specific strategies for engagement, accessibility, and becoming culturally responsive are

important to be incorporated within all learning areas in the classroom. A specific lesson that
Effective Student Engagement Essay 20161810

has been conducted within English from a primary teacher perspective. A Year One class

focused on the understanding and features of non-fiction texts. In this literacy lesson, the

teacher and students read and discussed the text, 'Let us learn about Bush Tucker' by Mike

Ingram. Students were then asked to speak and write about the factual information presented

in the book.

One of the teaching strategies that can assist teachers in the improvement of students'

engagement amongst Aboriginal students is experiential learning. Learning by doing can be

engaging for the students, especially if the activities are relevant and meaningful at the time

(Harrison & Sellwood, 2016). Every morning during the week, students can join in with the

reading imitation of the text, "Let us learn about Bush Tucker" by Mike Ingram. Following

imitation, discussions between students can allow them to connect with other peers

promoting active learning on the information that was presented in the text.

In addition, another strategy that enables the teacher to make the learning more

accessible to Aboriginal students is, to provide context-specific activities (Harrison &

Sellwood, 2016). These activities would depend on the knowledge gained about the

background, culture and traditions of the students (Schott, 2005). Within this literacy lesson,

the inclusion of access to a different environment will allow students to explore and discover

factual information about their surroundings. For example, taking students to Thompsons

Lake with a local Aboriginal community member to look for bush tucker, different

landscapes, animals and culture-specific materials. Applying this strategy allows for

Aboriginal students to engage in activities which engage them, rather than learning through

theory (Harrison & Sellwood, 2016).

Furthermore, peer to peer teaching allows of the improvement of learning outcomes is

through building a school and classroom community that is culturally responsive to

Effective Student Engagement Essay 20161810

Aboriginal students (Harrison & Sellwood, 2016). Both teachers and students need to build

cultural competence as it recognises diversity and develops relationships (Department of

Education, 2015). 'Cultural competence is the ability to understand, interact and commination

with people from different cultures' (Department of Education, 2015). Through the discussion

of the text 'Let us learn about Bush Tucker', students will be provided with the opportunity to

expand and explore their ideas about the information within the text through peer to peer

teaching. Through the implementation of this strategy, students can become culturally aware

of the different traditions, beliefs and values of their peers.

Overall, this essay has highlighted the importance of building an effective learning

environment that fosters participation, communication and engagement with the learning. In

relation to the Aboriginal Cultural Standards Framework (2015), these standards form a basis

for teachers in order to create an environment that is both supportive and engaging. Some of

the specific teaching strategies detailed in this essay included experiential learning,

contextual activities and peer to peer teaching. These strategies assist teachers in

acknowledging, respecting and understanding Aboriginal culture, allowing for cultural

competence to be achieved (McRae, 2019).

Effective Student Engagement Essay 20161810

References:

Department of Education. (2015). Aboriginal Cultural Standards Framework. Department of

Education: Western Australia. Retrieved from:

http://www.det.wa.edu.au/policies/detcms/policy-planning-and- accountability/policies-

framework/strategic-documents/aboriginal-cultural-standards-framework-.en?cat-

id=3457058

Harrison, N., & Sellwood, J. (2016). Learning and teaching in Aboriginal and Torres Strait

Islander education. (3rd ed.). South Melbourne, Victoria: Oxford University Press.

McRae, D. (2019). Department of Education, Employment and Workplace Relations. What

Works. The Works Program. Retrieved from:

http://www.whatworks.edu.au/dbAction.do?cmd=homePage

Schott, J. (2005). Effective teaching strategies for Indigenous learners. Literacy Learning:

The Middle Years; 13(2) 50-56. Retrieved from: https://search-informit-com-

au.ipacez.nd.edu.au/fullText;dn=144014;res=AEIPT 

Ministerial Council on Education, Employment, Training and Youth Affairs (2008).

Melbourne Declarationon Educational Goals for Young Australians. Melbourne:

Ministerial Council on Education, Employment, Training and Youth Affairs. Retrieved

from:

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educati

onal_Goals_for_Young_Australians.pdf