How this unit caters to individual needs and Aboriginal and Torres Strait Islander children
As highlighted by David Martin (2011) “all students have unique perspectives, ways of learning, and abilities”. This unit provides a holistic approach towards teaching all children in science education. All children have the right to education and the right to learn and to be educated in science (Martin, 2011). The unit caters for individual needs of children through the options of modifying lessons based on children’s development, knowledge and abilities. Lessons are provided with the option of being simplified or extended, to cater for children for an appropriate level of engagement.
A variety of teaching strategies have been implemented across the unit to cater for children’s individual needs. To support a variety of learning styles, the unit utilises a variety of teaching strategies - these include whole group discussions, small group work, individual investigations and working with a teacher (Grimberg & Gummer, 2013). The unit also incorporates a variety of technology, providing opportunities for children to research and extend their knowledge independently or with a group (National Association for the Education of Young Children, 2012).
Lesson 7 promotes Aboriginal and Torres Strait Islander culture through the investigation of their management of the environment to support plant and animal life cycles. Indigenous perspectives are again re-visited in the final concluding lesson where children are encouraged to reflect on their learning with a specific focus on indigenous perspectives. The integration of Aboriginal and Torres Strait Islander culture into the unit provides all children with culturally appropriate learning opportunities that draw upon authentic and meaningful investigation (Bull, 2008).
Reference List:
Bull, R. (2008). Small Study – Big Success Story: Primary connections incorporating Indigenous Perspectives Pilot Study Report. Retrieved on 31st October, 2013 http://www.science.org.au/primaryconnections/research-and-evaluation/images/ip-report.pdf
Grimberg, B.I & Gummer, E. (2013). Teaching Science from Cultural Points of Intersection. Journal of Research in Science Teaching, 50:1, p 12-32.
National Association for the Education of Young Children. (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved on 31 October, 2013 http://www.naeyc.org/content/technology-and-young-children
Martin, D.J. (2011) Elementary Science Methods: A Constructivist Approach, 6th Edition. Wadsworth Cengage Learning. [Chapter 7: Science education for students with learning differences pp.245-268]