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EDUC 5011/13
Developing Positive Learning
Environments Topic 6: Facilitating Active, Meaningful and Challenging
Learning
The Noongar Season ‘Makuru’ is the colest and wettest time of year. It is a time of blue flowers, like the mangar or blueberry lily.
https://tuckerbush.com.au/blueberry-lily-dianella-revoluta/.
I acknowledge all First Nations of this place we call Australia and recognise the people of the many nations
who have looked after Country for more than 60,000 years. I am especially grateful to live and work in Boorloo
(Perth) and to have grown up on Kepa Kurl Noongar country. I respect the deep knowledge of Whadjuk
Noongar Elders past and present, whose land we present this unit from. I am inspired by Aboriginal cultural,
and educational practices, and aspire to learn and teach in partnership with Whadjuk Noongar people. Acknowledgement of Country TOPIC 6 OVERVIEW In this session, we will explore: The Importance of Active, Meaningful and Challenging Learning Causes and Impacts of Student Disengagement Trauma-Informed Practice Strategies to Prevent and Re-engage Disengaged Learners Designing Learning Experiences Active learning involves engaging students in the learning process through activities that require them to actively process and apply information. Meaningful learning connects new information to students’ prior knowledge
and experiences, making learning relevant and significant. Creating a challenging learning environment involves setting high expectations and providing opportunities for students to stretch their abilities and think critically. IMPORTANCE OF LEARNING ENVIRONMENTS THAT ARE ACTIVE, MEANINGFUL AND CHALLENGING THE RELATIONSHIP BETWEEN CURRICULUM AND BEHAVIOUR THE AUSTRALIAN CURRICULUM and EARLY LEARNING YEARS FRAMEWORK ELYF LEARNING OUTCOMES FOR CHILDREN BIRTH TO 5 YEARS: Outcome 1: Children have a strong sense of identity Outcome 2: Children are connected with and contribute to their world Outcome 3: Children have a strong sense of wellbeing Outcome 4: Children are confident and involved learners Outcome 5: Children are effective communicators Behavioural Expectations The Australian Curriculum and EYLF outline behavioural goals such as respect, collaboration, and
responsibility, guiding student conduct in classrooms and schools. Social and Emotional Learning (SEL) Both frameworks promote skills like self-awareness, empathy, and responsible decision-making, which are
key to positive behaviour and relationships. Disengagement – a useful
quote: “Essentially, kids who misbehave are telling us that
their basic needs are not being met. Although we
need to have specific, short-term strategies to handle
inappropriate behaviour, good discipline is linked to
our understanding of the motives that drive students
to act inappropriately and the solutions that address
these basic needs.” (Mendler, 2005, p.5 as cited in
McDonald, 2019) But what does school
engagement look like Sound

like Feel like Is disengagement universal and pervasive or particular

and situational Are there more disengaged students in some schools

than others Why might this be the case What role does the teacher have to “reengage

students” Describe 3 x hypothetical Year 1 students with different views on

addition Consider how challenging/easy they might find an addition lesson Explore the factors that might contribute to their level of

engagement/understanding. E.g., ability, learning difficulties, CALD, past

learning experiences, interests… APPLYING YOUR KNOWLEDGE: WHAT DOES ‘CHALLENGING’ MEAN Causes of Disengagement: Individual Factors: Personal issues such as low

self-esteem, lack of motivation, and learning

difficulties can contribute to disengagement. Environmental Factors: Classroom environment,

teaching methods, and relationships with teachers

and peers play significant roles. Socioeconomic Factors: External factors such as

family background, socioeconomic status, and

cultural differences can affect student engagement. “Re-engaging the Disengaged Learner” in McDonald (2019, Ch. 6) Stress and the Brain Tim McDonald (p. 180) There are three commonly accepted

levels of stress; 1) general stress,

which typically occurs in day-to-day

events; 2) abuse or conflict, a more

significant and chronic form of

stress that may leave us re- evaluating our circumstances; and

3) trauma.

Trauma-informed Learning https://www.youtube.com/watch v=vlqx8EYvRbQ (4:20 – Intergenerational trauma) The Three Pillars of Trauma

Wise Care (2015) by Howard

Bath, as adapted by the ACT

Dept of Community Services

https://www.act.gov.au/__data/assets/pdf_file/0020 /2380070/3-pillars-of-trauma-wise-care-web.pdf

STRATEGIES FOR

PREVENTING

DISENGAGEMENT

(McDonald, 2019) Making Learning Relevant Link lessons to students’ interests, experiences, and real-life

contexts. Offer choices to promote ownership and engagement. Differentiating Instruction Adapt teaching methods and materials to suit diverse learning

needs. Use varied strategies like hands-on tasks, group work, and tech

tools. Setting Achievable Goals Guide students in setting realistic goals to boost confidence. Give regular feedback and celebrate progress to maintain

motivation. Encouraging Student Voice Involve students in decisions about rules, activities, and

assessments. Provide platforms for students to share ideas and take responsibility. Behavioural Disengagement Understand the underlying causes of disruptive behaviour and address them

with appropriate interventions. Use positive behaviour management techniques, such as encouragement, to

reinforce desired behaviours. Supporting Students with Learning Difficulties and Differences Identi fy and address learning diff iculties and differences early on with

targeted interventions and support services. Use assistive technologies and accommodations to

help students

overcome barriers to

learning. Engaging Students from Diverse Backgrounds Recognise and respect cultural differences and incorporate culturally

responsive teaching practices. Create a culturally inclusive curriculum that reflects the diverse

backgrounds and experiences of

students. STRATEGIES FOR RE-ENGAGING THE LEARNER (McDonald, 2019) MEANINGFUL CHALLENGING Let’s brainstorm

TYPES OF LEARNING

EXPERIENCES! Theme: NATURE

AGE: 5-6 Years old ACTIVE APPLYING YOUR KNOWLEDGE: LESSON PLANNING Theme: Belonging and Community Age Group: Kindergarten / Foundation (5–6 years) Curriculum Links: HASS (AC9HSFK02): Identify their own personal

history, such as significant events, people and places. Theme: Identity Through Culture Age Group: Year 3–4 (8–10 years) Curriculum Links: HASS (AC9HS3K02): Describe aspects of their

community that have changed and remained the same. Theme: Sustainability and Change Age Group: Year 5–6 (10–12 years) Curriculum Links: Science (AC9S5H01): Investigate how people use

science to understand and care for the environment and living things. Create a

20-minute

lesson plan

based on

one of

these three

curriculum

areas,

ensuring

your lesson

is: Active Meaningful

and Challenging