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Effective Student Engagement In Australia

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Effective student engagement in education is a key element affecting the life chances of all Australians. It is especially important for Indigenous Australians who have lower levels of educational achievement than non- Indigenous Australians (Purdie & Buckley, 2010). A higher level of educational achievement improves employment opportunities, and is associated with higher income and promotes participation in all societal activities (Australian Indigenous, 2015). Engagement also affects school attendance, which is important for achieving core skills, such as literacy and numeracy, and achieving adequate levels of education (Purdie & Buckley, 2010). This paper examines the importance of building a learning environment that is based in ‘effective …show more content…

As understood in Hampton (2015), achieving engagement for Indigenous students can be itemized into three main headings- Cultural recognition, acknowledgment and support, Skill development and Participation. These headings directly reflect on the Aboriginal Literacy Strategy (ALS).
The ALS focuses on a sustainable pedagogy over time, the two key features of the approach involve embedding two-way learning throughout the lessons and implement a gradual release model of instruction. This incorporates modelling, sharing, guiding and independent practice to develop students’ English language and literacy skills (Department of Education, 2015). The example lesson below includes three stratgies wihtin a Literacy Lessons; Previewing the day, Guided reading and a Plenary Activity, all focusing on making learning engaging, accessible and culturally …show more content…

Selection of an appropriate text is critical to the success of this element (Department of Education, 2015; Purdie & Buckley, 2010). By collaboratively planning and choosing appropriate teaching materials teacher can help to ensure that learning activities are relevant to students’ experiences and to their current needs and interests, providing meaning and purpose to what they are learning (Purdie & Buckley, 2010). The text can be selected for a range of different reasons, whether it may be an engaging topic/ theme, the students having connections to books previously read, or connections to the life of the community (Department of Education, 2015). The teacher will then discuss the reason for the choice of the text and engage in some ‘think alouds’ that model typical literate activity with the book i.e. ‘I wonder what is going to happen next?’ (Department of Education,

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