Professional Documents
Culture Documents
(2017) explains that low SES correlates with lower education, poverty and poor health,
this is due to access barriers. Access or lack thereof is a serious issue, funding tends to
performance and even student enrolments can influence school funding (Harrington
2011). Article 26 of the Universal Declaration of Human Rights (UDHR) states that
education is a basic human right, it should be free and accessible to every human being
on this earth and it shall be directed in such a way that strengthens and promotes
tolerance, friendship and respect for all nations, religions and races with the ideals of
maintaining peace (United Nations, 1948). It is important to break down access barriers
to make sure this ideal is achievable. Access can impact the resources within a school,
not equal or equitable, low SES populations suffer from these inequities and
inequalities. Callow and Orlando (2015) found that technology can have a profound
aim to increase student engagement. For this reason, it is essential to consider ways in
which schools can improve student engagement through the use of technology. This
paper will look at a learning activity from the Personal Development, Health and
the relevance and effectiveness of the lesson and any alterations will be suggested
based on this.
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The research used to form the basis of this article suggests that low SES students are
less likely to be engaged in their schooling due to significant challenges posed to these
students. Callow and Orlando (2015) focus on the fair go pedagogy which refers to a
call for justice and equity for all, regardless of social and cultural background. This
pedagogy looks at different methods for engaging students in the classroom, these
The article follows a quantitative approach, it follows 28 exemplary teachers that have
been put into low SES schools to monitor engagement. These teachers are considered
exemplary and are nominated by their principals and schools, they are then subjected
to a rigorous interview process which determines which teachers get to take part in
the study. The study is relational because it is looking at exemplary teachers and the
difference they can make with student engagement through technology and literacy
practices. Teachers would then undertake lessons focussing on high cognitive, high
affective and high operative learning experiences, these learning experiences came
under the bracket of small or little ‘e’ engagement. Long term or big ‘E’ engagement
was focused on a more enduring relationship with education and school. The high
cognitive, high affective and high operative learning experiences relate back to
(2015) found that SES had a serious impact on students’ schooling, many of those from
low SES and living in poverty were more likely to resist school as they associate it in a
negative way rather than looking at school in a positive manner and as an outlet from
their everyday lives. Rothman (2003) suggests that SES does not play the significant
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role in access to education that it once did. However, it is important to realise that
students from low SES do suffer from negativities towards education. Cobbold,
Polidano, Hanel, & Buddelmeyer (2013) admits that there is an SES gap that is
contributing to things such as drop outs and underachievement in those lower SES
students. Rothman also states that it is important for schools and community programs
to increase literacy and numeracy levels amongst low SES and Indigenous students
and that it should be made sure that that these students are given all the resources
necessary to achieve successful outcomes. Callow and Orlando (2015) also found that
technology cannot just be implemented into a low SES school increase student
engagement in classes. Rather they suggest that teacher pedagogy has a huge impact
conclusion states that low SES locations can be challenged by social and academic
factors. It also states that a focus should be shifted from ‘ideal’ practices to practices
that are working deployed by teachers. These practices seem to be making a difference
in low SES and should henceforth be considered because it is seen to have addressed
issues of equity which is supporting students and allowing them to be more confident
and engaged learners. The main recommendation from this article is that students
need to be more actively engaged through teachers’ pedagogies which comes down
PDHPE is best known for being a practical subject, where students can ‘learn sports’
and ‘run around’. It gives them a break from academic subjects such as mathematics
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and English which require a lot of sitting. PDHPE is made up of different components
within the syllabus, it is a compulsory subject from years 7-10 which involves both
practical and theoretical lessons, stage 6 PDHPE or years 11-12 is offered as an elective
and is 90% theory based. It should be considered that different mediums can have an
impact on student learning. Change within the classroom can be positive because
The lesson is about becoming a self-directed learner within PDHPE. The lesson is about
evaluating factors that shape identities of others. The materials for this lesson include
copy of self-directed learner- skills self-test excel spreadsheet loaded and the self-
directed learner quiz. This lesson relies heavily on interactions between the student
and their partner as a form of reflection. The lesson is designed to help facilitate
learning so that students have a higher understanding of what they are learning about
and how it applies in their lives or whatever else it may be. The main focus of the lesson
evaluate what factors that shape identities of others and how individuals can shape
others’ identities.
Ideally, this lesson would be more PDHPE based, it covers part of the syllabus in a very
broad sense, this needs to be more specific to the curriculum and the syllabus. One
alteration could include presenting the students with a range of topics relating to
identity and getting the students to choose what they would like to learn about that
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lesson. This allows students to feel important as they provided input into the lesson, it
also demonstrates to the teacher what the students are interested and what they
would most want to learn about within that lesson. This is a great way to get students
engaged in the class, giving them the ability to then make suggestions about what
they research and how could also engage them as they are given more importance in
the lesson.
For example, if students are asked to brainstorm what they believe identity means to
them and then asked to contribute in a group discussion the teacher can gain an
what they might need to learn about. Students can then work individually on the
people’s identities. A class discussion will then ensue about the impacts of identity,
what makes identity and how one’s peers can impact their identity. Students will be
encouraged that there are no ‘stupid’ answers and everybody should be engaged in
the discussion. Some students feeling confident enough can then speak to the class
about their issues with identity and how they came to be the person they are now. This
gives the other students a sense of what that person is like and how their surroundings
have shaped their identity. It could then be recommended that students be set a
homework in which they need to create a power point presentation about identity and
what it means to them and how they relate that back to themselves. The presentation
will pose as a mini-assessment for the teacher to determine what they have learnt and
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what capacity. The presentation should be no more than 8 slides and should convey
It is hard to assume that all students would have access to an individual computer,
especially coming from a low SES background they may not be able to afford such
items. One way to tackle this would be to use the interactive whiteboard and conduct
a class lesson where students form groups and take it in turns to present to the class
through the use of the whiteboard. This still promotes self-directed learning because
the lesson is determined by the student’s willingness to become involved. The teacher
can also ask them what they would like to learn within the set lesson to get them more
engaged, this adaptation relates back to Callow and Orlando’s (2015) findings of
pedagogical change needing to occur to engage students. The use of the interactive
whiteboard allows students to investigate different ways of research with help from
the teacher, it demonstrates that the teacher is willing to help them as long as they
participate and present throughout the lesson. This alteration would give students a
sense of importance as they get to teach the class about the theme or topic they have
chosen within that lesson, students are sometimes more likely to listen to their peers,
therefore it is good to have students interact with their peers on this level. Callow and
Orlando (2015) state that technology is engaging when teacher pedagogical change
is involved. Constantly changing teaching styles and lessons can have a more profound
effect on students than the same dull lessons they are used to every day. It is also
suggested that the inclusion of technology can help to improve literary understanding
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in low SES students, this will more likely make them want to engage in their lessons as
It is important to understand the needs of students from low SES backgrounds, they
can suffer serious barriers to access throughout their lives including their schooling
(Mitchell Institute 2015). They need teachers and resources that are not only engaging
but understanding, these students need to be put first, the teacher needs to show
them that they are the most important person in the classroom. All students need a
teacher that shows to their students that they care about them, this instils confidence
in the children and makes them more likely to develop positive relationships with their
Pedagogy is a great way to tackle issues of engagement with low SES students.
the needs of the students and the barriers to their success is how pedagogical practice
technology use in PDHPE classes is beneficial for student engagement as they are
experiencing the lesson in a new light, it is not the same dull lesson as every other
week. Allowing them to facilitate their own learning and letting them take some control
over what they would like to learn can make students feel important and appreciated.
Teachers should realise this potential when considering low SES schools and the
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students within them. Even though low SES students have less access to resources it
i
References
http://www.australiancurriculumlessons.com.au/2016/12/29/becoming-self-
directed-learner-digital-technologies-healthpe-lesson-years-7-10/
Callow, J., & Orlando J. (2015). Enabling exemplary teaching: A framework of student
http://dx.doi.org/10.1080/1554480X.2015.1066678
Cobbold, T., Polidano, C., Hanel, B., & Buddelmeyer, H. (2013). Explaining the
education/explaining-the-socio-economic-gap-in-school-completion-rates
https://www.aph.gov.au/binaries/library/pubs/bn/sp/schoolsfunding.pdf
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content/uploads/2015/10/Factsheet-1-Effects-of-socioeconomic-status.pdf
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=ls
ay_conference
http://www.un.org/en/universal-declaration-human-rights/
Appendices
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