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

学霸联盟