Activity: Participating in or organising an event types › Contribution to conference
Empowering social-issues picturebook explorations: Understanding the identity work and agency negotiated with diverse groups of students with a view to fostering students’social and interpretive competence
This workshop shares a student-centred approach to planning and lesson implementation developed from a classroom-based research project involving picturebook discussions with upper primary students from two Melbourne schools. The research sought to understand learner experiences within the diverse small groups with a view to understanding how social and interpretive competence can be fostered in contemporary classrooms where teachers are accountable to both curriculum outcomes and individual learner interests and needs. The approach to planning will be explained in relation to theory on what ‘works’. We will then implement teaching and learning activities for the workshop attendees to explore. These will involve using a range of multimodal texts that provide affordances as excellent discussion prompts and model texts for students across the primary years and beyond. We will discuss ways to manage the ‘messiness’ that often ensues when we ask students to talk about challenging books that relate to real-world experiences or concerns, such as nature and the environment, immigration or displacement, emotions and acceptance. We will conclude by discussing links between different experiences, knowledges and/or contexts and how this relates to preferred learning, supporting students to take responsible risks in their learning, and demonstration of new understandings or skills.