Above is a recording of my Reality TV Natives presentation at the 2015 South Australian English Teachers Association conference.
Abstract:
Cue the tabloid headline: 'Kids taught The Block instead of Brontë’! Although it is now 15 years since Big Brother first aired, this workshop commences with a mandatory justification of the educational value of studying reality television, for some cohorts. More constructively, it then explores the practicalities of implementing of Stage 1 English unit with students who can’t remember life without reality TV. Addictions to mystery boxes and Manu are welcome here.
Biography:
Elspeth Grant is a senior years teacher at Mark Oliphant College in Munno Para. She recently joined the teaching profession after a career change from being a museum curator. Elspeth was a recipient of SAETA’s prize for pre-service teachers at the University of South Australia in 2012.
Feedback:
Hi Elspeth
Congratulations on presenting your first SAETA workshop! I thought you did a great job, and your students @ MOC are very fortunate to have you. You modelled the best of Garth Boomer's idea of being a pragmatic radical - as well just a good teacher. I hate Reality TV, even if Cassie McCullough is willing todiscuss it on ABC RN's 'The List'. But you convinced me to give it a go in the classroom. :-)
Cheers,
Jonathan [St Johns Grammar School]
plus request for materials from Deanne Bowden, a coordinator at Riverton and District High School.
Standards:
1.3 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
2.1 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.5 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
3.5 Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
4.5 Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
5.1 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
Cue the tabloid headline: 'Kids taught The Block instead of Brontë’! Although it is now 15 years since Big Brother first aired, this workshop commences with a mandatory justification of the educational value of studying reality television, for some cohorts. More constructively, it then explores the practicalities of implementing of Stage 1 English unit with students who can’t remember life without reality TV. Addictions to mystery boxes and Manu are welcome here.
Biography:
Elspeth Grant is a senior years teacher at Mark Oliphant College in Munno Para. She recently joined the teaching profession after a career change from being a museum curator. Elspeth was a recipient of SAETA’s prize for pre-service teachers at the University of South Australia in 2012.
Feedback:
Hi Elspeth
Congratulations on presenting your first SAETA workshop! I thought you did a great job, and your students @ MOC are very fortunate to have you. You modelled the best of Garth Boomer's idea of being a pragmatic radical - as well just a good teacher. I hate Reality TV, even if Cassie McCullough is willing todiscuss it on ABC RN's 'The List'. But you convinced me to give it a go in the classroom. :-)
Cheers,
Jonathan [St Johns Grammar School]
plus request for materials from Deanne Bowden, a coordinator at Riverton and District High School.
Standards:
1.3 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
2.1 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.5 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
3.5 Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
4.5 Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
5.1 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.