Teaching Sequence

Work through this resource material in the following sequence:

10 minutes – Part A: Can A Fish Climb A Tree?
30 minutes – Part B: Team Challenge
20 minutes – Part C: Reflecting and Making Connections

Part A: Can A Fish Climb A Tree?

Step 1.

Refer to the Learning Intentions and Success Criteria, explaining the purpose and outcomes of the lesson to the class.

Step 2.

Show the class the image below (also available on the Student Worksheet), reading the text aloud to them. Invite students to share their initial thoughts about the image and the task being set for the animals.

A man sitting at a desk talking to various animals, with a speech bubble that says "for a fair selection, every body has to take the same exam: climb that tree"

Pose the questions:

Will everyone be able to demonstrate their strengths?
Is this a fair test? Why/why not?

Unpack with your students how this scenario might relate to how people in the real world have different strengths and abilities.

Step 3.

Pose the following scenario to the class:

Once the class has contributed their thoughts, engage in a discussion about how assigning animals to tasks based on their strengths would create a more successful team.

Pose the following question:

How does being different from each other allow us to be more successful as a school/as a society?

Part B: Team Challenge

Step 1.

Explain to students that they will now be assigned a team challenge and that they are to consider the discussion from the beginning of the lesson to decide the roles for each person in the team. Explain the context of the challenge, displaying it on a screen for the class to see.

Note: If your class numbers require you to make groups of sizes other than five, you can increase or decrease the number of dancers.

Step 2.

Provide time for students to organise their groups and roles and assign devices to students to film their dances with. Allow time for them to complete the task.

While students are working on the task, roam between groups making observations about how they have selected members for their groups and assigned roles to each member. Specifically, note whether individuals are advocating for themselves or if others are speaking on their behalf. Observe whether the choices have led to groups operating successfully together.

Step 3 (optional).

If time allows, and you are able to easily connect devices to a monitor in your classroom, provide time for students to share their dances. If this requires more preparation and transferring of files, you may save this for another time.

Part C: Reflecting and Making Connections

Step 1.

Invite students to form a class circle and discuss the following questions:

How did you decide who was going to be in your group?
How did you select who took on each role in your group?
Who decided which role each group member was most suited to/comfortable with?
Was this effective?
Is there a better way that could have been done?

Step 2 (optional).

Explain to the class that they will now watch a video showing a situation in which others making decisions about the needs of an individual actually stopped them from learning as much rather than supporting them to learn more.

Teacher Note: The video included in this step was originally designed to assist teachers and educators to develop an understanding of the perspective of students with Down syndrome. However, it can be valuable for students in helping them to see and appreciate the importance of us all being able to self-advocate. It is recommended that you view this video in advance and consider its suitability for your class, or additional support and conversation you may wish to include to ensure that your students understand the relevance of this content to the lesson.

What Is Inclusion? (https://www.youtube.com/watch?v=3VMz06iVzqs)

Once the video is complete, pose the following questions to the class:

How does this video emphasise the importance of people having their own voice(s)? What happened when people (even teachers and educators) made assumptions about what particular students needed?
What can you do if you have a need that your teacher does not understand? How can you advocate for yourself?
What can you do if a friend or family member has a need that your teacher does not understand?

Differentiated Learning

Provisions for Learning Support - This is designed to be an inclusive lesson. By allowing students to make choices based on their strengths and personalities, each student has the opportunity to select a role within the activity that suits their needs.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Including Everyone - The Strength in Me

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Summary

Learning intentions:

Students understand...

Success criteria:

Students can...

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