Learning lab

Title: Dadirri

Lesson plan: Dadirri

Date of lesson: 2013
Year range: grades 5-6
Number of learners: 35
Duration of lesson: 50-60 mins
Lesson number: 1
Unit: Metacognition practices
Teachers and other facilitators of lesson: Lisa Fazio and peer teacher and or Aboriginal practitioners in Dadirri
This lesson plan prepared by: Lisa Fazio on 17 January 2013

Lesson objectives

The vision for this lesson is: for learners to develop self-regulated metacognition skills by experiencing a range of practices from experienced and diverse practitioners.

The objectives of this lesson are:


  • Recognise the interpersonal development skills for connecting with others
  • Explore and discuss behaviours which demonstrate sensitivity to cultural differences in interactions with others
  • Recognise what it means to be emotionally healthy
  • Examine a new subject matter for growth and activity at different stages of life
  • Develop language knowledge about cultural differences associated with the language other than English.
  • Understand that Australian life and culture are influenced by these different ways of life
  • Understand and use the language within the world of their own experience and imagination
  • Explore the impact of various emotions on their learning and they learn to maintain a positive attitude

Learners prior knowledge and exeperiences

The learner's prior knowledge, learning and experience is:
  • awareness of cultural difference in society and Aboriginal heritage in Australia
  • self-regulated learning skills and understanding of metacognition
  • understand how beliefs and values influence feelings and behaviours in self and others
  • developing listening and reflective skills
  • apply observation in their thinking processes

Each learner's knowledge and experience will be applied in this lesson by:
  • scaffolding each of the above in the context of an Aboriginal practice in order to deepen each learners knowledge, skills and behaviours in each
  • to facilitate their imagination and creativity to innovate by their experiences in Dadirri

The learning environment

The layout and design of the learning environment is:
  • To find an outdoor space filled with light and natural vegetation
  • classroom with floor space for seating and Aboriginal musical instruments available for use

The actions to prepare the learning environment are:
  • Arrange for a skype communication with an Australian Aboriginal school which practices Dadirri to explain the process to the learners and or a visit from a Dadirri practitioner
  • Music to be played and or, clap sticks and or didgeridoo to create music
  • Poems and writing to demonstrate
  • video to present
  • reflection materials for learners

Lesson resources. OH&S, administration and people to facilitate learning

The people who will be involved in the lesson are:


  • Arrange for a Aboriginal school in Northern Australia to speak to the learners about Dadirri practices
  • Combine the lesson with the classes of year 5 and 6 for peer learning and share teaching



The resources required for the lesson are:


  • Skype ITC
  • music player
  • video player
  • whiteboard
  • materials for reflection
  • materials for group learning records
  • Aboriginal musical instruments clap sticks, didgeridoo or create them

OH&S, compliance and administration actions are:



  • Consult Principal and administration in regard to building a peer-to-peer learning relationship with an Australian Aboriginal school


Lesson introduction and motivation

Time: 10mins as a whole class


The lesson transition, tone and motivation for learning is:

The learner's will engage learning by:


  • listening to the images and listening to the sounds presented in relation to how this makes them feel

The links to scaffold prior experience and knowledge is established by:
  • guiding questions how they are feeling and what they are thinking when hearing the music and singing.

Lesson motivation map

Action 1: Time 5-10 mins


  • Teacher to explain the activity, the objectives, why and assessment practices
  • Form some questions as a group to ask when speaking with the Dadirri experts



Activity 1: Time: 15-20 mins whole class


  • Skype the learners from the Aboriginal
  • introduce each other
  • explain the lesson and reason for the call
  • ask for an about explanation and the practices of Dadirri in their lives. What does it mean to them. How does it help them.
  • inquire if they have any questions for us
  • arrange to contact them for a follow up where the learners can share their experience about Dadirri


Activity 2: Individual Time: 10-15mins


  • Discuss what they understand Dadirri to be for them
  • Each person is to find a place of their choosing and apply Dadirri
  • Sing a song and or play music or listen to music or a song as a group. Discuss as a group what they may like to do

Activity 3: Individual and Group discussion Time 10-15 mins



  • Complete a reflective journal about their Dadirri experience
  • Group discussion about reflection and Dadirri as a way to facilitate this
  • Plan for the next Skype discussion: what would learners like to know more about and share


Teaching strategies, areas for guided questions, motivation and issues to consider are:
  • Students compare their beliefs and values with others, and consider how these influence feelings and behaviour.
  • Through discussion and activities such as, music playing and singing, they reflect on inclusion, belonging and tolerance.
  • Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these
  • Students consider what it means to be socially and emotionally healthy. They explore their own and others’ views about health and suggest what it might mean for certain groups of people; for example, the elderly, people with a disability or those from another culture. They discuss and develop strategies for improving their personal health.
  • Students’ increasing recognition of belonging to a peer group parallels their developing sense of self. They explore how they define their own identity and that of others, including looking at beliefs and generalisations associated with characteristics such as gender, race and religion. They discuss and evaluate strategies to minimise harm and protect their own and others’ health.
  • They increasingly identify with groups and communities outside the family, which provides a context for studying the range of peers and social influences on their health-related behaviours, learning about establishing and maintaining relationships and considering views of what is right/wrong, good/bad, acceptable/unacceptable. They begin to see themselves as members of larger communities and to consider factors that affect their own and others’ ability to access and use health information, products and services within their local area.
  • Learn about cultural differences associated with the language other than English. They understand that Australian life and culture are influenced by these different ways of life. They learn why there are similarities and differences between languages, and how these are related.
  • In reflective activities, students explore the impact of various emotions on their learning and they learn to maintain a positive attitude. They consider the impact of impulsive behaviour in themselves and others on their learning and implement strategies for managing their own impulsive behaviour; for example, ensuring they understand directions fully, and developing a plan or strategy for addressing issues that arise. They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.
  • Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion.
  • Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.
  • Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.
  • They learn to make links between ideas and use portfolios and/or journals to reflect on how their ideas and beliefs change over time. In structured activities, they practise transferring their knowledge to new contexts.

Learning and teaching adjustments: (who form why and how):
  • establish mentor peer-to-peer learning to facilitate understanding

Learning extensions (who for and whole class if learners are complete in the lesson actions):
  • establish mentor peer-to-peer learning to facilitate deeper knowledge




Assessment and feedback

Assessment actions in relation to each objective are:
  • formative assessment: observation, responses to questions and question asking skills
  • summative assessment: reflective journal

Feedback initiatives for learning and well-being are:
  • use objective feedback specific to learning goals and objectives to foster deep learning
  • ensure each learner received regular feedback throughout the activity
  • ensure each learner has feedback at the end of in regard to their reflective journal relating to learning objectives
  • apply peer-to-peer feedback in group discussion through questions to each other

Assessment recording practices for learners portfolio and teacher file:
  • teacher to complete a critical reflection and evaluation of each learner and record this using a detailed format and filing for record keeping
  • each learner to store their reflections in their learning portfolio


Lesson conclusion

Drawing ideas and objectives together:

Follow-up actions based on status of learners ie time runs out:
  • 30 mins of home completion
  • to be reviewed at the following related activity

Question and presentation time for learners:
  • Questions to sumarise learning using the lesson objectives as the focus
  • Learners to provide discussion and questions about the learning of knowledge, skills and behaviours from the activities

Provide reflection time for learners to write and draw their learning in a personal and creative way. Arrange time to give feedback to each learner with their reflection as the focus.

Critical reflection and evaluation of lesson

Teacher and peer teacher to complete and discuss using a critical reflection and evaluation model ie to determine:
  • The extent that learning was achieved
  • What were the factors contributing to learning and distracting learning
  • What changes to learning are considered
  • Learning SWOT analysis
  • Teaching CDP reflection
  • Learner observations
  • Improvements and future plans and actions
  • Linking the next lesson and actions required

Learner and lesson actions and activities

  • What are the follow ups from this lesson
  • What plans follow from this lesson
  • What are the learner follow ups to this lesson
  • How can they deepen learning and experience in the future

Teacher notes