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Copy of 8 Ways of Learning and Quality Teaching: Embedding Cross Cultural Perspectives.

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Tina Baynie

on 17 July 2013

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Transcript of Copy of 8 Ways of Learning and Quality Teaching: Embedding Cross Cultural Perspectives.

8 Ways of Learning
as presented by Sharon Clark
re-interpreted by Tina Baynie
8 Ways of Learning
1. Story Sharing
We connect through the
stories we share.
2. Learning Maps
We picture our pathways
of knowledge.
3. Non-verbal
We see, think, act, make and
share without words.
4. Symbols & Images
We keep and share knowledge
with art and objects.
7. Deconstruct
6. Non-Linear
8. Community Links
5. Land Links
8 Ways and Quality Teaching Integrated
We work with lessons from land and nature.
We put different ideas together and
create new knowledge.
We work from wholes to parts, watching and then doing.
We bring new knowledge home to help our mob.
Understanding the New
Curriculum - Aboriginal & Torres
Strait Islander Cross Cultural

A narrative story told by either the teacher or the student.
Picturing the various
pathways of knowledge and
how we are going to learn. A visual method that demon-
strates the ways in
which students can learn
and arrive at their goal,
e.g, charts and
mind maps.
Thinking, sharing, and making without words. Learning in a practical context. This directly links with the traditional way indigenous people learn.
Using visual cues to prompt and communicate a message. e.g, WH&S.
Refers to the way you put information together and make meaning from it. Reaching your goal doesn't always mean going from point A to point B. It's giving students the choice as
to which path they want
to take to achieve their
learning goal.
Involves scaffolding. Pulling ideas apart and then putting them back together to make meaning.
Connectedness from their learning to their real life context. Using community resources to make learning relevant, in order to add value to family and community.
Bringing learning back to nature and the land. Making relevant meaning through our connection to the land.
to recap,
and elaborate.
Tell your stories about the topic or related topics.
Get students to tell theirs and discuss that knowledge in depth.
Show a model of the work students will produce for this topic.
Ask: How can this help/relate to local community?
Pull the model apart, question the meaning.
Map out the structures, explain the patterns and codes.
Work with these visually and kinaesthetically.
Support students to recreate their own versions individually.
Ensure these are returned to community for local benefit.
when you use the following tools whilst you're
planning/developing inclusive programs to teach...
keeping in mind that
Quality Teaching
4 mindful steps
you're on track
which brings us to...

By sharing stories
at the start, you are using the
Quality Teaching (QT) pedagogies
COMMUNICATION. In showing a model text
and linking it to a useful purpose in
the local community, it is using
the QT pedagogy of CONNECTEDNESS.

readings of the text that gives the
student the opportunity to
question the writer's intent and
cultural orientation - allowing
them to make a personal
connection to the
As the text is broken down further,
students are gaining DEEP KNOWLEDGE of the topic and being provided with SOCIAL SUPPORT to enjoy successful learning before being asked to produce independent work. Explicit instruction then of the basic elements of METALANGUAGE of the topic or task ensures INCLUSIVITY for all learners, regardless of socio-economic status. This process helps to break down perceived hierarchies.
Then, as they are supported to reconstruct
their own texts independently, they are using
SELF-DIRECTION and are demonstrating DEEP UNDERSTANDING. Their work is then returned to the community, ensuring CONNECTEDNESS.
Transparency in their work in the community helps to generate HIGH EXPECTATIONS from family,
not just teachers.
They have anticipated this throughout their work, with EXPLICIT CRITERIA explained from the start, and with additional criteria provided by the community, who now judge their work.
Such real-life, community-oriented tasks usually require an overlap of subject areas and knowledge domains, which ensures KNOWLEDGE INTEGRATION. The expectation that this work will be visible in, or impacting on the real world, provides a focus for ENGAGEMENT throughout the task.
Full transcript