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- Unpacking the 8 ways
- The importance of implementing 8 ways to your classrooms
-Classroom application
- Individual activity - yarning activity
- Concluding discussion
Yarn and tell stories as a way into the learning.
Create a shared image (concrete or visualised) of the pathway the learning is taking.
Use non-verbal methods as well – reflection, demonstration, hands-on practical, etc. Encourage non-verbal systems of feedback from students – gestures, facial cues etc.
Create visual texts as well as print texts (e.g. mind-maps, diagrams etc.)
Locate the knowledge – where it’s from. Connect to country – use natural metaphors from the local landscape to reinforce the learning.
Bring together different cultural viewpoints to create a shared metalanguage of what you’re learning. Students co-create the knowledge. Take a roundabout route to learning outcomes. Innovate, create, exchange, adapt, synthesise.
Model assessment tasks before expecting students to do them. Balance instruction with independent learning.
Always relate content back to local community contexts and find the relevance for the students. Where possible, find ways to make the new knowledge benefit local community through presentations, projects, etc.
1) We connect through the stories we share
2) We picture our pathways of knowledge
3) We see, think, act, make and share without words
4) We keep and share knowledge with art and objects
5) We work with lessons from land and nature
6) We put different ideas together and create new knowledge
7) We work from wholes to parts, watching and then doing
8) We bring new knowledge home to help our mob
What is your teaching philosophy?
Why did you become a teacher?
What is your professional journey?
THEN...
The False Dichotomy
Aboriginal and Western pedagogies
are inherently opposed.
Acknowledgment of Country
There is overlap between Aboriginal
and non-Aboriginal systems.
I would like to show our respect and acknowledge the traditional custodians of this land, the Darug people, Elders past and present, on which this meeting takes place.
Q1- Can you summarise the importance of having aboriginal knowledge in the curriculum?
Q2- Do you understand the importance of incorporating teaching aboriginal knowledge in relation to the curriculum in your future classrooms in a meaningful way?
4 mindful steps
Learning through culture, not just about culture.
Chris Garner: 'Transforming the teacher in Indigenous Education
4.
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.
-'8 ways wikispace'
3.
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.
This framework is a way to provide meaningful links to Aboriginal heritage, in a way which is relevant to Aboriginal students' identities and backgrounds.
- 8 Ways helps to promote better engagement in class
- Retention rates can be improved by utilising the framework effectively
- Increases the likelihood of Aboriginal students to complete their secondary education
-Provides a cultural link which reaffirms their identity in the classroom
1.
By sharing stories
at the start, you are using the
Quality Teaching (QT) pedagogies
of NARRATIVE, BACKGROUND KNOWLEDGE,
CULTURAL KNOWLEDGE and SUBSTANTIVE
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.
PROBLEMATIC KNOWLEDGE emerges in early
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
text.
2.
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.
8 Ways and Western Thinking
(Riley & Glynn, 2012)
By Joan Marks
Deconstruct/ Reconstruct