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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

  • Personal narratives to transmit and transform information
  • Introspection and analysis
  • Grounds learning in personal and wider narratives
  • Collaborative learning
  • Making overall shapes of structures in texts, activities in courses in a visual way
  • Using Diagrams or visualisations
  • Mapping out processes
  • Anchor/reference point for the learner
  • Group-oriented, localised and connected to real-life purposes and context
  • Learning = inclusion in the community
  • Ways of learning are about being immersed in your context- showing data and charts to show community values

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

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00184

What is your teaching philosophy?

Why did you become a teacher?

What is your professional journey?

Without using words draw a picture to

tell your story.

  • Australian Bureau of Statistics (2010) Indigenous Statistics for Schools. Retrieved from http://www.abs.gov.au/websitedbs/CaSHome.nsf/4a256353001af3ed4b2562bb00121564/be2634628102566bca25758b00116c3d!OpenDocument
  • http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00184
  • Harrison. N & Greenfield. M. (2011). Relationship to Place: Positioning Aboriginal knowledge and Perspectves in classroom pedagogies. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/prolearn/reading/Relationship_to_place_Doc1.doc.
  • (2014) 8wayswikispace. Retrieved from http://8ways.wikispaces.com/

THEN...

The False Dichotomy

Aboriginal and Western pedagogies

are inherently opposed.

Embedded in the school rules

Acknowledgment of Country

Points to Ponder

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.

PBL school: 8ways wikispalce

Mathematics

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?

Take home message:

Patterns in nature

  • "8ways" framework helps embed "unique pedagogies into the curriculum and KLAs.
  • The framework is flexible.
  • Community is key.

Reference List

Bringing Aboriginal knowledge into the classroom

  • Non-tokenistic
  • Not just content and information about Aboriginal people.
  • Focus on epistemology as well are representation.

which brings us to...

4 mindful steps

Learning through culture, not just about culture.

Classroom Application:

The short clip demonstrates the value of implementing the 8ways in a school.

  • Choose a relevant text type
  • Teacher and students share stories re: impact of technology
  • Learn broad concepts first, before specific examples.
  • Present the effects as inter-related

E.g. English

Touches on: Deconstruct/ reconstruct, story-sharing and non-linear

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.

E.g: Science

  • Visit local native gardens
  • Classify local plants, using both the scientific and the Aboriginal terminology

Take home messages:

Touches on: Land-links, Community Links, re-deconstruct and reconstruct, & symbols and images

"Every place, Every people has its own unique pedagogies"

-'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.

The Importance of 8 Ways and implementing aboriginal knowledge into the curriculum

Evoking Change

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.

Presentation Goals

Unpacking the

8 Aboriginal Ways of Learning

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.

Western Learning Pedagogies - The Quality Teaching Framework

8 Ways and Western Thinking

(Riley & Glynn, 2012)

  • Intellectual Quality
  • Deconstruct/Reconstruct
  • Learning Maps
  • Non-Verbal
  • Non-Linear
  • Quality Learning Environment
  • Land Links
  • Community Links
  • Significance
  • Story Sharing
  • Community Links
  • Symbols and Images
  • Scaffolding and the Zone of Proximal Development
  • Deconstruct/Reconstruct

Story Sharing

  • Personal narratives to transmit and transform information
  • Introspection and analysis
  • Grounds learning in personal and wider narratives
  • Collaborative learning
  • Intellectual Quality
  • Quality learning environment
  • Significance

ACTIVITY

By Joan Marks

Story Sharing

Story Sharing

Community Links

Learning Maps

Deconstruct/ Reconstruct

  • Organise information holistically- as a whole, then break it down.
  • Learning in wholes rather than parts.
  • Learn the overall concepts, before getting into the details

Non-Verbal

Non-verbal

  • Kinesthetic/ hands on learning
  • Body language, testing knowledge non-verbally through experience.
  • Touching objects and photos, etc.

Non-linear

  • Knowledge is cyclic; things in our world interconnect; multiple processes which occur at once. - overlap of ideas.
  • Information needs to try and reflect that

  • Synergy
  • Complementary worlds (not opposing worlds)
  • De Bono/Lateral thinking
  • Finding common ground between opposing view-
  • points

Symbols and Images

  • Using the senses to build a symbolic meaning
  • Done on a smaller scale to learning maps
  • Linking concrete knowledge to abstract knowledge
  • E.g. show local paintings, pictures and familiar symbols.

Land Links

  • Always connecting classroom content to the local environment
  • Knowledge is connected to the land.
  • E.g: using maps of local area

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