For audio description version of this video please visit https://www.youtube.com/watch?v=8YQsRBLDTw4 Effective Practice in Aboriginal Education in NSW … Below is a weekly literacy plan I’ve used that focuses on the text ‘Pannikin & Pinka’ by Colin Thiele and employs the 8ways framework: In summary, this post about the 8ways framework is evidence that I use a variety of proven teaching strategies that are based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning (FA 1.1).

Student works on marketing and manufacture plans for his new invention "The Fishing Bundi" in a Design and Technology class in Walgett.

We pay our respect to Aboriginal and Torres Strait Islander cultures and to Elders both past and present. Permission sought from the original source is a requirement, out of courtesy. Aboriginal teaching refers to community life and values (Stairs, 1994). Story-sharingThis way of learning harnesses well-documented Indigenous teaching methods that make use of personal narratives in knowledge transmission and transformation (Stairs, 1994). That image serves as an anchor or reference point for the learner.” (Hughes and More, 1997). It is a way to develop relationally responsive practice in the way you work with your Aboriginal community. WARNING: Aboriginal and Torres Strait Islander viewers are warned that this site contains images and voices of deceased persons. This resource by the Department of Education and Training consists of three modules, which provide advice, process and practical suggestions to what teachers should know and be able to do in

The RAET team is responsible for the research and ongoing development of 8ways, management of the wiki and observance of cultural protocols.

The strong Aboriginal connection between land and knowledge/learning is widely documented (Battiste, 2002; Shajahan, 2005). 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students; Graduate: Proficient: Highly Accomplished: Lead: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. I used to shy away from role-playing as a teaching method, but now I use it regularly (if nothing else it gets a few laughs!)

Our old people always met with different language groups to engage in the exchange and production of knowledge. I now create visual maps of complex topics or learning sequences and display them for my students (often I will ask my students to create their own maps of their learning, which is is particularly effective at the conclusion of a unit).

The Department of Premier and Cabinet offers a public space for Aboriginal Victorians to discuss history and how it affects their lives today. Edufolios uses cookies to give you the best possible experience.

The 8 ways of Aboriginal Learning is a document provided by the Department of Education and Communities which provides a guide for teachers when working with Aboriginal students and to benefit other students in the classroom. It is different from the pedagogy of Learning Maps, in that it focuses on symbols at the micro level of content rather than the macro level of processes. Call the team for permissions regarding use of 8ways.
This framework was developed by Ernie Grant, Djirrabal Elder, and published by the Innisfail and District Education Centre. After all, it is limiting to view all mainstream knowledge as linear when there are excellent western non-linear frameworks available like De Bono’s (1996) Lateral Thinking. A useful resource to use with learners in an education setting and to deepen your understanding of Aboriginal history and culture. These are, When planning for the teaching and delivery of Aboriginal and Torres Strait Islander perspective in the curriculum, which meets Standard 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians, it has to be Search ‘Aboriginal’ in the search bar to find the most up to date and relevant resources. and lists the relevant descriptors at each stage. Model every activity for students, promoting an Aboriginal protocol of "Watch first, then do". The 8 ways of Aboriginal Learning is a document provided by the Department of Education and Communities which provides a guide for teachers when working with Aboriginal students and to benefit other students in the classroom. It has long been observed that Elders teach using stories, drawing lessons from narratives to actively involve learners in introspection and analysis (Wheaton, 2000).

Aboriginal teaching refers to community life and values (Stairs, 1994). Relate problems and maths applications back to community life wherever possible. I consider how I can link my students connection to country every time I plan. Learning through images, symbols and metaphors (They keep and share knowledge with art and objects). The pathways between them show the way all these sites, stories and knowledges are linked together by ancient pathways walked, sung and told by ancestors. I have deliberately made my teaching more visually rich by always accompanying lessons with images & videos. However, this is the point at which western and Indigenous pedagogies are often incorrectly constructed as irreconcilable. Using indirect, innovative and interdisciplinary approaches (They put different ideas together and create new knowledge). Support can come from. Wheaton (2000) gives an idea of the scope of this pedagogy, when she talks about the way Aboriginal learners test knowledge non-verbally through experience, introspection and practice, thereby becoming critical thinkers who can judge the validity of new knowledge independently. This website provides three modules relating to standards 1.4 and 2.4. Additionally, Aboriginal people think and perceive in a way that is not constrained by the serial and sequential nature of verbal thinking (Gibson, 1993). Land-linksThis pedagogy is about connecting and relating classroom learning to the land. Use a variety of methods other than verbal to teach and elicit responses from students. There is a broad consensus in the literature that the Aboriginal learner “… concentrates on understanding the overall concept or task before getting down to the details.” (Hughes and More, 1997), Learning MapsThis way of learning is about making those overall shapes of structures in texts, activities and courses explicit in a visual way for Aboriginal learners.
The VCAA website includes an outline of Learning about Aboriginal and Torres Strait Islander histories and culture. When learning about time in Maths for example, there is a focus on the seasons from an indigenous perspective (In most Aboriginal cultures here in Australia there are 6 to 8 seasons with complex and detailed banks of knowledge and understandings attached to each one). These pedagogies are also I have trained myself to use body and sign language to greater effect in the classroom.

Indigenous land-based pedagogy is affirmed by the work of place-based education researchers, with links between western place-responsive practice and the narrative pedagogies of Native Peoples clearly demonstrated (Cameron, 2003). His holistic approach to learning promotes cross-cultural understanding and adds value to learning. This message stick shows a commitment to our protocols, values and ethical processes in facilitating the sharing of Aboriginal knowledge in schools and communities across the region. I am very excited when I think about the possibilities that the 8 Ways Pedagogy can provide for my future teaching - not just for Aboriginal students, but for all students, regardless of … In Aboriginal culture knowledge was passed on through repetitive story-telling. Instead, a teacher could, It is mandatory for all students to learn Aboriginal and Torres Strait Islander perspectives. This evidence was created using Edufolios. Story-based, Flexibly-planned, Values-based, Transformative, Nature-centred, Adaptive, Authentic, Communal, Connected, Independent, Emotional, Responsive, Place-based, Holistic, Modelled, Cooperative, Spontaneous, Inquiring, Reflective, Creative, Experiential, Problem-based, Imitative, Person-oriented, Auditory, Visual, Non-verbal, Imaginal, Kinaesthetic, Trial and error, Repetitive, Oral. Our review of the literature and research on Aboriginal pedagogy found: The complete review can be found in the draft report from the 8ways research: Here is an excerpt organising the main points from the literature into the 8ways framework: Deconstruct/ ReconstructThis way of learning organises notions of the holistic, global, scaffolded and independent learning orientations of Aboriginal students.


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