Realigning a lesson to the Eight Ways of Aboriginal Learning

Science Lesson – The Seasons

The following lesson has been realigned to incorporate five of the eight ways of Aboriginal Learning. The lesson is on the four seasons of the year. Through a focus on the 8 ways, students will be allowed multiple entry points into the curriculum and as a result will experience higher success and personal achievement levels.

1. Story Telling:The teach will read a picture story book to the students, All Through The Year by Jane Godwin. This introduces the topic to the children and gets them thinking about how the seasons change and how they feel about each one.
   

   Image Source: Web Image – Retrieved from http://www.penguin.com.au/products/9780670073993/all-through-year

2. Learning Maps: The teacher will have made a square on the carpet with sticky tape and sectioned off four squares, one for each season. There will be an assortment of items at the front of the classroom for students to pick up and discuss what season each item would be used.
3. Non-Verbal:Students will be involved in a quiet time where they will all sit with their eyes closed and listen to the teacher give a brief description of each season. As he/she does so, they can think about the things they like and don’t like about each season, what activities they can do each season and basic characteristics of each season.
4. Symbols & Images: Students will recall the things that they remember seeing in the book and draw them into a map, sectioning the items off into which season they are appropriate for. They can add the things that they recall from the book (the teacher may make a list of these on the board to help remember) and can add other items that they use for each season, i.e. Sunglasses for Summer, Umbrella for Winter etc.
5. Land Links:Linking back to the book, students will be able to brainstorm appropriate holiday destinations for each time of the year, i.e The Beach at Summer, a Park in Autumn etc.

The Eight Ways of Aboriginal Learning

‘8 ways is something that grew out of a particular ethic, a way of working that goes beyond cultural awareness, cultural sensitivity and even cultural responsiveness. It is all about relational responsiveness, a protocol of attending to relational obligations to the field you’re working in, relating and responding holistically to people, land, culture, language, spirit and the relationships between these with integrity and intellectual rigor. 8ways is a point of entry into this way of knowing. It is a way to develop relationally responsive practice in the way you work with your Aboriginal community’

The Eight Aboriginal ways of learning proposes a scaffolded approach to learning that incorporates the foundational elements of Aboriginal tradition and culture into classroom education practices. The eight ways of Aboriginal learning are demonstrated through the following:

• Story Sharing
• Learning Maps
• Non-Verbal
• Symbols and Images
• Land Links
• Non-Linear
• Destruct and Reconstruct
• Community Links
  

  Image Source: Web Image – Retrieved From: http://8ways.wikispaces.com/

To me, the majority of the eight ways of learning that have been utilized in this framework are already being utilised in our modern day classrooms. When we teach students, we engage in a learning journey with them and we do utilise narrative-driven learning. We do place a strong emphasis on visualising learning and hands-on/reflective practices. We do scaffold the learning for the children and we do make connections with what we are working on in the classroom and how this can allow us to be connected to the community.

I think that these are all interconnected pedagogies that make up a successful curriculum structure. Although the ‘bones’ of said structure are virtually the same, I believe the ways in which they are implemented in ‘Western’ classrooms and their central Australian counterparts are very different.

At the heart of this Aboriginal pedagogy framework is the link to the culture of the people that it works with and through. It is through making the connections to the land and to the heritage of story-telling that students are able to draw personal experience from what they are learning in the classroom and learning can be tailored to them individually.

8 Aboriginal Ways of Knowing. (2009). 8Ways. Retrieved from http://8ways.wikispaces.com/

Reflective Practice

Reflection is something that teachers are asked to do on a regular basis. I believe this to be a crucial aspect of effective teaching and learning. Teachers must be able to reflect critically on their idea (what worked and what didn’t) and use these reflections as a means of informing their future teaching. As teachers reflect on certain aspects of their teaching and lessons, they are continuously improving their educating skills – both to make the experience more useful for the teacher and the students. This reflection can inform practice, challenge belief systems and mould future learning.

Stock Photos,. (2014). Abstract word cloud for Reflective practice with related tags… Retrieved 22 October 2014, from http://www.123rf.com/photo_17149627_abstract-word-cloud-for-reflective-practice-with-related-tags-and-terms.html

This reflection can occur in multiple channels throughout an educator’s professional experience.

Teachers will always reflect as they progress through stages of the lesson, noticing student involvement, achievement level and other general observations that can be observed by the teacher. Some schools enforce reflective practice in more of a structured way than others. For example, principals and other teachers will observe lessons and offer constructive criticism. This is a very effective means of feedback as teachers can gain an understanding of what they know and do well and things that they develop and improve upon.

Reflection allows us to learn how we can best discover the highest key knowledge and learning, and leads to better overall achievement levels.

My Taxonomy

Throughout this unit, it has been required of each participant that they be self-directed in their learning journey. As a general rule, University students are expected to be self-accountable for their own learning throughout the course of their tertiary education – I have found this to be even more true whilst I undertake this unit. Learners are influences by their environment, context and connections that they make during learning. These are influential factors influencing the overall success of the learner. Learners are encouraged to develop their own personal Taxonomy.

Successful Teaching,. (2011). Bloom’s Taxonomy: Encouraging Higher Cognitive Thinking in Primary School Classrooms. Retrieved 22 October 2014, from http://juliaec.wordpress.com/2011/03/23/blooms-taxonomy-encouraging-higher-cognitive-thinking-in-primary-school-classrooms/

My Taxonomy

Remembering:

• When is it due?
• What have I done?
• What do I need to do?
• What are the key points?
• How do I start?
• What will I achieve in the short term?
• What will I achieve in the long term?

Understanding:

• Do I understand what I am doing?
• Does it flow from one part to the next?

Applying:

• Where will I use this learning?
• Have I already used this learning?
• Can I change or adapt the learning to use it later?

Analysing:

• What are the strategies, skill and practices?
• Are they affective?

Evaluating:

• How well did it go?
• What do I need to improve?
• What have I learned about my strengths and my areas in need of improvement?
• How am I progressing as a learner?

Creating:

• What should I do next?
• What steps should I take or resources should I use to meet my challenges?
• How can I best use my strengths to improve?

For more on Bloom’s taxonomy visit:

http://www.teachers.ash.org.au/researchskills/dalton.htm

Cooperative, Collaborative and Group Learning Spaces

Collaborative learning, Cooperative learning and group learning are often confused with one another and used in education interchangeably. Before undertaking this unit, I too held the common misconception that these three learning systems were the same and that these names could be used interchangeably. After completing the reading for this week, I now can say that I have a much more concrete understanding of the three. Shall we continue?

Image Source: Emma Hancock

Cooperative learning occurs when the task is set and all group members work together to achieve the determined goal. While students are undertaking tasks in the cooperative learning space, each student is individually accountable for their part of the task and is assessed independently from the group on their personal contributions (Kagan, 2010). The teacher needs to ensure that the group is structured in such a way that all group members will work cooperatively together to achieve their individual outcomes, yet still work towards a common goal.

Searchpp.com,. (2014). Hands Working Together Search Pictures Photos

Collaborative learning occurs where the group members are given a start point and all group members are determined to grow their knowledge, group members control how the learning occurs. While students are undertaking work in a collaborative learning space, there is a strong emphasis on students working together to complete an activity. Although this learning space is similar to the cooperative learning space, learners are encouraged to work together, rather than independently to reach their individual goals. This learning space can be observed in small groups with appropriate discussion, teamwork and ultimately, learning!!

Group learning occurs when students are working in partners or small groups on a task or discussion that generally follows a lesson, while the teacher roams the room encouraging and supervising. A slight disadvantage of this learning space is that sometimes students may tend to be isolated and not much collaboration will occur.

Each of these learning methods work successfully in the classroom as they support and encourage the social constructivist theory of learning; that is to allow students to work in a group environment with their peers to achieve their learning goals. Open plan learning environments strongly encourage students to work cooperatively and collaboratively. In such an environment, students are able to freely move around the learning space, without being fixed to one specific area. Connected group tables encourage students to interact with their classmates, discussing and collaborating to reach their learning goals. This environment is one where students can bounce ideas off each other and gain insights about the development of their peers.

Slavin, R. (2010). Co-operative learning: what makes group-work work? The Nature of Learning: Using Research to Inspire Practice, OECD Publishing.

Curriculum as a Learning Space

The physical classroom and school perimeter should not be the only things that spring to mind where we discuss learning spaces. Learning spaces are varied and this learning can occur in many different areas through many different channels.

One such channel that I had not thought about as a learning space is that of the Australian Curriculum. Although at first I had not considered this to be a learning space, it only took me a few minutes before I had realised that of course it is! The Australian Curriculum an avenue through which teachers across the country can work together to reach a common goal. The curriculum provides educators with a basis for the key learning that needs to occur.

As teachers, our group learning space is the curriculum. This acts as the clay that which all teaching is moulded. It is essential for educators to understand that it is just that, the clay. From this we can mould whatever we like. The curriculum is not set in stone, rather it is forever changing. Collaboration with other educators can lead to a deeper scope of knowledge and more effective deliverance. The curriculum must remain up to date and relevant to the students to provide resourceful and meaningful teaching and learning experiences for the students. In this way, the Australian Curriculum acts as a springboard for teachers to gain the fundamental elements of their lessons and then project from there in whatever way they desire.

Further, the Curriculum itself has been developed through collaborative and cooperative group work. It has been developed from multiple teacher insights to create a platform where teachers are able to access the fundamentals of their lessons, yet still have the opportunity to branch out and be creative with their planning. Teachers must work together to ensure students are receiving high quality pedagogy.

iPads in the classroom

iPads have become increasingly popular in the modern classroom. I have seen them implemented for learning for not only the student but also the teacher. I think it is essential though to not only have iPads present in the classroom but to be using them with purpose. I think that you could have them in the classroom, but it really is the way you choose to use them that will help the students to develop. We, as educators, need to be ensuring that the apps and websites that students are accessing are providing the students with multiple entry points to the curriculum and open ended tasks. iPads can be an excellent bargaining tool for students and I have seen them uses as rewards in the classroom where students can earn ‘iPad time’ by acting in an appropriate manner in the classroom. They are definitely a great motivator for children also, as children see them as new and exciting. Although the simple use and presence of iPads is not to be outshined by the learning that is associated with such a product.

Learning Beyond The Classroom

Students working collaboratively through group exercises. Image Source: Emma Hancock, 2014

The students of today need to be exposed to stimulating experiences both inside the four walls of the classroom but also outside of them, in the form in excursions and incursions. These can provide meaningful opportunities for students to develop their social and emotional learning in a non-threatening way (Johnson, 2009). Incursions and excursions create opportunities for children to get outside their comfort zones and explore the social environment in which they live (Lorenza, 2009).

The dynamic environment made up by new experiences and continually changing circumstances has proved to improve the overall learning undertaken by children in such environments (Rogers, year). Students are said to take in additional information when they are in a fresh environment that is contextually fitting for them (Johnson, 2009). Having said that, the teacher must ensure that the event is in direct correlation to the curriculum and the safety of the children remains. Further, these events should be followed up by planned activities that will serve as a conclusion to the event.

Students learning through their environment at Werribee Zoo. Image Source: Emma Hancock, 2014

In these environments, students have a significant opportunity to shine. Students will be learning from more capable adults and in doing so, will be working towards Vygotsky’s Zone of Proximal Development. They will be extending themselves, having real life scenarios/stimulus to assist them to better recognise the theory, concepts, cultures or identities that they may be studying at any given time. Further, according to Lorenza (2009), excursions and incursions can boost overall student morale, self-esteem and confidence.

Students will need time to process the information that they have been presented with at incursions and excursions and should be prompted to undertake follow up activities both the day after an event and a week after an event.

With all of these student enhancements from excursions or incursions, I say “Bring on the paperwork!”

Emma

 

 

Johnson, J. (2009). Beyond four walls: experiential and situated learning. Teacher. (198), 18-20. URL

Lorenza, L. (2009). Beyond four walls: why go beyond the bounds of school? [online]. Teacher. (198), 22-25.

Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Columbus, OH: C.E. Merrill Pub. Co.

Classroom Set Up

This week’s reading really intrigued me. I love to think about all of the different ways that we, as teachers, can get the student enthused and engaged in the classroom. I had given some thought to the physicality of the classroom setup in the past, but had not thought about it as complexly as I have this week every before. The questions that Read (2010) outlined at the beginning of his article really resonated with me and truly made me think. I had never asked myself these question before. The one that got me thinking the most was the fourth question, “What type of design characteristics do the children in the environment enjoy and why?” As a pre-service teachers, we don’t have the opportunity to physically set up a classroom and make decisions about placement of furniture and technology.  I agreed with Read that teachers, architects and designers are not taking into consideration the perspectives of the children. The harsh reality of the conclusion that Read make about this statement is still ringing in my ears. I feel frustrated that the students’ voice is not being heard. After all, the classroom is there for them. It needs to be pleasing to them far more than it needs to be pleasing to us.

Conclusions made in the Schratzensteller (2010) text further supported a need to look at how we are really setting up our classrooms and how we can do so in a better way to allow for increased academic success. The point that Chism and Bickford (2002), as sighted in Schratzensteller, make that it is contradictory for an educational institution to proclaim learner centred instruction yet teach out of a teacher focused environment is very valid. I feel that we cannot ignore the need for student comfort and interaction. In my classroom, I will not have students sitting in their desks in a row and I will not discourage collaboration (which can often be misinterpreted by teachers as talking). This research shows that we need to allow room in the classroom for collaboration and interaction. This helps the students to feel comfortable and welcome in their physical learning space.  

I think that in my classroom I will have a circular seating arrangement to eliminate problems as stated by Cinar (2010). I will be forever moving around the classroom to avoid any students wanting to sit at the back of the room due to lack of motivation or interest. I will attempt to engage all students in my classroom and thus students will be aware that no matter where they sit, they will always have the chance that I may call on them to participate in group activities.

 

Chism, N. V., & Bickford, D. J. (2002). The importance of physical space in creating supportive learning environments. San Francisco, CA: Jossey-Bass.

Cinar, I. (2010). Classroom geography: who sit where in the traditional classrooms? Journal of International Research, 3(10), 200-212

Read, M. (2010). Contemplating design: listening to children’s preferences about classroom design. Creative Education, 2, 75 – 80 URL

Schratzenstaller, A. (2010). The Classroom of the Past. In K. Makitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the Future: Orchestrating Collaborative Spaces (pp. 15-39). Netherlands: Sense Publishers. File

What is a PLN?

Since I’m doing this whole blog thing to create myself a PLN, let’s look closer at what that is…

PLN stands for Personal Learning Network. To give you some perspective, my mother is a principal of a primary school. When she first started out teaching a PLN for her was a group of teachers that meet face to face to discuss teaching and learning strategies, resources, disciplinary techniques and anything else involving their professional development. As technology progressed through the years leading up to where we are today, email became a large way that my mother’s PLN became larger and more informative (although this still involved her meeting someone face to face and swapping email addresses). Fast forward to today, where the next generation of teachers are developing their own PLNs. The first PLN that I will develop as a teacher will look vastly different to that of my mother’s beginning teacher PLN. Today, I have access to Facebook, Twitter blogs, apps, e-books, online resources, online discussions and Skype. These tools help me to create my own Personal Learning Network. It is through these tools that I am able to better my skills as a teacher through the support of not only other teachers, but also resources. The 21^st Century PLN is a global, informative, interconnected web of knowledge.

Pardon the pun.