Teaching Strategies
Indigenous cultural recognition, acknowledgment and support
- Involvement of Indigenous teaching personnel, parents and community members in all aspects of the schooling process.
- Collaborative planning and choice of appropriate teaching material which helps to ensure that learning activities are relevant to students’ experiences and to their current needs and interests, providing meaning and purpose to what they are learning.
- The provision of professional development training for staff concerning Indigenous culture and lifestyle.
- Respect for Aboriginal languages.
- Recognition of Indigenous patterns of discourse.
What Works. The Works Program | |
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Queensland Government (2011). Embedding Aboriginal and Torres Strait Islander Perspectives in Schools. Retrieved from http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf |
Embedding Indigenous Perspectives
For further information click on the link below:
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Reference
Queensland Government (2011). Embedding Aboriginal and Torres Strait Islander Perspectives in Schools. Retrieved from http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf
Queensland Government (2011). Embedding Aboriginal and Torres Strait Islander Perspectives in Schools. Retrieved from http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf
8 Aboriginal Ways of Learning
"8ways 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 rigour.
This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.
8ways Symbol Meanings
How Indigenous Students learn: 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://8ways.wikispaces.com/ Reference 8ways. (n.d.). Retrieved April 17, 2014, from http://8ways.wikispaces.com/ |
Quality Teaching
Follow the steps below and you will be using Quality Teaching, while also taking a step towards embedding Aboriginal perspectives through your two most important Aboriginal knowledge resources - community connections and student background knowledge.
http://8ways.wikispaces.com/8ways+and+Quality+Teaching Reference 8ways - 8ways and Quality Teaching. (n.d.). Retrieved April 24, 2014, from http://8ways.wikispaces.com/8ways+and+Quality+Teaching |
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8ways - 8ways and Quality Teaching. (n.d.). Retrieved April 24, 2014, from http://8ways.wikispaces.com/8ways+and+Quality+Teaching |
Forming Partnerships
Partnerships are vital to Indigenous students' success at school.
However you look at it, responsibility for improving educational outcomes must be a shared one. That can happen when Indigenous families become more familiar with, confident about and engaged in the work of schools — and when, in turn, schools become more knowledgeable about, engaged with and respectful of the backgrounds, lives and aspirations of their Indigenous families.
In the end, it's always about people getting on and working together — and that's everyone's responsibility.
Partnerships are vital to Indigenous students' success at school.
However you look at it, responsibility for improving educational outcomes must be a shared one. That can happen when Indigenous families become more familiar with, confident about and engaged in the work of schools — and when, in turn, schools become more knowledgeable about, engaged with and respectful of the backgrounds, lives and aspirations of their Indigenous families.
In the end, it's always about people getting on and working together — and that's everyone's responsibility.
‘Engage families and communities from
the start, keep them informed and let
them participate from the beginning – not
the end.’
the start, keep them informed and let
them participate from the beginning – not
the end.’
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Department of Education (2012, March 7). Partnership between Indigenous Student and Teacher. Retrieved from http://www.det.wa.edu.au/aboriginaleducation/detcms/navigation/teaching-and-learning/aieo-guidelines/aieo-program-teachers/ Image
Rothwell, N. (2013, May 11). Teacher assistant Maryann Kerindun with students. Retrieved from http://www.theaustralian.com.au/national-affairs/policy/controversial-teaching-method-brings-hope-and-social-change-to-cape-york/story-fn9hm1pm-1226639388060# Image
Victorian Aboriginal Education Association Inc (2012, November 22). School-Community Partnership Agreements. Retrieved from http://www.vaeai.org.au/news-and-events/fx-articles.cfm?loadref=53&id=16 |
Partnerships between the Teacher and Student The starting point is recognising some fundamentals about students:
Such an approach might be described as culturally responsive teaching. Culturally responsive teaching assumes that learning will be promoted when the concepts and skills taught are placed within a frame of reference that is meaningful to the student. Partnerships between the Teacher and Parent/Carer
The foundation for good parent teacher relationships is frequent and open communication, mutual respect and a clear understanding of what is best for each student. Feeling connected and confident is most likely to happen when Aboriginal and Torres Strait Islander parents know and feel comfortable talking to the people at the school. One simple way to do this is by just having a conversation whenever there is the opportunity to do so. Formal interactions between teachers and parents, for example, sharing of data about how students are progressing, are also evident at the schools Partnerships between the School and Community
A School and Community Partnership Agreement is a formal commitment based on shared responsibility for the education of Aboriginal and Torres Strait Islander students at the school. A partnership is negotiated between the school, the parents and the local community and is a commitment to change the way the school and community work together. Reference
What Works. The Works Program (2013). Sustainable school and community partnerships. Retrieved from National Curriculum Services Pty Ltd website: http://whatworks.edu.au/.../1363254474573_file_WWPartnershipsReport.pdf |
Sustainable School and Community Partnerships | |
File Size: | 991 kb |
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Reference
What Works. The Works Program (2013). Sustainable school and community partnerships. Retrieved from National Curriculum Services Pty Ltd website: http://whatworks.edu.au/.../1363254474573_file_WWPartnershipsReport.pdf
What Works. The Works Program (2013). Sustainable school and community partnerships. Retrieved from National Curriculum Services Pty Ltd website: http://whatworks.edu.au/.../1363254474573_file_WWPartnershipsReport.pdf
Working with Aboriginal Communities | |
File Size: | 1752 kb |
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Reference
Board of Studies: NSW (2008). Working with Aboriginal Communities. Retrieved from http://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf
Board of Studies: NSW (2008). Working with Aboriginal Communities. Retrieved from http://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf