1 / 22

8 Ways

8 Ways. Story – Finding the 8 Ways.

sef
Download Presentation

8 Ways

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 8 Ways

  2. Story – Finding the 8 Ways QT Mentor, R2L Consultant and Ab Ed Consultant share a space in the Bourke Office. Talk about overlap of the three areas. Travel one day from Bourke to Brewarrina, crossing the Bogan River, passing the place where three rivers become one. Work with Blanche Gordon at Bre (Ngemba woman, QT/STLA Mentor) on mind map. Methods were grounded in international research on Indigenous education, pedagogy, cultural interface and literacy scaffolding. Also grounded in the local landscape and Aboriginal ways of knowing – concepts, images, story, place.

  3. Aboriginal Perspectives Quality Teaching Reading To Learn

  4. Interface of Aboriginal Knowledge, Quality Teaching and Reading to Learn AK QT R2L

  5. How does a Cultural Interface approach ensure rigor?

  6. Interface between Quality Teaching and Aboriginal Pedagogy

  7. Interface of Aboriginal Pedagogy and Reading to Learn Self Directed Supported

  8. Tell your stories about the topic or related topics. Get students to tell theirs and discuss that knowledge in depth. Show a model of the work students will produce for this topic. Ask: How does this relate to local community? How can this help local community? Pull the model apart, question the meaning, map out the structures, explain the patterns and codes. Work with these visually and kinaesthetically. Support students to recreate their own version individually. Ensure these are returned to community for scrutiny or use by students’ families, who can critique the work. QT Framework emerges: ? How can I engage with the cultural interface now, embedding it in my practice?

  9. Eight Learning Strategies Identified at the Interface of AK, QT and R2L. Story Sharing Community Links Learning Maps Deconstruct Reconstruct Non-Verbal Learning Non-Linear Concepts Land Links Symbols, Images

  10. Example – Community Links, Story Sharing In Bourke, LOTE students have been preparing for their family day. All term they have been planning the day, creating texts centred around the story of “Ngamadja” with the community as the intended audience. The texts include community language resources, bilingual signage, song, dance, plays, wooden tools, procedural texts, games, histories, artwork and dialogues. emu In this photo students are preparing to teach a song to community members. They also teach language words and phrases. The day is not about celebration of difference, diversity or “culture”. It is about returning school learnings to the community. It is an exercise in active citizenship – promoting education, values and reconciliation to address social issues in the community. The students are expected to organise and run the event themselves, with the support of teachers and community members.

  11. Example: Learning Maps, Symbol and Image, Non-Linear A teacher consolidates four HSIE units on Imperial China, Medieval Europe, Ancient Egypt and Aboriginal Australia into a comparative study of topics (e.g. religion, economy) across the four cultures. She creates a learning journey map using sacred animals similar in all four. Egypt Ureus China Dragon Europe Wyrm Rainbow Snake Aust.

  12. Example: De/Reconstruct, Land Links, Non-verbal In a Stage 4 Science class, students have been gathering bark to conduct an experiment as part of a unit on natural dyes. But first they need to understand the genre of data collection tables for experiments. Model text: After discussing the purpose and context, the teacher explains the features (rows, columns, headings) and metalanguage (scientific terms). They discuss what the text doesn’t say – e.g. info on seasonal variation. Then students cut it into four columns, shuffle, then sequence. Read again. Then they cut along the rows as well, shuffle all 24 and put back together. They list alternative entries for local tree species. They collect samples. The teacher holds each sample up and the students indicate their hypotheses of dye intensity using hand signals. They enter their projections on the tables as they reconstruct them in their books.

  13. Tokenistic Embedded

  14. Contact Details Nadia: nadia.gavin@det.nsw.edu.au Cheryll: cheryll.koop@det.nsw.edu.au Tyson: tyson.yunkaporta@det.nsw.edu.au Phone: (02) 6870 1777

More Related