Incorporating ‘8 ways’ into the traditional lesson…

-Sharing stories
-Picturing the pathway of knowledge
-Sharing knowledge through words
-Keeping and sharing knowledge through art
-Create new knowledge by putting ideas together
-Learn through land and nature
-Watch and then do
-Share the knowledge with others.

Lesson on 3D shapes:
Sharing stories: Share a book/information about 3D shapes.
Picturing the pathway: Teacher and students discuss the learning pathway and the content of the lesson.
Sharing of knowledge: Students can share their experiences with various shapes, as well as where they may have found them. The teacher would share first.
Through art: Students actually create 3D shapes out of paper.
Create new knowledge through linking ideas: Connecting 2D shapes with 3D shapes.
Learn through land and nature: Find examples in the school yard.
Watch then do: Students watch the teacher demonstrate how to draw the nets of 3D shapes. Students then draw them.
Share the knowledge with others: Students are encouraged to share their new knowledge with their parents/friends/older siblings.

Aboriginal 8 ways of teaching and learning…

After reading about the Aboriginal pedagogy it is evident that this approach to teaching is interconnected. The 8 ways of Aboriginal pedagogy joins protocols, values, processes and systems with the 8 aspects. These include: connecting through stories, picture pathways of knowledge, see, think, act, make and share without words, keep and share knowledge with objects, work with lessons from land and nature, put different ideas together and create new knowledge, work from whole parts and watching then doing, and lastly bring new knowledge back into the community. This approach incorporates multiple aspects of our learning environments, taking in consideration the community and local aspects. It also allows for collaboration amongst fellow peer members, promoting connectedness. I can see connections with what many teachers in a traditional school would incorporate into their lessons. For example, many lessons begin with a shared book or story. When looking at the point about working from wholes to parts, and watching and doing reminds me a lot about approaches taken in learning about fractions in maths. Many effective activities use in the classroom begin with the students watching a demonstration and then them actually having to do it. So these are just a few examples of the connections I can see between the two different ways of teaching.

8 Aboriginal Ways of Knowing, (2009), retrieved from

8 Aboriginal Ways of Knowing, (2009), retrieved from

Looking into the future…

Scenario 1: It’s 2063 and the population of Melbourne has risen to 10 million. Huge numbers of school-aged children live within the CBD, and have no access to rural and coastal Victoria. Owing to the proliferation of high rise apartments, the local government has started to utilise the roof top spaces of these buildings as schools. You have been given a brief to design a classroom that brings rural and coastal Victoria to the city. The school is committed to environmental awareness owing to water restrictions and a depletion of natural resources.

Upon first looking at this scenario I thought it would be very hard to incorporate the rural and coastal aspects into this type of classroom.

However, providing that their is enough space it would be possible to have pets and some other farm yard animals such as chooks. (There would be a need for some soil and space to scratch around in). This would provide the students with experiences a lot of rural children experience everyday, as well as the added responsibilities associated with having animals. Also students could have a worm farm which could provide nutrients for a potential garden. (Scraps can be put back into this worm farm).

-The students could have a veggie patch

-Water tanks to then preserve water.

-solar panels

-Large windows that are double glazed,

– sky lights

– small wind turbine

I feel the coastal aspect would be rather difficult to include unless their was a way to incorporate sand and water. I guess it could be possible to have a very small area much like an aquarium with fish and other sea like animals.

*Cost is going to be a significant factor in creating this rooftop classroom as many of these ideas are very costly initially. However, once established become self-sufficient and are eco friendly.

Reflective Practice as a learning space…

Reflective practice as a teacher is a crucial aspect of effective teaching. It is important as teachers to reflect on the elements of a lesson as well as the teaching, evaluating what worked well and what didn’t, as well as how you can improve on the things that didn’t work so well. This results in continuous improvement for teaching and learning for both the teacher and the students. Many schools have different strategies in order to encourage this reflective practice and continuous improvement. For example, some schools have other teachers or the principal sit in on a lesson and provide constructive feedback. This allows the teacher to know where they need to develop and improve on their teaching or organisation skills. Therefore this learning from others, and sharing of ideas can be seen as a learning space. This is beneficial to all involved. It gets the teachers more aware of their teaching and lesson content, has the assessing teachers more aware of the skills and strategies that work and don’t work which they can then use themselves in their teaching. Also it ensures that the students are getting quality lessons and learning opportunities.

My Taxonomy for self-directed learning…

Taxonomy refers to the classification of the levels of human cognition processes such as learning, understanding and thinking. Or it can be the summary of the categorisation of educational goals for learning.

Remembering: Retrieving, recognizing, and recalling relevant knowledge from short- or long-term memory. • What did I do?
• What do I already know?
• What is my aim?
• How should I plan?
• How can I motivate myself?
Understanding: Constructing meaning from oral, written, or graphic messages.
• What was important about what I did?
• Did I meet my goals?
• What new information did I learn?
Applying: Carrying out or using a procedure through executing, or implementing. Extending the procedure to a new setting.
• Have I done this before?
• Where else could I use this again?
• How do I do this the way I learn best?
Evaluating: Making judgments based on criteria and standards.
• How well did I do?
• What worked?
• What didn’t work?
• How do I do it better next time?
• Seeking constructive feedback
Creating: Combining or reorganizing elements into a new pattern or structure.
• What should I do next?
• What’s my plan / design?
• How can I make it better?

Reference: Pappas, P. (2010). Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals. Retrieved from

Group Learning: What I have learnt so far…

It is possible to make distinctions between the types of group work. They all share the social aspect of the learning space in terms of interacting with fellow students with a similar goal in mind. However, cooperative learning is structured, with sharing of materials and ideas, with the intention of learning something together (Slavin, 2010). On the other hand, collaborative learning is based more of coming together of various aspects of a task which they have been allocated. And thirdly, group work may be a combination of these; however less structured which can cause issues with work load and so on. However, they are still all working on a common task, just in various ways. Cooperative learning appears to be the most effective as it encourages all students to participate in a very highly structured manner, promoting learning to occur and perhaps dodging some of the issues related to group work (Slavin, 2010). I believe that students gain a lot from working in group work which is structured like Cooperative learning as each individual is responsible for contributing to the group work. If not they may let the team down, which is a great tool fro motivating so students. Also the idea that students can bounce knowledge and opinions between each other, encouraging rich learning to occur.

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

The electronic learning space…

IPads and other technological devices in the classroom can be a fantastic, motivating and effective tool in the classroom, providing they are used in a manner which enhances learning. There are so many different ways to incorporate these into effective lesson. There is much debate about including mobile phones into the classroom learning space as a toll for learning. However there is much stigma about this which would be required to be debunked before this were to be a fully-fledged device in the classroom. However, it is not all quite so effective. Unfortunately it is quite evident that in some classrooms the teacher is uneducated/unaware how to use these devices, resulting in students using them inappropriately (playing games/unrelated apps), or simply are using apps with no educational value unless, used correctly. I have observed this happening in one of my associate teacher’s lessons with students not using the correct apps. For example, playing games instead of using the maths app they are required to be using. However, in the same classroom I saw the use of the app ‘socrative’ which was used as a method of quizzing the students on previously learnt knowledge. This worked really well as the students all had to do this individually, and the teacher could collect the data on her IPad as she was the ‘host’ of the quiz. I feel that for IPads to be a useful educational tool in the classroom teachers need to be prepared to have training, and take the time to search for apps that actually serve an educational purpose. In saying that, it is much easier said than done.