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.

Advertisements

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 http://8ways.wikispaces.com/

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