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/

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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.