Incorporating the 8 ways into a lesson

This lesson plan was designed to assist students in a 2/3 classroom to decide on the elements that contribute to an effective poster. The students were then directed to plan for and design a poster based on the theme of “liveable communities” for water week. The posters were to be entered into a state competition. The sections in italicised script incorporate my recent understandings of the 8 Aboriginal ways of learning and are used to enhance the pedagogical framework of the lesson.

Lesson Title                        Poster competition – Water WeekDomain/Strand Level 2/3
Learning Outcomesan ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences.Examine how evaluative language can be varied to be more or less forceful(ACELA1477)Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose(ACELA1470)
Student Learning IntentionsStudents view a range of posters and decide on what makes a good poster
Procedural Steps
Tuning In                     Show competition posterIntroduction         State learning intentionQuestions              What makes a good poster?Story Sharing: Share my story about my childhood memories of clean waterways, catching tadpoles at creek behind my house, that the creek became polluted and no longer exists.

Ask for student stories about personal experiences of environmental concerns or interests.

Land Links: take students outside to stand by and observe the Merri Creek (located behind the school).

Think and Do: How might the creek have looked 20/50/200 years ago? How will it look in 20/50/200 years from now?

Introducing concepts Simple/title/colour/space for drawing/not too much text

Look at the text, pictures, colour, layout, borders, title,

What visuals                 variety of posters

1.  Show one example and look at colour, design, title, layout borders, pictures2  pairs or small groups discuss/assess effectiveness of posters3. share findingscreate checklist of what makes a good poster
ConclusionGo through Criteria of competition; paint or collageCommunity Links: The poster is for a competition but could we place them around the school/the community to raise awareness to water issues?

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

8 Aboriginal Ways of Learning: Creating a Third Cultural Space

Screen shot 2013-11-12 at 12.11.54 PM

The 8 Aboriginal ways of learning is a framework that is particularly useful for teachers to utilise in contemporary classrooms to address the diversity of learners in 21st century classrooms. Incorporating elements of the 8 ways into lessons can assist educators to connect with students that require additional pedagogical frameworks for learning. Ensuring that teachers share their personal stories and access the students’ stories, utilising the geographical features of the students’ and the school’s local area, and highlighting to students exactly why what they are learning is significant to them as individuals and important to the wider community are just three ways that a teacher might enhance their lessons by knowing what the 8 ways are. These elements might just be the pieces that allow students to make the necessary connections with their learning.

This approach enables the teacher to develop their cultural competency as it acknowledges and respects all learner’s perspectives. A space is created that is not dominated by one perspective but it evolves as a mutually inclusive location where all people’s way of viewing the world is combined to generate a rich new landscape of understanding. Many experiences are shared although personal perspectives on such experiences can provide deeper comprehension for the group. Other experiences are unique to individuals and when they are invited to be shared then it adds to the entire group’s consciousness. Where these ideas and perspectives are shared can be thought of as the third cultural space.

.

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

My Personal Taxonomy

Screen shot 2013-11-06 at 6.19.49 PM

I am currently teaching myself how to play the banjo. I kept this in mind as I developed my own personal taxonomy. There are no deadlines, no assessment tasks, only my personal learning outcomes, my ability to be resourceful and my motivation to stay on task.

It is:

  • Establish: What do I want to achieve?
  • Procedure: How will I teach myself?
  • Materials: What resources are available to me?
  • Utilize: How will I make use of these resources?
  • Discern: Are these resources useful?
  • Reflect: Have I achieved my learning goals?
  • Implement: How can I now apply my learning?

What is an Educational Taxonomy?

In the context of education, a taxonomy is a framework for classifying educational goals or learning experiences. A range of tasks or activities can be assigned a classification depending on how a student is expected to approach a task or how a student has engaged with a task. The lower the classification generally reflects a lower exhibition of thinking skills and a more focused response from a student. A progression through the taxonomy will demonstrate a higher level of thinking from an individual and this will be communicated by their response. A taxonomy is useful in education as it can assist teachers by providing a framework for classroom activities. When teachers employ a taxonomy, it can support a teacher’s ability to assess a range of responses from students engaging in the same classroom activity.

Group Learning Space

The group learning space is an essential element of the learning landscape to effectively facilitate cooperative and collaborative learning. Contemporary learning environments are occupied with designing areas with functional, moveable, adjustable furniture that allows the immediate configuration to be adapted to the size and task of a group of learners sharing their learning responsibilities. The benefits of group work are both academic and social and so are highly regarded as a 21st century approach to learning. Traditional classrooms however need not be devoid of such opportunities even if the fixtures and fittings are permanently fastened to the floor. Effective self-directed learners are adaptable and if they are engaged in rich tasks then they will continually negotiate their terrain to make group work possible.

Electronic Learning

Electronic learning is the addition of a contemporary learning space that had been incorporated into the dynamic educational landscape. It is true that learning can take place anywhere and now with electronic learning, educational experiences can be enhanced by instructors thoughtfully negotiating this relatively new terrain. Just because classrooms are being flooded by new technologies, this does not assume that teaching and learning is being continually revolutionized by their presence. The most powerful electronic learning is implemented to support current learning theories that remain the teacher’s responsibility to be effectively enacted to optimise student learning. Although many students are obviously engaged by new technologies, their effectiveness has been less measurable on student learning. The way in which a teacher understands and can augment learning through technology will continue to be the decisive factor.