Teaching Strategies for Aboriginal and Torres Strait Islander Students:
Outlined in the Australian Institution for Teaching and School Leadership (2014) Australian Professional Standards for Teachers, educators must demonstrate a broad knowledge and understanding of culture and implement effective teaching strategies which “are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students”.
To prepare yourself as future educators, this is a ‘Helping Hand’ to familiarise yourself with the interconnected 8 Aboriginal Ways of Learning Pedagogy Framework and provides ideas to implement these strategies in the classroom for effective teaching and learning.
To prepare yourself as future educators, this is a ‘Helping Hand’ to familiarise yourself with the interconnected 8 Aboriginal Ways of Learning Pedagogy Framework and provides ideas to implement these strategies in the classroom for effective teaching and learning.
8 Aboriginal Ways of Learning:
The 8 ways Aboriginal Pedagogy Framework allows educators to include Aboriginal perspectives in learning experiences by using learning techniques which are responsive for Aboriginal students and the Aboriginal community.
8 Aboriginal ways of Learning Checklist and Examples for Educators:
“8 ways to start the process… Tell a story. Make a plan. Think and do. Draw it. Take it outside. Try a new way. Watch first, then do. Share it with others” (Source from: http://8ways.wikispaces.com/)
1. Story Sharing: Use personal stories and narrative as a way into the learning experience Aboriginal people connect through the stories they share.
Share relevant experiences
- Start the lesson by story sharing
- Allow opportunities for the students to share their stories
- By beginning the lesson with story sharing, students are able to draw on and reflect on their own personal experiences. - By sharing stories, students are also able to bring their knowledge to the rest of the class.
Share relevant experiences
- Start the lesson by story sharing
- Allow opportunities for the students to share their stories
- By beginning the lesson with story sharing, students are able to draw on and reflect on their own personal experiences. - By sharing stories, students are also able to bring their knowledge to the rest of the class.
2. Learning Maps: Use images and visuals to map out the process for students to follow
By sharing visuals and images which demonstrate the learning pathway, students are able to visualise where they are and what they will be achieving.
Visualise overall process
- Collaboratively create a learning map outlining the learning pathway (see example below).
By sharing visuals and images which demonstrate the learning pathway, students are able to visualise where they are and what they will be achieving.
Visualise overall process
- Collaboratively create a learning map outlining the learning pathway (see example below).
3. Non-verbal: Apply kinaesthetic, hands-on skills to students thinking and learning.
Aboriginal and Torres Strait Islander people are very aware of non-verbal communication cues such as body language and facial expression.
- Use physical response activities, using physical actions with words
- Allow students to observe
Aboriginal and Torres Strait Islander people are very aware of non-verbal communication cues such as body language and facial expression.
- Apply physical knowledge
- Use physical response activities, using physical actions with words
- Allow students to observe
4. Symbols and images: Create visual and printed texts such as mind-maps and diagrams.
Aboriginal thinking is often done using images or shapes rather than words. Educators can utilise this learning technique to teach new concepts.
- Explore concepts by creating mind-maps
- Draw or create images to help understand metaphors or knowledge
Aboriginal thinking is often done using images or shapes rather than words. Educators can utilise this learning technique to teach new concepts.
- Create concrete metaphors
- Explore concepts by creating mind-maps
- Draw or create images to help understand metaphors or knowledge
5. Land Links: Connect knowledge to country. Link the learning content to the local land and place.
Knowledge of the local land and place is essential to Aboriginal ways of knowing. By linking land and country to the learning program, educators can maintain cultural integrity and reinforce learning.
- Ensure that land and country are included when sharing Dreaming stories
- Link content to land and country and use natural metaphors
Knowledge of the local land and place is essential to Aboriginal ways of knowing. By linking land and country to the learning program, educators can maintain cultural integrity and reinforce learning.
- Align environmental concepts
- Ensure that land and country are included when sharing Dreaming stories
- Link content to land and country and use natural metaphors
6. Non-linear: Provide opportunities to explore and think sideways by putting different ideas together.
Learning has many angles and pathways. Educators can provide non-linear learning to occur by allowing students to share their different viewpoints.
- Co-create knowledge through group discussion and collaboration
- Allow students to exchange ideas
Learning has many angles and pathways. Educators can provide non-linear learning to occur by allowing students to share their different viewpoints.
- Explore different angles
- Co-create knowledge through group discussion and collaboration
- Allow students to exchange ideas
7. Deconstruct/Reconstruct: Model and scaffold learning, allow students to work from wholes to parts.
Aboriginal people learn more effectively by watching and then doing. Learning must have a balance between independence and support.
- Start with the whole product (e.g. a sentence) and then unpack it and explain the process.
Aboriginal people learn more effectively by watching and then doing. Learning must have a balance between independence and support.
- Model learning products
- Start with the whole product (e.g. a sentence) and then unpack it and explain the process.
8. Community Links: Relate the learning content back to the community context and find relevance for the students.
Aboriginal people share and bring new knowledge home to their communities to help their mob. By providing quality learning experiences which link to the community, students can share information which will benefit their local community.
- Find ways to allow information to benefit the community
- Promote opportunities for students to engage in the local community
Aboriginal people share and bring new knowledge home to their communities to help their mob. By providing quality learning experiences which link to the community, students can share information which will benefit their local community.
- Relate to local people
- Find ways to allow information to benefit the community
- Promote opportunities for students to engage in the local community