Reframing mainstream education within the 8 Ways framework

Here is a lesson plan that I recently taught during an English session, referred to as ‘media corner’, that I have adapted to purposefully incorporate the 8 Ways (2009) Indigenous perspective alongside the mainstream pedagogy (highlighted in pink). By reframing this lesson, I was able to see how the 8 Ways (2009) framework can complement the mainstream curriculum in order to foster an alternative way of learning about different perspectives and processes. Rather than a separate process of learning that is only relevant to Indigenous students, I believe that reframing Western ideals within this perspective only serves to enable teachers to plan for and implement rich and valuable learning experiences for all students. 8 Ways (2009) is more than just learning about Indigenous studies, it is about learning through multiple perspectives that only seek to promote intercultural responsiveness between Indigenous and non-Indigenous people alike.

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8 Ways. (2009). 8 Aboriginal ways of learning. Retrieved from http://8ways.wikispaces.com/

Connecting Kakadu and 8 Ways

Kakadu would be a totally immersive and engaging learning space for all people who would visit, as I believe that it holds the potential for deeper learning across the eight different Indigenous pedagogical links as outlined by the 8 Ways framework (2009). Far more than just simple getting up close and personal with a crocodile, Kakadu would provide a unique opportunity to put learning through Indigenous processes into context, by making connections with the people and the community, the land, the animals and the stories that cross and connect generations of Indigenous people. Learning about Indigenous perspectives is not the result of watching a video or reading a book about Indigenous content in isolation, but can be seen within Indigenous approaches and processes to developing deeper meaning and understanding to different topics, and Kakadu would provide an incredible learning experience through which to develop this knowledge.

8 Ways. (2009). 8 Aboriginal ways of learning. Retrieved from http://8ways.wikispaces.com/

NewOnABCTV. (2013). Kakadu: Teaser Trailer [Video file]. Retrieved from http://www.youtube.com/watch?v=pyz4zoG7gG0 

8 Aboriginal Ways Of Learning

8 Ways (2009) is a multi-faceted Indigenous pedagogical framework that seeks to highlight the interconnectedness of learning for Aboriginal and Torres Strait Islander people that is different – but not better or worse – than the mainstream Western ideal. The 8 Ways (2009) framework further highlights that it is not a pedagogical system only intended for Indigenous students, but rather as a demonstration of cultural responsiveness that applies to all students. It is about learning through Indigenous perspectives to develop a deeper understanding of different cultural values, beliefs, histories and traditions, rather than solely learning about Indigenous studies through tokenistic cross-curriculum studies. For educators, 8 Ways (2009) has the potential to holistically demonstrate to young people the importance of maintaining cultural and historical links with Indigenous people, their land, culture, language and spirit through different perspectives.

8 Ways. (2009). 8 Aboriginal ways of learning. Retrieved from http://8ways.wikispaces.com/

My Personal Taxonomy

For me, I find that setting myself small, achievable goals is the most effective way of developing a self-directed learning framework for completing tasks, as well as reflective questions I can constantly refer to throughout the process:

• Understanding – what does the task require me to do? what resources will I need to locate ahead of time? what are the objectives/goals/criteria of the task?
• Goals – what are my goals for this task? how long will I need to achieve them? what other tasks do I need to achieve within this time as well?
• Research – what resources can I use to develop my understanding for this task? how will I know when I have ‘enough’ resources? what is the most cost-effective and time-wise way to research for this task?
• Applying – how can I use my research and understanding of this task to demonstrate my learning? what were the original goals and criteria for the task, and have I achieved this?
• Reflection – have I achieved the goals, objectives and criteria for this assignment? have I achieved them within the time frame that I set out to? who can I work collaboratively with to ensure my application of understanding is clear and concise?

  

My individual learning spaces

My individual learning spaces

This is a visual catalogue of my individual spaces that I usually inhabit throughout the semester… they range from a tiny cubicle in the library, my living room table, or even in the dark in bed!

What Is An Educational Taxonomy?

In the general sense, a taxonomy can be described as the practice of classifying objects or concepts within a hierarchical framework that seeks to order these phenomena according to a pre-determined set of criteria.

Within the educational context, an educational taxonomy of reflection can refer to the levels of self-reflective practice that students can be supported to develop, from lower-order to higher-order questioning and reflection. These levels, similar to Bloom’s Taxonomy of lower and higher order critical thinking, enable teachers to develop appropriate questioning and reflection techniques in order to support students in becoming independent and self-directed learners (Pappas, 2010).

Pappas, P. (2010). A taxonomy of reflection: Critical thinking for students, teachers, and principals (Part 1). Retrieved from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html  

Group Learning Spaces

Figure 5. Collaborative learning space. From Open Learning Spaces. Retrieved from Open Learning Spaces. (2012, December 16). Collaborative learning [Image]. Retrieved from http://openlearningspaces.blogspot.com.au/2012/12/towards-second-build-minecraft-right.html

Based on my own understandings of these three different learning spaces – collaborative, cooperative and group – I believe that it is possible to make clear distinctions between the three. Firstly, the group learning space denotes an understanding that students are working in small groups or teams, but not necessarily each member is equally participating and contributing to a mutual shared understanding. Often, the assumption is that students in groups are working to solve a problem – this does not guarantee that all members are contributing, as dominant members can often over-ride quieter ones.

Similarly, whilst the distinction between collaborative and cooperative learning spaces may be more subtle, I believe that there is indeed a distinction between the two. The collaborative learning space is more of an open-ended, informal process where students are given extended time to explore and discuss concepts and understandings. This process is based on the Vygotskyan theory of social learning, where knowledge is socially constructed through interactions and discussions with peers.

On the other hand, cooperative learning spaces are centred around a more formal, structured paradigm where the educator has set a specific goal (and often reward) for members to progress towards. Often this process involves each member learning something new, in so far that it is in the interest of every member to explain a particular concept to the other members (Slavin, 2010). As Slavin (2010) explains, students who gain the most within the cooperative learning space are those that give and receive elaborated explanations with other members.

In summary, these distinctions are further extended on by Johnson and Johnson (as cited in Magnesio & Davis, 2010), when they state that “simply placing students in groups and telling them to work together does not, in and of itself, produce cooperation” (p. 216).

Magnesio, S. & David, B. H. (2010). A novice teacher fosters social competence with cooperative learning. Childhood Education, 86(4), 216-221.

Slavin, R. E. (2010). Co-operative learning: What makes group-work work? In H. Dumont, D. Istance & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 161-178). Educational Research and Innovation, OECD Publishing. doi: 10.1787/9789264086487-en

The Electronic Learning Space

Figure 4. Technology in the classroom. From SecurEdge Blog. Retrieved from http://www.securedgenetworks.com/secure-edge-networks-blog/bid/82379/4-Benefits-of-having-mobile-technology-in-the-classroom

When examining the implementation of mobile and interactive technology within classrooms, there are multiple considerations that should be examined beforehand to ensure that the most effective teaching and learning is taking place for the benefit for students. Through reading the core texts, and based on my own personal and professional experence, it is apparent that various forms of mobile and interactive technology (mobile devices, iPads and IWBs, to name but a few) are already either an everyday part of classroom life, or very well soon be. As UNESCO (2012) and Murray and Olcese (2011) argue, mobile devices and iPads have the potential to improve and transform teaching and learning by facilitating collaboration, cooperation and social learning. However, as UNESCO (2012) states, “people need to be taught how to turn a mobile device into a tool for learning” (p. 10). This is further supported by Murray and Olcese’s (2011) and Hockly’s (2013) argument that merely implementing technology within a classroom does not guarantee genuine and authentic learning. Partly this is because of a lack of adequate teacher training, or perhaps other financial or logistical implications, such as a lack of funding, poor application platforms or programs, or an unreliable internet connection.

From a professional standpoint, I have experienced the use of IWBs and iPads (but not mobile devices) in various classrooms, with varying degrees of success. For many teachers, using technology to it’s full advantage often takes more time, commitment and effort than is necessarily possible, in between other commitments and duties that come with the profession. For a student of the technological age, using IWBs, Ipads and mobile devices almost comes second nature – as it will for most students in the future. However, I agree with Hockly’s (2013) statement that it is the role of the teacher, and their knowledge of the technology and how to use it most effectively, that will be the most important factor in determining how successful electronic learning will be in the future. Furthermore, as Hockly (2013) states: “the mere introduction of the technology does not guarantee an enhanced learning environment” (p. 355).

Hockly, N. (2013). Interactive whiteboards. ELT Journal, 67(3), 354-358.

Murray, O. T. & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55(6), 42-48.

UNESCO. (2012). Turning on mobile learning: Global themes. Retrieved fromhttp://unesdoc.unesco.org/images/0021/002164/216451E.pdf

Communities Of Practice

Figure 3. Communities of Practice. From Global Gateways. Retrieved from http://www.global-gateways.com/cop.html

School excursions have the potential to be engaging, exciting and stimulating for students and teachers to further consolidate and explore conceptual understanding learned within the classroom. However, as Lorenza (2009) states, teachers have a professional duty to ensure that they are actively empowered to access the best learning opportunities for their students, possibly even through professional development programs. If teachers are not adequately prepared or engaged in all areas of learning (including learning beyond the classroom), they quickly become disengaged, and this is effectively modelled to their students (Lorenza, 2009).

The transformation from excursion venue into a sustained community of practice, however, lies in a deeper understanding of what a community of practice is, and the potential and very real benefits for teachers, students and communities alike. As Lorenza (2009) and Smith (2009) argue, learning beyond the classroom should not be seen as isolated and one-off events, but rather situated within the context of a comprehensive pre- and post-visit program. Smith (2009) further states that a community of practice is much more than a club or social network, consisting of a common domain of interest and a commitment to a shared repertoire and practice between it’s members, that builds on relationships within and between the community. Communities of practice, therefore, have the potential to transform learning for students and teachers beyond the four walls of the classroom, and demonstrates to students that learning is limitless beyond the school gate. Furthermore, tasks and activities that seek to engage students on a social, emotional and physical level before, during and after the event, will further aim to connect the classroom curriculum with the objective and purpose of the excursion, and orient it within a framework of ongoing learning. As Lorenza (2009) states, revisiting an event through discussion and reflection – even weeks afterwards – has the additional benefit of revealing the extent of learning that students gained from the experience.

Lorenza, L. (2009). Beyond four walls: Why go beyond the bounds of school? Teacher, 198, 22-25.

Smith, M. K. (2009). Jean Lave, Etienne Wenger and communities of practice. Retrieved from http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/

The Classroom And The School

Throughout my professional experience placement rounds, I have experienced a wide variety of different learning spaces: some that were highly effective and conducive to the learning taking place, and others that I found to be unappealing to me both as a teacher and as an active participant in that space. Following on from Cinar’s (2010) research into seating arrangements of students within classrooms, I reflected on two times when I felt that the seating arrangements were not ‘working’ well for the cohort of students, and yet in both instances I had very different approaches and attitudes. During my previous professional teaching experience round, I felt that the seating and table arrangements were not conducive to learning, and so my associate teacher was open to guiding me through a process by which to develop a solution that I believe suited the students better, and the overall experience of the classroom. However in the PCE round before this, I neither felt comfortable or confident enough to ask to change the students’ seating. Both of these experiences taught me that teachers are active participants within a learning space alongside students, and if a space is not ‘working’ for teachers, then it probably isn’t for students either.

Figure 2. The classroom. From A Learning Experience. Retrieved from http://newsletter.schoolbox.com/2011/07/13/classroom-makeover-part-ii-procedures/

Following on from this, Read (2010) suggests that in order to achieve an effective classroom design in action, it is imperative to balance the aesthetics with the purpose of the room itself – not an easy feat. As many classrooms date back to a pre-20th century model of four square walls and desks in rows, teachers must develop strategies for effectively using the space in which they inhabit to best meet the needs and opinions of their students. Schratzenstaller (2010) further suggest that such traditional classroom design does not support social and collaborative learning that is reflective of a more modern socio-constructivist approach to teaching and learning in the 21st century.

One thing I have learned from my professional teaching placements is that there is no one singular classroom design that will work best for all students and teachers, all the time. However, I do think that teachers are able to use a variety of strategies and evidence-based research to facilitate a better understanding of the ways in which students learn most effectively for different tasks and activities.

Cinar, I. (2010). Classroom geography: who sit where in the traditional classrooms? Journal of International Research, 3(10), 200-212.

Read, M. (2010). Contemplating design: Listening to children’s preferences about classroom design. Creative Education, 2, 75-80.

Schratzenstaller, A. (2010). The Classroom of the past. In K. Makitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the future: Orchestrating collaborative spaces (pp. 15-39). Netherlands: Sense Publishers.