Bunjilaka a community of practice- Melbourne Museum

Yesterday I had the pleasure of visiting and exploring the Bunjilaka exhibit at the Melbourne Museum. I was visiting the site for a history assignment I was in the middle of completing but I was so overwhelmed with how fantastic this site was. The stories from Aboriginal elders and recordings from times in history were so incredibly fascinating I could of spent hours there! I felt this site was a great place to bring students when learning about Indigenous history and culture as it was highly engaging and definitely well worth the trip! While here I got talking to a teacher who was at the exhibit with their grade 2 and 3 classes. Their inquiry topic they were studying was on frog habitats and living environments and they were visiting the site to explore the living environments of the Indigenous people. I thought was a clever way to relate the exhibit to curriculum work and the students seemed to love the exhibit!

Realigning a lesson with the 8 Aboriginal ways of learning

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8 Aboriginal ways of learning- Unit of work (1)

As part of another unit of my course I have recently been putting together a unit of work focusing on identity within the community and diversity within society.  After viewing the 8 ways of Aboriginal learning there is much potential for combining aspects of this way of learning with that of western pedagogy. I have outlined ways which the Aboriginal ways of learning can be weaved into a unit work on community and identity.

Kakadu

http://www.abc.net.au/iview/#/view/74674433

This video captures an up-close and personal view of human and nature how the land we live on today is being utilised and maintained in Kakadu. This video is an interesting documentary so if you have some spare time have a watch!

Here were my thoughts on the brilliant first episode of an ongoing series.

Kakadu provides a rich and engaging environment through its historical and cultural importance with the land and nature. The environment provides the opportunity for people to create a caring and nurturing relationship with the land and animals living on it. Kakadu therefore is a learning environment that fosters the idea of long-term a nurtured relationship between the Indigenous and non-Indigenous people who are assisting in preserving and maintaining this unique and inspiring learning environment.

The statement “Aboriginal perspectives do not come from Aboriginal topics, but from Aboriginal approaches to topics,” is demonstrated quite strongly in the efforts by those working at Kakadu to sustain an environment that fosters their heritage and historical culture, and further expresses this through their dedication to the land and its ongoing success. The approach to sustaining the land and natural resources is derived from ancestral knowledge and ways of living. “Old ways are now recognised as the best ways.” This statement taken from the documentary reiterated the fact that the Indigenous people are still today taking part in activities and approaches to the land that were effective back then and are still effective today. This therefore displays their perspectives and outlook on the land they live on and use their past experiences and stories to continue the communal support and nurture for their environment.

8 Aboriginal Ways Of Learning

8 Aboriginal Ways Of Learning

This week as part of my online learning unit about contemporary learning spaces I learnt about the 8 Aboriginal ways of learning for the first time. I had never heard of this pedagogical type of learning in the past but am ever so glad I did! This link http://8ways.wikispaces.com/ describes the 8 ways of Aboriginal learning and gives a great explanation into the reasoning behind their teachings.
After having a look at the wiki space I think the 8 ways of learning is something that should most definitely be valued and commended for its unique and intricate pedagogical curriculum. The framework for learning incorporates some major developmental experiences such as going back to the heart of cultural history and using the tools and information from the community to create a rich and hands on approach to learning. I greatly admire the use of the traditional lands and historical narratives as a driving force behind the students’ education and hands on approach, as I am a great believer in learning from prior experiences and understanding concepts through doing. After listening to the ABC interview I found it extremely interesting that the use of silence and non-verbal experiences was an important part of their leaning and how they learn a great deal from silence. I appreciated this comment as sometimes as teachers we are constantly reminding our students to speak up and have a voice which is very important however, sometimes taking a step back and silently reflecting on your thoughts and knowledge is just as powerful.

When observing how the 8 ways of Aboriginal thinking and western pedagogies they can go hand in hand. I believe the Aboriginal pedagogies provide a highly engaging way of using past experiences and narrative to facilitate hands on experiences and their learning. By incorporating aspects of this learning style into western pedagogies it will extend students’ understanding of community engagement and provide a relationship to the significance of our historical land and a further learning experience into alternative ways of gaining knowledge.

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

My Personal Learning Spaces

My Personal Learning Spaces

This week as part of a unit I am undertaking involving learning spaces, I had the opportunity to create a representation of my personal learning areas. I experimented with Photostory which I found quite easy to use and gives a nice finished product. A great program for students in the classroom!Hope you enjoy and please feel free to comment!

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Here is what I believe Bloom’s Taxonomy to be! When you think deeper you never know where your learning may BLOOM to!

Think with your mind and you will BLOOM!

I believe Bloom’s Taxonomy is comprised of a set of learning goals set by teachers to extend the learning of their students and get them thinking deeper. The learning objectives are distinguished in stages and are categorised within three main domains:

1. Cognitive (Knowledge)

2. Affective (Attitude towards yourself and your personal emotions)

3. Psychomotor (Your motor and physical skills)

These three domains provide the progressive learning skills students obtain to critically analyse and experience a more complex way of thinking.

From this I have developed my own personal self-directed taxonomy to share with you!I have broken it down into a number of steps or levels which will hopefully assist me in developing my learning.

1.      DESIRE

–          I need to have the drive and force to be motivated to learn

–          Am I in the right frame of mind to begin the task to my full potential?

–          Can I see myself developing an interest into the topic later down the track?

2.      Set Goals

–          What are the guidelines and criteria for the task?

–          What do I want to achieve at the end?

–          What can I do to ensure I am working to the best of my ability?

–          Setting goals to ensure my time management is kept under control (This can tend to get away for me)

3.      Plan/Organise

–          How will I achieve my desired goals?

–          What steps will I undertake to ensure the learning process is maintained consistent?

–          Have a strategy in place to deter from bursts of procrastination.

–          What research do I need in order to begin the learning process?

–          Do I have the required materials?

4.      Managing my learning

–          What mode of learning will I undertake? (collaborative work, individual work)

–          Am I using the resources on hand effectively?

–          Am I keeping track of how much time I have to complete my task in?

–          Am I sticking to the criteria?

–          Is there someone I can collaborate my ideas with?

–          Am I wasting too much time on pointless areas?

–          Am I procrastinating because the desire is not there? (If so I think I need to revisit step 1/ step 2)

5.      Reflection

–          Have I achieved my goals?

–          Are there areas I feel I could have improved on?

–          Have I met the criteria?

–          What have I learnt?

–          Do I have a desire to pursue this interest in the future?