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ABORIGINAL PEDAGOGY BOOK - 8 WAYS by Dr Tyson Yunkaporta
Aboriginal Pedagogy- Our Protocol for using this wiki
Best Aboriginal Pedagogy Practice
Staff delivering Aboriginal Pedagogy in 2016
2016 ABORIGINAL PEDAGOGY BOOK
8 ways Stamps Supplier PGSTAMPS
8 Ways... Creative and Productive Pedagogy Activities
8way - Bangamalanha Centre, RAET DET WNSW
8way planning checklist
8way resources, materials
8ways and Quality Teaching
8ways Whole-school e.g.
Aboriginal Community Consultation
Aboriginal pedagogy research review
Aunty Alma Jean Fishing
Aunty Doris' 8way yarns
Aunty Olga message stick
Basic maths remedial
Cultural Analysis Tool
e.g. Lightning Ridge
e.g. Orange - Wiradjuri
e.g. PE plans
E.G. Plumpton High School
Engineering student 8way pres
History and Technology
Hunter Sports High 8 Aboriginal Ways of Learning Presentation
I don't understand!
Minimbah Learning Journey- North Coast
Mr Beames Way- Brewarrina Central School
South Western Sydney Region ECT
Sydney - symbols and story
Sydney Kinder 8ways lesson
Sydney, Campbelltown East
Victoria University Master of Teaching Students
Visual culture way
Walgett Public School Rules
Wiki Quest - Guided Session
Your identity map
8ways and Quality Teaching
Follow the steps below and you will be using Quality Teaching, while also taking a step towards embedding Aboriginal perspectives through your two most important Aboriginal knowledge resources -
community connections and student background knowledge.
Tell your stories about the topic or related topics.
Get students to tell theirs and discuss that knowledge in depth.
Show a model of the work students will produce for this topic.
Ask: How can this help/relate to local community?
Pull the model apart, question the meaning.
Map out the structures, explain the patterns and codes.
Work with these visually and kinaesthetically.
Support students to recreate their own versions individually.
Ensure these are returned to community for local benefit.
Your Quality Teaching will emerge like this:
By sharing stories at the start, teachers are using the Quality Teaching (QT) pedagogies of
Narrative, Background Knowledge, Cultural Knowledge
. In showing a model text and linking it to a useful purpose in the local community, they are using the QT pedagogy of
emerges in early readings of the text that question the writer’s intent and cultural orientation.
As the text is broken down further, students are gaining
of the topic and being provided with
to enjoy successful learning before being asked to produce independent work. Explicit instruction then of the basic elements and
of the topic or task ensures
for all learners, regardless of socio-economic status.
Then, as they are supported to reconstruct their own texts independently, they are using
and are demonstrating
. Their work is then returned to the community, ensuring
. Transparency in their work in the community helps to generate
from family, not just teachers. They have anticipated this throughout their work, with
explained from the start, with additional criteria provided by the community, who now judge the work.
Such real-life, community-oriented tasks usually require an overlap of subject areas and knowledge domains, which ensures
. The expectation that this work will be visible in, or impacting on the real world, provides a focus for
throughout the task.
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