Musson_Jamie_18240467

Centre for Aboriginal Studies

Cover Sheet for Assignments for INED3002 EDC370 Indigenous Australian Education, Centre for Aboriginal Studies

Assessment 3: Report

Best practice in Indigenous Education

Student Name: Jamie Musson

Student Number: 18240467

Unit Name: EDC370 Indigenous Australian Education

Lecturer: Justin Mortley

Date Due: 18th November 2016

By submitting this assignment, I declare that I have retained a suitable copy of this assignment, have not previously submitted this work for assessment and have ensured that it complies with university and school regulations, especially concerning plagiarism and copyright.

________________________

Student Signature

Contents:

1.0 Acknowledgement to country and Warning3

2.0 Introduction3

3.0 Part A: Best Practice 3

3.1 Indigenous Perspective3

3.2 Learning styles4

3.3 Knowing and building relationships6

4.0 Part B: Best Practice in Action7

5.0 Conclusion 9

6.0 References10

7.0 Self - Evaluation 13

1.0 Acknowledgement to Country and Warning

I respectfully acknowledge the Elders and Custodians of the land I live and study on, Alleluen (Araluen) Wandandian Nation, past and present, their descendants and kin (http://www.australianhistoryresearch.info/aboriginal-ancestry/).

To Aboriginal and Torres Strait Islander readers this report may contain images and names of deceased Aboriginal and/or Torres Strait Islander peoples.

2.0 Introduction

In order for a student teacher to become a proficient teacher, they must be able to show their competency to effectively teach Aboriginal and Torres Strait Islander students in a responsive way that provides students with an understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (Australian Institute for Teaching and School Leadership [AITSL], 2014). Although, how is this expected to be learnt and practiced? Throughout this unit the best practices in Indigenous Education and their application has been discussed. This report will show some of the best practices in Indigenous Education and its application in two learning areas in a year two classroom.

3.0 Part A: Best Practice

3.1 Indigenous Perspective

Best practice in Indigenous Education involves the inclusion of Indigenous perspectives in all aspects of the curriculum. It is important that students learn through culture and understand that different people have different interpretations and perspectives and the right to share these (AITSL, 2012a; Harrison, 2011). Indigenous perspectives can be implemented into the classroom by the classroom teacher, the Aboriginal Education Officer (AEO), the students and community members. However, a non-Indigenous classroom teacher needs to be careful when representing Aboriginal perspective as there are topics they should not address (such as the secret/sacred aspects which are better addressed by the AEO or a community member) and the teachers tone and language may lead the students to infer an ulterior meaning (Harrison, 2011; Craven, D’Arbon & Wilson-Miller, 1999). It is, therefore advised that non-Indigenous teachers should consult with AEOs and community members on how to best implement Indigenous perspectives in the classroom.

By effectively implementing Indigenous perspectives in the classroom, student and community engagement increases. Mrs Lucas from ‘Print Walking’ (AITSL, 2012b) explained that students participate 100%, are excited and engaged when the topic is familiar and relatable. Implementing Aboriginal perspective through community engagement shows the power Aboriginal students have in the classroom and highlights that students can be smart without losing their identity (AITSL, 2012c; Newman, 2002). The inclusion of Aboriginal perspective in the classroom also shows Aboriginal knowledge as alive and influential, enhancing the teaching quality in the classroom (Rose, 2011; Stronger Smarter Institute Limited, 2014). To successfully integrate Indigenous perspectives in the classroom, the teacher must first recognise and cater for another best practice in Indigenous Education.

3.2 Learning styles

Recognising Indigenous learning styles is important to effectively teach Aboriginal and Torres Strait Islander students and integrate Indigenous perspectives in the classroom. Craven, D’Arbon & Wilson-Miller (1999) explained

in the development of appropriate teaching strategies … there are no constants. The relationship between student, content, knowledge, skills, attitudes and values is constantly changing, and no one strategy is sufficiently flexible to cope with all the circumstances that arise during a normal teaching day – let alone a normal teaching year. (p. 235).

Teachers must have more than one teaching strategy to cater for students’ different learning styles so all students can develop the skills to succeed (Harrison, 2011; Stronger Smarter Institute Limited, 2014). Traditionally, Indigenous people learnt by listening to an Elder and following their example, learnt by doing and learnt in the context in which it applies (Newman, 2002; Bonney, n.d.). Although, in an educational setting where the learning is textbook based, Indigenous students disengage and the learning is not made.

To ensure every learning style is catered for Dr Tyson Yunkaporta made a framework describing eight ways Indigenous people learn. By teaching to these learning styles, the different learners can link the information to themselves (Oxenburgh, 2016). Yunkaporta’s 8 ways framework in Figure 1 includes:

Figure 1: The eight ways (http://8ways.wikispaces.com/)

1. Story sharing – connecting new information using stories

2. Learning maps – explicitly visualising processes

3. Non-verbal – sharing knowledge by communicating non-verbally

4. Symbols and images – sharing knowledge using art

5. Land links – contextualising knowledge by linking it to the land

6. Non-linear – putting different ideas together to create new understandings

7. Deconstruct/reconstruct – looking at the big picture before learning the details, then rebuilding the big picture

8. Community links – contextualising knowledge by linking it to the community

(Bonney, n.d.; AITSL, 2012a; Oxenburgh, 2016).

Catering for these eight learning styles assists students in reaching their full potential and exhibits best practice in Indigenous Education.

3.3 Knowing and building relationships

Knowing the students and building a relationship with them and the community needs to be established before Indigenous perspectives and learning styles can be considered in the classroom. The Aboriginal Cultural Standards Framework (Department of Education, 2015) stated that “culturally responsive schools foster positive [relationships] … between staff, Aboriginal students, … parents, … families, and the local Aboriginal community” (p. 6). To teach effectively, educators must know how each student learns, their classroom behaviour, languages or dialects they speak, their culture, and their expectations and consequences (Oxenburgh, 2016; Hayden, n.d.). This information needs to be found by consultation with the student, their family and their community. Positive relationships with students are also influential in the student’s ability to achieve, behave appropriately and regularly attend school (Stronger Smarter Institute Limited, 2014). Building relationships with the community and parents provides the opportunity to explore their history and culture, and for parents and community members to co-create the curriculum, including Aboriginal perspectives.

How then, do teachers create these positive relationships? Teachers must share information about themselves with their students and the community, to build positive relationships (Prisgrove, Wynne & Leng Lim, 2015). Teachers also need to be interested in the students and community, connecting with them outside of school and talking about positive things with them (Harrison, 2011; Prisgrove, Wynne & Leng Lim, 2015; Stronger Smarter Institute Limited, 2014). Positive relationships assist with recognising student learning styles and integrating Aboriginal perspectives in the classroom as well as demonstrate best practice in Indigenous Educational.

4.0 Part B: Best Practice in Action

The following will show how these best practices can be applied in English and Science in a year 2 classroom.

Figure 2: ‘The Rainbow Serpent’

In a year 2 classroom, English can integrate Aboriginal perspectives. Accepting Aboriginal English in all contexts of the classroom and teaching the difference between Standard English and Aboriginal English shows Aboriginal culture and perspective (Harrison, 2011). The use of Aboriginal English also assists in extinguishing the unequal power relationship between the school and the community (Harrison, 2011). Aboriginal perspective can also be shown through the texts used. Books such as ‘The Rainbow Serpent’ by Oodgeroo Noonuccal and Kabul Noonuccal (Figure 2) share dreamtime stories, whereas books like ‘Me and my mum’ by Anita Heiss and Jay Davis (Figure 3) show Aboriginal people in everyday roles (Craven, 1999). Both types of texts are valuable in showing Aboriginal perspectives in a year 2 classroom.

Figure 3: ‘Me and my mum’

Teachers can cater for individual students’ learning styles in English by teaching to Yunkaporta’s 8 ways framework. For example, Educators can teach students the different features of texts through showing what the text looks like as a whole, then breaking it down into each section, catering for the ‘deconstruct/reconstruct learning style. English also links to land and the community by looking at various texts, understanding where they take place and how the story can help the students and their community, linking it to the community and land (Bonney, n.d.). These examples show how learning strategies can be catered for effectively in English in year 2.

Knowing and building relationships with the students and the community can be beneficial in year 2 in English. To effectively teach English the teacher must know students’ ability levels. If students are struggling in English they will need more support to do the same high level task as the advanced English students (Harrison, 2011). For example, struggling students may need an information report scaffold (Figure 4) whereas, advanced students may not. To effectively teach English the teacher must also know the community. Community members are able to come into the classroom and teach students the local language and Dreamings (AITSL, 2012c). These best practices can also be implemented in Science.

Figure 4: Information Report Scaffold

Aboriginal perspectives can also be shown through Science in a year 2. The content taught can explore Aboriginal ways of farming, telling time, seasons and how they read the stars (Harrison, 2011). For example, when teaching the seasons, the educator can compare Summer, Autumn, Winter and Spring to the 13 seasons identified by the Nauiya Nambiyu community in the Northern Territory (Figure 5). There are many credible and authentic resources available and Aboriginal people themselves are the most helpful in sharing their knowledge and perspectives.

Figure 5: Ngan'gi seasons calendar

Learning in context, a traditional Aboriginal learning style has lots of opportunities in Science. Excursions to local Aboriginal sites where students can practice Aboriginal farming, gather bush tucker and medicine and discover Aboriginal astronomy will explore Aboriginal perspective in context. Teaching science in a year 2 class through context-specific activities will show Aboriginal perspective and further engage students resulting in greater achievement.

Knowing and developing relationship with students and the community improves Science lessons in a year 2 setting. Teachers with close relationship with the community, will easily be able to find Aboriginal sites and information needed. Community members may engage in the classroom and excursions, teaching these topics to the students (Harrison, 2011). Knowing and having a close relationship with the students gives teachers the opportunity to better relate the topic and information to the students to give it meaning (AITSL, 2012b). Therefore, close relationships with the community and the students will further engage the students and community and improve the teaching.

5.0 Conclusion

The best practices that have been learned throughout this unit and were discussed in this report were: including Aboriginal perspectives in the classroom as this enhances student and community engagement, ownership and teaching quality; catering for all Aboriginal learning styles as this will assist all students in reaching their full potential; and knowing and building relationships with the students and the community, strengthening the curriculum, engagement and student behaviour. These best practices were shown implemented into a year 2 classroom in English and Science to give readers an idea of their application and benefits. To summarise, Dr Rhonda Craven (1999) expressed that in order to integrate Aboriginal perspective in the classroom, teachers must “recognis[e] that there are differences in learning styles and that, before designing activities that cater to these differences, teachers need to be aware of children’s backgrounds through consultation with their families … [and] communities” (p. 234).

6.0 References

Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Australian Institute for Teaching and School Leadership [AITSL]. (2012a). Eight Ways of Learning (Streaming Video). Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00184

Australian Institute for Teaching and School Leadership [AITSL]. (2012b). Print Walking (Streaming Video). Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00141

Australian Institute for Teaching and School Leadership [AITSL]. (2012c). Respecting local culture, history and language (Streaming Video). Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00352

Bonney, L. (n.d.). Topic 9 – Literacy [PowerPoint slides]. Retrieved from https://lms.curtin.edu.au/bbcswebdav/pid-4264260-dt-content-rid-23914524_1/xid-23914524_1

Craven, R., D’Arbon, M., & Wilson-Miller, J. (2011). Developing Teaching Activities. In Craven, R. (Ed.), Teaching Aboriginal studies (pp. 273 – 288). N.S.W.: Allen & Unwin.

Department of Education. (2015). Aboriginal Cultural Standards Framework. Retrieved from http://www.det.wa.edu.au/policies/detcms/cms-service/download/asset/?asset_id=16993792

Figure 1: The eight ways (2016). Retrieved from http://8ways.wikispaces.com/

Figure 2: The Rainbow Serpent (n.d.). Retrieved from https://www.abebooks.co.uk/servlet/BookDetailsPL?bi=4649511460&searchurl=tn%3Dthe%2Brainbow%2Bserpent%26sortby%3D17%26an%3Dnoonuccal%2Boodgeroo%2Bkabul%2Boodgeroo%2Bnoonuccal

Figure 3: Me and my mum (n.d.). Retrieved from http://www.anitaheiss.com/bookshelf.html

Figure 4: Ngan'gi seasons calendar (2016). Retrieved from http://www.csiro.au/en/Research/Environment/Land-management/Indigenous/Indigenous-calendars/Ngangi

Harrison, N. (2011). Teaching and learning in Aboriginal education (2nd ed.). South Melbourne, VIC: Oxford University Press.

Hayden, G. (n.d.). Topic 10: Indigenous Language and Communication [PowerPoint slides]. Retrieved from https://lms.curtin.edu.au/bbcswebdav/pid-4264275-dt-content-rid-23914529_1/xid-23914529_1

Newman, M (Producer, Director). (2002). Message Stick – Strong and Smart [iLecture]. Retrieved from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/3d3ebc36-f218-4481-9614-4af60941dd03?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@student.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT

Oxenburgh, M. (2016). Becoming a culturally responsive teacher in the Secondary Education context [iLecture]. Retrieved from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/7022f577-7621-4988-bd27-0eafcf75e646?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@student.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT

Prisgrove, N., Wynne, C., & Leng Lim, S. (2015). Topic Eleven: Preparation to teach Indigenous Perspectives: in a Secondary Classroom – AIEO presentation [iLecture]. Retrieved from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/a85c73eb-3670-42ed-b00b-631570f2eb1e?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@student.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT

Rose, D. (2011). Teaching Reading and Writing to Aboriginal Children. In Harrison, N. (2011). Teaching and learning in Aboriginal education (2nd ed.). South Melbourne, VIC: Oxford University Press.

Stronger Smarter Institute Limited (2014). High-Expectations Relationships: a foundation for quality learning environments in all Australian schools. Retrieved from http://strongersmarter.com.au/wp-content/uploads/2015/01/SSI-HER-Position-Paper-Final-lowres.pdf

7.0 Self - Evaluation

Criteria

Fail

0-49%

Pass

50-59%

Credit

60-69%

Distinction

70-79%

High Distinction

80-100%

Final Mark

/35

Foundations as per Report style

Acknowledgement to country, warning sensitive images and content, contents page, introduction and conclusion

Lack of: Acknowledgment to country, contents page, introduction to the report and conclusion.

Adequate:

Acknowledgment to country, contents page, introduction to the report and conclusion.

Good:

Acknowledgment to country, contents page, introduction to report and conclusion with clear links to the introduction.

Very Good:

Acknowledgment to country, contents page, introduction to report, consistency in sequence and a conclusion with clear links to the introduction.

Excellent:

Acknowledgment to country, contents page, introduction to topic, consistency in sequence and a conclusion that unites all content.

/20

Indigenous resources and teaching and learning styles

Selection and discussion of resources, and teaching and learning styles are appropriate for best practice in Indigenous education

No Indigenous resources included.

Or inappropriate resources.

No Indigenous teaching and learning styles included.

One adequate Indigenous resource included.

One Indigenous teaching and learning style included and adequately discussed.

Two appropriate Indigenous resources included. Two Indigenous teaching and learning styles included and appropriately discussed.

More than two appropriate Indigenous resources included with their relevance and selection discussed in a skilful manner.

Two Indigenous teaching and learning styles included in learning activities.

Three or more highly appropriate Indigenous resources included and their relevance discussed in a highly skilful manner.

More than two Indigenous teaching and learning styles discussed and included in learning activities.

/30

Content, critical reflection of best practice in Indigenous Education

Addresses all areas of assignment

Demonstrates critical reflection on application of best practice in relation to viewings and unit materials

Not all aspects of assignment covered including:

Application of knowledge in weekly topic iLectures, viewings and tutorials that demonstrate best practice in Indigenous education, no critical reflection, descriptive in nature.

Mostly all aspects of assignment covered sufficiently including:

Some critical reflection of knowledge in iLectures, viewings, text, websites and tutorials that demonstrate best practice in Indigenous education. More descriptive than critically reflective.

All aspects of assignment covered sufficiently well including: Knowledge in iLectures, viewings, text, readings and tutorials that demonstrate best practice in Indigenous education. Critical reflection evident throughout.

Mostly all aspects of assignment covered very well including: Application of knowledge in weekly iLectures, viewings and tutorials that demonstrate best practice in Indigenous education. Some depth to critical reflection throughout.

All aspects of assignment covered to excellent standard including: Application of knowledge in weekly iLectures, viewings and tutorials that demonstrate best practice in Indigenous education. In-depth critical reflection throughout.

/35

Research, relevance, and academic skills

Research relevance, academic writing and reference skills (APA style), structure and logical

Lack of:

Relevant research material applied to topic.

Academic writing skills.

Referencing skills.

Structure and logic.

Adequate:

Mostly relevant research material applied to topic.

Academic writing skills.

Referencing skills.

Some structure and logic.

Good:

Relevant research material applied to topic.

Academic writing skills.

Referencing skills.

Structure and logic.

Very good:

Relevant research material applied to topic.

Academic writing skills.

Referencing skills. Structure and logic.

Excellent:

Relevant research material applied to topic.

Academic writing skills.

Referencing skills.

Structure and logic.

/15

/100

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