8 Ways: Notes for PowerPoint Presentation.

Sarah Attwood:2087014

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Discuss the value of storytelling as pedagogy of practice & analyse a curriculum/
teaching resource that includes Indigenous peoples perspective.
Every place, every People, has its own unique pedagogies. Each school engages in a different ways, and
produces its own unique frameworks for Indigenous education through conversation with the community
about local ways of doing things.
The 8 Ways of learning programme can be found on line and is a Wikki page. It focuses on 8 ways of
learning, all of which can easily be incorporated into the classroom.
All 8 ways are simply a starting point for conversation and a guide to help teachers understanding.
This pedagogy framework allows teachers to include Aboriginal perspectives by using Aboriginal peoples
learning techniques, and in this way, focus can remain on core curriculum content while embedding
Indigenous perspectives in potentially every lesson.
8 ways came from a research project involving DET staff, James Cook Universitys School of Indigenous
Studies and the Western New South Wales Regional Aboriginal Education Team between 2007 and 2009.
Approval was granted for the project (AECG and SERAP)
Slide 11
Keep in mind the three cross curriculum priorities in the Australian Curriculum:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia
Sustainability.
The cross curriculum priorities are embedded in the Australian Curriculum and will have a strong but
varying presence depending on their relevance to each of the learning areas.
Slide 12
The 8Ways pedagogical framework is expressed as eight, interconnected pedagogies involving narrative-
driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors,
land-based learning, logic, modelled/scaffolded, mastery, and connectedness to community.
Remembering, these can change when placed in different community settings.
Acara addresses as similar pedagogy framework- looking at People, Culture, Country/Place, Identity and
Living communities.
8 Ways: Notes for PowerPoint Presentation. Sarah Attwood:2087014

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Slide 13: Story Sharing the importance of yarning
Aboriginal peoples culture has long employed narrative pedagogy as a way of sharing knowledge.
Yunkaporta (2009) suggests that the exchange of personal and wider narratives is a key pedagogy for
students of all cultural backgrounds and can be employed for all key learning areas. Craven (1999) states
that inviting local community members to share their experiences is the best way for students to learn.
A good starting point is to highlight the importance to students of yarning and storytelling for Indigenous
cultures.
Use: Local Dreaming and oral history stories - written and even painted or drawn
Slide 14: Mapping
Mapping out the direction of learning in a classroom creates a reference point for students to revisit past
learning and see where they are going next. It helps students to understand the purpose and direction in
specific learning activities. Learning Maps should be co-constructed by teacher and students (Yunkaporta,
2009).
Use: Maps of places and sites
Slide 15: Non Verbal
Kinaesthetic, hands-on learning is a characteristic element of Aboriginal peoples pedagogy (Craven,
1999). Harrison suggests that Students need concrete materials and opportunities to test knowledge non-
verbally through practice and hands-on experiences. There is an emphasis on using modelling rather than
relying solely on verbal explanations (Harrison, 2008 & Yunkaporta, 2009).
Body language is also a powerful form of communication. It is imperative for teachers to understand that
different cultures have a variety of forms and expressions of non-verbal communication (Craven, 1999).
In your yarning circle, we can explain to the class that learning and communicating without words is an
important part of Aboriginal culture.
Discuss body language, sign language, facial expressions, learning through observation, hands-on learning.
Slide 16: Symbols and Images
Symbols and images are central to cultural expression and learning. Much literature about Aboriginal
peoples pedagogy suggests a tendency for Indigenous students to be visual-spatial learners. Teachers
should draw on symbols and images to make visual metaphors and support verbal or written content or
instruction (Yunkaporta, 2009).
Slide 17: Land Links
8 Ways: Notes for PowerPoint Presentation. Sarah Attwood:2087014

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Concrete local examples have more meaning for students and at the same time demonstrate the diversity
of experiences of Aboriginal people and communities.
Paula Shaw demonstrated the effectiveness of taking learning out of the classroom and connecting to the
land for student engagement (Shaw, 2009). Contextualising learning allows students to see how
education is relevant and meaningful to their own lives (Craven, 1999)
YouTube Clip: http://youtu.be/lZR-XKm1jMM
Slide 18: Non-Linear Methods
This way of learning acknowledges that Indigenous and non-Indigenous peoples have different ways of
approaching and structuring knowledge. Indigenous non-linear pedagogy involves repetition; returning to
concepts for deeper understanding (Yunkaporta, 2007). Teachers should enable students to approach a
subject from different angles by employing a range of strategies. Teachers can also use this way to
encourage students to look at things from a different point of view and find things that are in common
from different cultures. This is ultimately the inter-cultural approach: blending elements of two cultures,
finding new ideas by putting two ways together (Taylor, 2003 & Yunkaporta, 2009)
Slide 19: Drum
Harrison views The holistic nature of Aboriginal culture and suggests that global teaching strategies are
likely to be more effective for Indigenous students looking at the big picture before getting down to the
details (Harrison, 2008 & Yunkaporta, 2009).
Looking at: whole-to-part breakdown or scaffolding allowing students to jointly construct meaning
through practical activities eg community - town, then groups, then families, then key individuals
.The left side of the drum symbol is the first half of the activity the watching.
The right side of the drum symbol- is the second half of the activity the doing.
Watch first, then do.
Slide 20: Community Links
Involving local Elders and other community members in development of curriculum ensures that the
content is culturally relevant and meaningful for the local community (Craven, 1999). Group work allows
students to share their learning and avoids shame. Therefore, teachers should provide tasks that promote
collaboration and exploration of content (Harrison, 2008). Indigenous (and non-Indigenous) students are
more likely to take risks and engage with content when able to share in a group context rather than with
the whole class.
Slide 21: ACARA: Implications for teaching, assessment and reporting
Students interest in and enjoyment of history is enhanced through a range of different approaches such
as the use of artefacts, museums, historical sites, hands-on activities and archives.
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Historical narrative is used so that students experience the story in history.
And Connections are made between past and present events and circumstances to make learning more
meaningful for students (Australian curriculum)
Slide 22: Acara: Aboriginal and Torres Strait Islander histories and cultures:
COVERS
OI.1 Australia having two distinct Indigenous groups,
OI.2 Country/Place
OI.3 unique belief systems and connection to the land, sea, sky and waterways.
Slide 23: Acara - Culture
OI.4 - many Language Groups.
OI.5 How ways of life are uniquely expressed through ways of being, knowing, thinking and
doing.
OI.6 - historical, social and political views.

Slide 24: Acara - People
OI.7 diversity of nations across Australia.
OI.8 family and kinship structures.
OI.9 That Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander
people locally and globally.

Slide 25: Assessment of the Australian Curriculum takes place in different levels and for different
purposes, including
Ongoing formative assessment -
Summative assessment for the purposes of twice-yearly reporting
Annual testing of Years 3, 5, 7 and 9 - (NAPLAN)
Periodic sample testing of specific learning areas within the Australian Curriculum
The cross section of assessment is important to as it enables teachers to look at a wide range of all
students work, not just written testing.
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As you can see, both the Australian Curriculum and the 8 ways programme work together quite well.
Slide 26: Important note:
8ways should not be seen as a universal Indigenous knowledge framework.
Because it is particular to communities from Western New South Wales.
But can be adapted to local communities, this can be done by having conversations with local Indigenous
leaders to find out local knowledge.