Group assessmenet-1 - EDP370

Report
(Rainbow Serpent, 2009)
Issues and challenges of teaching these students.
Slide 6
Family
obligations
Cultural
clashes
Socioeconomic
status
Students
confidences,
self-esteem
and identity
Cultural
attitudes
Issues and
challenges of
teaching these
students
Teacher
attitude and
behaviour
Family
attitude
Quality of
teaching
Language
Attendance
Classroom strategies and resources you would
use to create an inclusive learning
Slide 7
environment.
• Story Sharing: Approaching learning through narrative.
• Learning Maps: Explicitly mapping/visualising processes.
• Non-verbal: Applying intra-personal and kinaesthetic skills to thinking and learning.
• Symbols and images: Using images and metaphors to understand concepts and content.
• Land Links: Place-based learning, linking content to local land and place.
• Non-linear: Producing innovations and understanding by thinking laterally or combining systems.
• Deconstruct/Reconstruct: Modelling and scaffolding, working from wholes to parts (watch then do).
• Community Links: Centring local viewpoints, applying learning for community benefit.
(Performance, nd)
(Land, 2002)
(Symbols, 1998)
(Map, nd)
Curriculum support - Aboriginal perspectives
curriculum
Slide 8
In educating Torres strait islanders and Aboriginal students the Australia Government has released a vital resource
called ' The National Aboriginal and Torres Strait Islander Education Policy (AEP)' which brings major and long term
goals into education for Indigenous students. The main goals and some long term goals include:
MAJOR GOAL 1 - Involvement of Aboriginal and Torres Strait Islander People in Educational Decision-Making
To establish effective arrangements for the participation of Aboriginal and Torres Strait Islander parents and
community members in decisions regarding the planning, delivery and evaluation of pre-school, primary and
secondary education services for their children.
MAJOR GOAL 2 – Equality of Access to Education Services
To ensure that Aboriginal and Torres Strait Islander children have access to school services and education on a basis
comparable to that available to other Australian children of the same age.
MAJOR GOAL 3 – Equity of Educational Participation
To achieve the participation of Aboriginal and Torres Strait Islander children in pre-school education for a period similar
to that for other Australian children.
MAJOR GOAL 4 – Equitable and Appropriate Educational Outcomes
To enable Aboriginal and Torres Strait Islander attainment of skills to the same standard as other Australian students
throughout the compulsory schooling years. (Australian Government, 2011).
References
Harrison, N. (2011) Teaching & learning in Aboriginal Education. Oxford University Press: Melbourne,
Victoria
Land [Image]. (2002). Retrieved from http://www.souvenirsaustralia.com
Map [Image]. (2002). Retrieved from http://www. lpma.nsw.gov.au
Performance [Image]. (nd). Retrieved from http://www.whitecockatoo.com
Symbols [Image]. (1998). Retrieved from http://www.aboriginalartonline.com
Rainbow Serpent [Image]. (2009). Retrieved from http://www. lucidenglish.comvisit
Australian Government (2011) National Aboriginal and Torres Strait Islander Education Policy. Retrieved
from http://www.dest.gov.au/archive/schools/indigenous/aep.htm
Summary
Slide 6
There are many contributing issues and challenges that may affect the quality of education Torres Strait Islander children receive. These
challenges include:
• Family attitude
• Family obligations
• Socioeconomic status
• Cultural attitudes
• Language
• Attendance
• Quality of teaching
• Teacher attitude and behaviour
• Students confidences, self esteem and identity
• Cultural clashes
Slide 7
It can be suggested Aboriginal students learn through observation, modelling and imitation, rather than through talking and listening, trial
and error rather than through words and instructions of the teachers and through context-specific activities rather than through theory. For
aboriginal students, the focus of their work is often on the relationship between them and their teachers and fellow students not just on the
content being taught (Harrison, 2010). Therefore, it is vital teachers take this into consideration and establish a learning environment that
meets the requirements of all students. Teaches must also ensure students are provided with opportunities for self- discovery along with
maintaining the coherent identity of all students.
Teaching and learning strategies can include:
•
Encourage cultural identity and pride.
•
Integration of Aboriginal and Torres Strait Islander perspectives into curriculum programs.
•
Implementation of Aboriginal and Torres Strait Islander Studies.
•
Implementation of localised cultural/language programs.
•
Development of school-community based VET programs.
•
Incorporate use of ESL/ESD teaching methodologies and practices for Aboriginal and Torres Strait Islander students whose home
language is not Standard Australian English.
Slide 8
In educating Torres strait islanders and Aboriginal students the Australia Government has released a vital resource called ' The National
Aboriginal and Torres Strait Islander Education Policy (AEP)The main goals include:
MAJOR GOAL 1 - Involvement of Aboriginal and Torres Strait Islander People in Educational
MAJOR GOAL 2 – Equality of Access to Education Services
MAJOR GOAL 3 – Equity of Educational Participation
MAJOR GOAL 4 – Equitable and Appropriate Educational Outcomes.

similar documents