Planning and implementing effective teaching and learning – embracing 8 Ways strategies for sequencing teaching and learning
This is one of 7 parts of a task addressing the Graduate Australian Professional Standards for Teachers (AITSL, 2017) for the unit Aboriginal & Culturally Responsive Pedagogies TEAC7001, co-ordinated by Shirley Gilbert (2022) at Western Sydney University.
Standard 1 | Standard 2 | Standard 3 | Standard 4 | Standard 5 | Standard 6 | Standard 7
Graduate Standard 3: Plan for and implement effective teaching and learning
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7 Describe a broad range of strategies for involving parents/carers in the educative process.
(AITSL, 2017)
Professional Understanding
Planning for TAS teaching areas, requires strategic sequencing and knowledge integration, and iterative scaffolding for ICTs and technical skills, and creative and critical thinking. The Module 2 land-based activities and reading (Rogers, 2019) prompted me to map the TAS design processes to the 8 framework (Figure 1; 8 Ways, n.d) illuminating seamless alignment to digital learning methods (Gogia & Ryberg, 2016; Radoll, 2019) and wholistic approaches to design which center fluid learning and real-life connections (NESA, 2019). Yarning about background skills and knowledge is strategic for diagnostic and formative assessment, which informs teaching and learning sequences (Yunkaporta & Kirby, 2011). Coding knowledge through metaphors, links and symbols, develop creative and algorithmic thinking for TAS areas, whilst also removing hidden linguistic barriers to learning (Yunkaporta & Kirby, 2011).
Evidence
The sequence Oyster activities from Module 2 models 8 Ways framework integrations and how land links can support learning. The sequencing of the clay oyster creation (Figure 2) followed by the graphic organiser activity (Figure 3), combines kinesthetic learning, with understanding of diverse cultural and technological application, to support understanding of taxonomy, integrate background knowledge, counteract cultural erasure, and address syllabus outcomes of past and current technologies (NESA, 2019). The acrostic poems (Figure 4) differentiates for tiered literacy levels, supports creativity and assesses for understanding of prior learning. I would follow up these activities with textiles elaborations inspired by the Oyster shell and its land links. Activities may include texture photography with digital manipulation for print design (Figure 5), monoprinting with the shell or clay Oyster, incorporating oyster shells for denim washes, or investigating and connecting shell midden textures or topographic land link designs.
Where to next
My teaching philosophy focuses on problem solving and solution-oriented design. I aim to integrate photoyarning excursions to explore places of significance and encourage community engagement, and authentic relationship building. Subsequently I seek to facilitate student guided projects, incorporating 8 Ways design strategies to develop designs solutions for community problems which arise.
References
8 Ways. (n.d.). 8 Aboriginal Ways of Learning: Aboriginal pedagogy.
https://www.8ways.online/
Australian Institute for Teaching and School Leadership. (2017). Teacher Standards.
https://www.aitsl.edu.au/standards
Gogia, L., & Ryberg, T. (2016). Collaborative Curiosity: Demonstrating relationships between open education, networked learning and connected learning. In S. Cranmer, N. Dohn, M. de Laat, & J. Sime (Eds.), Proceedings of the 10th International Conference on Networked Learning (pp. 85-92). Lancaster University.
Radoll, P. (2019). Information and communication technologies in the classroom: Implications and considerations. In K. Price & J. Rogers (Eds.), Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (3rd ed., pp. 191-213). Cambridge University Press.
Rogers, J. (2019). Photoyarn: An arts-based indigenous research methods for students. In K. Price & J. Rogers (Eds.), Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (3rd ed., pp. 214-228). Cambridge University Press.
NSW Education Standards Authority. (2019). NSW Syllabus for the Australian Curriculum: Design and Technology Years 7-10 Syllabus. https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/technology-mandatory-7-8-new-syllabus
Yunkaporta, T., & Kirby, M. (2011). Chapter 12: Yarning up Indigenous pedagogies: A dialogue about eight Aboriginal ways of learning. In N. Purdie, G. Milgate, & H. R. Bell (Eds.), Two way teaching and learning: Toward culturally reflective and relevant education (pp. 205-213). ACER Press.