Third cultural space

Flag_map_of_Australia_(Aboriginal_Australian_Flag)What is the third cultural space?

It is a learning space where the Aboriginal ways of knowing interconnects with the Western ways of knowing. It aims to learn about Aboriginal and Torres Strait Islander histories and perspectives within schools to change ways of thinking and build reconciliation for the future.

Teachers and students alike hold their own personal views which include individual beliefs, values and cultural understandings. As teachers, the third cultural space is important for students to learn about because it related to our past and future. Our Australian history is unique and building respect for each other is vital to understand different view points.

By incorporating the 8 Aboriginal ways of learning in the class then there may form a change in cultural thinking. Thus, this third cultural space can begin to develop.

(Embedding Aboriginal and Torres Strait Islander Perspective in Schools. Retrieved from http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf)

(Wikimedia Commons, 2012. Flag map of Australia (Aboriginal Australian flag) [Image]. Retrieved from http://commons.wikimedia.org/wiki/File:Flag_map_of_Australia_(Aboriginal_Australian_Flag).png)

8 Aboriginal ways of learning

the_eight_ways

Tell a story.
Make a plan.
Think and do.
Draw it.
Take it outside.
Try a new way.
Watch first, then do.
Share it with others.

8 Aboriginal ways of learning is a framework that allows teachings to include Aboriginal perspective through these learning techniques. These links are:
~ Story sharing: connect through narratives that are shared.
~ Learning maps: visuals are used to map out learning processes to follow.
~ Non-verbal: without using words learning is applied through seeing, thinking, acting.
~ Symbols and images: use images to gain knowledge with art, land and objects.
~ Land links: Context changes to local land/place and linked to learning.
~ Non-linear: Build different ideas and perspectives to gain deeper understanding.
~ Deconstruct/Reconstruct: Working with wholes then breaking down into parts.
~ Community links: Connecting with real-life community and learning from local views.

(8 Aboriginal ways of learning factsheet, May 2012. Retrieved from http://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-learning-factsheet.pdf)

Studying scorpions

I thought I might post my drawing of Scorpionum: antiquis creaturae pulcritudinem.
The scorpion I drew in science was a Urodacus elongates (I think). The opportunity to observe a real-life scorpion was a fantastic experience and one that is very effective in the classroom. It reminds me of the zoo/wildlife incursions organised at schools these days. Seeing animals and creatures in real-life can be so enriching and it brings to life everything that you have been learning about.

The learning space while drawing these scorpions was individual but also grouped because you were able to discuss features of the scorpions with peers nearby. The lesson was student-centred where plenty of questions were raised about the specific features found on this magnificent creature. It was amazing to notice the perspectives of everyone in the class… some drew the main outline of the scorpion and others noticed the tiniest details.

In my drawings, I tried to draw the scorpion from both the top view and bottom view. One of the drawings are incomplete (as you can see) but I enjoyed the lesson nonetheless.

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Innovating for the heart

This is a beautiful and insightful blog by Melite.
Educate the mind and the heart with COMPASSION, ACCEPTANCE and TOLERANCE.

Petroula Karagianni

A recent tweet by GOOD put a very interesting idea out there: “Why Every School Needs an ‘Innovation Day”, which I believe should go further and towards having an innovation session/slam, every week, in every school, so that the practice becomes a habit.  7 years ago with my team in The Netherlands we used to have weekly “That’s my Theory” sessions, which were of the most impact full and interesting sessions I have participated in. The issue with innovation is this: if you ask a room of people “who of you considers him/herself innovative?” then, my theory is, that only a few people will raise their arms. Whereas, if you ask “Which one of you has a theory or an idea of how things could be done differently?” then, I am sure the result will be different; many arms in the air and many nodding heads. Now, I understand…

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Educational scenario…

NEW PAGE HAS BEEN CREATED FOR THIS EDUCATIONAL SCENARIO:

It’s 2063 and the population of Melbourne has risen to 10 million. Huge numbers of school-aged children live within the CBD, and have no access to rural and coastal Victoria. Owing to the proliferation of high rise apartments, the local government has started to utilise the roof top spaces of these buildings as schools. You have been given a brief to design a classroom that brings rural and coastal Victoria to the city. The school is committed to environmental awareness owing to water restrictions and a depletion of natural resources.