The changing face of education
Due to the rapid and ever evolving advancements of technology, learning spaces of the 21st century are networks of diverse connections. Learners are no longer being directed along a lineal path for the purposes of finding a career. Because, quite simply, as Ken Robinson (Ted, 2006) points out , the careers of students today have yet to be created. The challenges facing young people as they become adults are more complex and demanding than ever before (Bentley, 2012) Therefore, in order to equip our students to be future global citizens, lets become educational innovators, lets rethink and adapt our pedagogical strategies, make changes to our classroom and school spaces, adopt forgotten, and explore new, cultural approaches, whilst immersing ourselves in e-space connections. We will address the challenges and strengths of: learning in the e-space; personal learning journeys and the influences of the liminal space; learning experiences both in and beyond the classroom; and cooperative and collaborative cultural approaches.
Cultural Approaches
School culture is composed of interconnecting and overlapping domains, structures, managements systems, beliefs and approaches (Howell, 2014) In today's society it is important to have a school culture that fosters positive cooperative learning structures, builds a students capacity for critical, creative and imaginative behaviours, respects and acknowledges indigenous culture, and reflects global perspectives. Evidence of a school culture can be verbal, behavioural and visual (Howell, 2014) After having addressed critical, creative and imaginative behaviours last semester, lets now look at how we can transform our teaching and learning with cooperative and collaborative structures and indigenous perspectives.
Cooperative and collaborative Structures
The Melbourne Declaration on the Educational Goals for Young Australians states that a successful learner is to be able to plan activities independently, collaborate, work in teams and communicate. (Ministerial Council on Education, 2008) The document also outlines, being able to effectively work in teams is a key future employability skill (Ministerial Council on Education, 2008)
One way to address this goal in schools is to implement cooperative and collaborative learning structures in teaching and learning experiences. Structures that require students to take individual accountability for their contributions to a group task, while cooperatively working with others to achieve a common goal (Slavin, 2010) However, it is not as simple as creating groups of children and telling them to complete a task together, they must have a reason to want to work together to achieve. (Slavin, 2010)
Too often group work fails. It can be an unbalanced system with more dominant students taking over, fail to engage all participants and provide limited satisfaction for students struggling with content. (YouTube, 2010)
The challenge is creating structures that value the input of learners with varied learning styles. A system that provides entry points for all learning abilities. A framework that motivates and guides children through effective learning experiences.
Provide students with set guidelines in conducting group work, it is useful to model your expectations when introducing a new approach. When assessing a students progress make it clear that you are looking at each individual members progress, they are not being judged against each other (Slavin, 2010) Make the goal of the project/task for all to contribute in a specific and unique way. (Slavin, 2010) This way it removes the competitive element in achieving and members of the group work towards helping each other to learn (Slavin, 2010)
On the cooperative structures page you will find resources to guide you on conducting successful cooperative and collaborative experiences.
Indigenous Perspectives and Process
A national cross-curriculum priority is the inclusion of content devoted to teaching and learning Aboriginal histories and culture (ACARA, 2016) This came about as The Melbourne Educational Goals (2008), found our young citizens need to understand and value Aboriginal cultural knowledge and skills as part of the reconciliation process. However, the challenge is to not just include Aboriginal cultural content, an Aboriginal pedagogical culture is steeped in processes, not just content. (Wikispaces, 2011 - 2015)
The Aboriginal pedagogy framework consists of 8 linking ways of thinking. (Wikispaces, 2011 - 2015)
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We connect through stories we share.
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We picture our pathways of knowledge.
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We see, think, act, make and share without words.
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We keep and share knowledge with art and objects.
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We work with lessons from land and nature.
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We put different ideas together and create new knowledge.
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We work from wholes to parts, watching then doing.
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We bring new knowledge home to help our mob.
(Wikispaces, 2011 - 2015)
The Aboriginal 8 ways approach does not just apply to teaching and learning specific aboriginal content, it can be used as a way to respond to various areas of the curriculum. It goes beyond just awareness of another culture, it is a way of thinking and working. (Wikispaces, 2011 - 2015) It teaches relational responsiveness - how to relate and respond authentically to people, land, culture, language and spirit. (Wikispaces, 2011 - 2015)
Though, we do not ignore the wealth of content about Aboriginal culture. The challenge is to make sure the content is presented and discussed with integrity. (Wikispaces, 2011 - 2015) Research the content in detail and be sure to teach the relevance and value, of the item or topic, to the Aboriginal culture and people. (Wikispaces, 2011 - 2015)
Wikispaces (2011 - 2015) 8ways; Aboriginal Pedagogy. [Online] Retrieved from: https://8ways.wikispaces.com/
Click the image above to discover more about Aboriginal Pedagogy. How can you start incorporating this approach into your teaching and learning expereinces?
