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    Excerpt From Aboriginal Responsive Pdgogy

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    The document discusses how incorporating Yunkaporta's 8 ways pedagogy into a group assignment helped the author effectively contribute. Specifically, the author focused on "Story sharing" as one of the 8 ways by including a yarning circle activity in their lesson plan. This activity allows Aboriginal and Torres Strait Islander students to feel confident sharing their knowledge and experiences as it relates to their culture. The author believes this approach promotes respect between Indigenous and non-Indigenous Australians, as outlined in the AITSL teaching standards. Overall, the unit helped the author develop skills to be a more culturally responsive teacher and meet the educational needs of Aboriginal and Torres Strait Islander students.

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    Excerpt From Aboriginal Responsive Pdgogy

    Uploaded by

    api-429836174
    74 views1 page
    The document discusses how incorporating Yunkaporta's 8 ways pedagogy into a group assignment helped the author effectively contribute. Specifically, the author focused on "Story sharing" as one of the 8 ways by including a yarning circle activity in their lesson plan. This activity allows Aboriginal and Torres Strait Islander students to feel confident sharing their knowledge and experiences as it relates to their culture. The author believes this approach promotes respect between Indigenous and non-Indigenous Australians, as outlined in the AITSL teaching standards. Overall, the unit helped the author develop skills to be a more culturally responsive teacher and meet the educational needs of Aboriginal and Torres Strait Islander students.

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    excerpt from aboriginal responsive pdgogy

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    The document discusses how incorporating Yunkaporta's 8 ways pedagogy into a group assignment helped the author effectively contribute. Specifically, the author focused on "Story sharing" as one of the 8 ways by including a yarning circle activity in their lesson plan. This activity allows Aboriginal and Torres Strait Islander students to feel confident sharing their knowledge and experiences as it relates to their culture. The author believes this approach promotes respect between Indigenous and non-Indigenous Australians, as outlined in the AITSL teaching standards. Overall, the unit helped the author develop skills to be a more culturally responsive teacher and meet the educational needs of Aboriginal and Torres Strait Islander students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    74 views1 page

    Excerpt From Aboriginal Responsive Pdgogy

    Uploaded by

    api-429836174
    The document discusses how incorporating Yunkaporta's 8 ways pedagogy into a group assignment helped the author effectively contribute. Specifically, the author focused on "Story sharing" as one of the 8 ways by including a yarning circle activity in their lesson plan. This activity allows Aboriginal and Torres Strait Islander students to feel confident sharing their knowledge and experiences as it relates to their culture. The author believes this approach promotes respect between Indigenous and non-Indigenous Australians, as outlined in the AITSL teaching standards. Overall, the unit helped the author develop skills to be a more culturally responsive teacher and meet the educational needs of Aboriginal and Torres Strait Islander students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Aboriginal and Culturally Responsive Pedagogy – Individual reflection

    The content in the unit has helped me to effectively contribute to my group assignment by
    incorporating Yunkaporta’s 8 ways pedagogy into the unit outline and individual lesson plan.
    I believe that by making 8 ways pedagogy the focus of our group unit outline, we were
    successful in promoting a positive sense of Aboriginal and Torres Strait Islander identity and
    building high expectation relationships between Aboriginal and non-Aboriginal individuals.
    As a result, we were able to successfully incorporate AITSL’s 2.4 standard “Understand and
    respect Aboriginal and Torres Strait Islander people to promote reconciliation between
    Indigenous and non-Indigenous Australians” (AITSL, 2011). In relation to the group
    assignment, I contributed by incorporating and focusing on ‘Story sharing’ as one of the 8
    ways pedagogy. Additionally, my integration of ‘Story sharing’ into the group assignment
    and lesson plan refers to the AITSL standard 1.4 “Strategies for teaching Aboriginal and
    Torres Strait Islander students” (AITSL, 2011). To exemplify, a yarning circle activity was
    integrated into my lesson plan with the intent for students to express themselves and their
    learning experiences in a diverse way. Similarly, I perceived the yarning circle as an
    opportunity to allow Aboriginal and Torres Strait Islander students to feel confident in the
    expression of their knowledge and learning experience as it relates learning back to their
    culture and incites feelings of familiarity. Yunkaporta (2009) refers to story sharing as a
    “Powerful tool in the Aboriginal language classroom” (p. 42) and a chance for students to
    share their stories. In relation to this, I believe that my integration of the yarning circle will
    make the lesson plan one which raises the expectations that non-Aboriginal people have
    toward Aboriginal students as it gives Aboriginal and Torres Strait Islanders a chance to refer
    to their culture while demonstrating deep engagement and knowledge. I also believe that
    incorporating Yunkaporta’s 8 ways pedagogy into the group assignment helped me to
    practice to develop my teaching skills. I believe that the knowledge and skills gained
    throughout this unit is beneficial for my future career as a teacher as I am more informed on
    the ways in which the educational gaps between Aboriginal and non-Aboriginal students can
    be changed. Ultimately, by referring to Yunkaporta’s article, I was able to contribute to the
    creative development of a unit outline and lesson plan in a way that meets the AITSL
    standards 1.4 as well as 2.4.

    Overall, the unit ‘Aboriginal and Culturally Responsive Pedagogy has provided me with the
    skills required to develop as a more culturally responsive educator and ensure that the
    educational needs of Aboriginal and Torres Strait Islander students are consistently met.

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