INTRODUCTION

Script:

As educators, we all know the importance of implementing inclusive and ethical pedagogical
approaches to meet the needs of all diverse students. It is outlined in both the Australian
Professional Standards for Teachers (Australian Institute of Teaching and School Leadership
[AISTL], 2015), and the Melbourne Declaration (Ministerial Council on Education,
Employment, Training and Youth Affairs [MCEETYA], 2008). Which is why, today, I am
going to educate you on a pedagogical practice, which can assist this process, and give you
options for differentiation based on students learning abilities.

Firstly, lets have a bit of a discussion about the impact of inclusive pedagogy, and why as a
teacher it is our responsibility to ensure our classroom is inclusive. Each student comes into
the learning environment with a different set of experiences, values, interests, needs and
abilities. In an inclusive classroom, teachers recognise difference, and devise ways to address
students’ differing needs and also take into account what each learner brings to the learning
process (Duchesne, McMaugh, Bochner & Krause, 2013).
School systems and individual teachers also play a significant role in addressing sources of
educational disadvantage, and in taking steps to ensure that all learners are catered for and
that background factors affecting learning are taken into account. Teachers need to be aware
of sources of cumulative disadvantage, and of issues facing students whose cultural
backgrounds differ significantly from the dominant culture of the in society which they live.
For example, the Australian Curriculum states that teachers need to embed Aboriginal and
Torres Strait Islander education into their classrooms (ACARA, 2018). The value of learning
Aboriginal and Torres Strait Islander perspectives is not limited to Aboriginal and Torres
Strait Islander students; all students in Australian schools will benefit from the deeper
understanding of Indigenous peoples, cultures and histories that develop through study of
Indigenous perspectives (Troy & Walsh, 2013). One way to implement Aboriginal and
Torres Strait Islander perspectives is through the 8-ways learning framework. This is a
pedagogy framework that allows teachers to include Aboriginal and Torres Strait Islander
perspectives by using Aboriginal and Torres Strait Islander learning techniques (Yunkaporta
& Kirby, 2011). The 8 ways learning framework includes elements such as Story Sharing,
Learning Maps, Non-verbal, symbols and images, land links, non-liner, deconstruct and
reconstruct and community links (Yunkaporta & Kirby, 2011).
 APPLICATION OF 8-WAYS
So, to demonstrate my knowledge of the 8 Ways Learning Framework I have applied three
elements to The Australian Curriculum key learning area of Mathematics, Measurement and
Geometry, and will focus specifically on Year 4. I have adapted the following three learning
experiences from the Murri Maths document provided to us as pre-service teachers by The
Department of Education and Training 2018.

Activity 1:
In this first activity I will explore the concept of non-verbal learning, which looks at applying
intra-personal and kinaesthetic skills to thinking and learning.
Cooking Damper
Non-Verbal: Use scaled instruments to measure and compare lengths, masses, capacities and
temperatures (ACMMG084)

Learning Experience -
One learning experience, which integrates the Non-Verbal learning pedagogy of the 8-ways
learning framework, could include measuring, using scaled instruments, to measure
ingredients in grams and millilitres needed to create a product as outlined in the Year 4
Mathematics Measurement and Geometry Curriculum. Students follow a recipe provided to
them by the teacher, and in small groups or as individuals follow the instructions, measuring
the ingredients needed for Damper in grams, millilitres and temperature – as to how hot the
oven must be.
Assessment Opportunity –
This learning experience would be most effective when students have previously completed
measuring activities using scaled instruments. This activity would be suitable as a formative
assessment. In formative assessment, any teacher has the ability to choose how they want
their students to be assessed. One option that teachers have is to aim to develop the capacity
of the student to recognise and appraise any gaps and leave the student the responsibility for
planning and carrying out and remedial action that may be needed (Black & William, 1998).
In working in small groups, students have the ability to learn from each other to appraise any
gaps in learning and leave all students feeling accomplished and prepared for future
summative assessment on the topic.
Justification -
This learning experience is effective when helping students learn how to use units of
measurement by allowing them to engage in hands on activities. Studies suggest that in the
early primary years of mathematical learning, students best interpret knowledge when they
are able to interact with concrete materials (Duchesne, McMaugh, Bochner & Krause, 2013).
The non-verbal pedagogy used in this learning experience encourages students to use
kinaesthetic and intra-personal skills and apply this to the mathematical concept of
measurement. This means that students get to engage and play with ingredients to cook
Damper, whilst also making sense of the importance of correct measurements. This pedagogy
can be linked to Piaget’s theory of cognitive development, stating that students learn best by
doing something concrete first (Duchesne, McMaugh, Bochner & Krause, 2013). It also has
the potential to connect and engage with diverse students who learn kinaesthetically. In
Howard Gardner’s theory of Multiple Intelligences, he states that bodily-kinaesthetic
intelligence as one which uses physical movement to develop understanding (Brualdi
Timmins, 1996). Consequently, by using concrete materials, and engaging students in hands-
on activities, it supports the achievement of learning outcomes of bodily-kinaesthetic
students.

Activity 2:
In this second activity I will explore the concept of land links, which looks at place-based
learning, linking contents and concepts to local land and place.
Symmetry in Our Natural World
Land Links: Create symmetrical patterns, pictures and shapes with and without digital
technologies (ACMMG091)

Learning Experience -
One learning experience, which integrates the Land links learning pedagogy of the 8-ways
learning framework, could include using Australian native animals, plants and Aboriginal
totems to find lines of symmetry using technology and their environment as outlined in the
Year 4 Mathematics Measurement and Geometry Curriculum. Students choose an animal,
plant or Aboriginal and Torres Strait Islander Totem and fold the picture in half to discover
the line of symmetry. They can fold as many times as they like until they find the exact
representation on both sides. When students are convinced they have found the line of
symmetry, they show a friend. Each student uses scissors to cut their totem in half, down
their fold line. Students glue their half totem into their books or on a piece of paper and
carefully draw the other half of their totem on the other side to show the symmetrical
features.
Assessment Opportunity –
This learning experience would be most effective when students have previously completed
activities on symmetry and have an understanding of the meaning as well as what
asymmetrical means. This would therefore be an effective summative assessment tool.
Summative assessment is intended to certify that learning has occurred (Earl, 2003).
Justification -
This learning experience is effective when learning to grasp the concept of creating
symmetrical patterns with and without technology due to the hands on authentic nature of the
activities. The land links pedagogy makes a direct connection between the classroom and the
land. This pedagogy enhances the learning outcomes of Aboriginal and Torres Strait Islander
students through culturally relevant teaching. Additionally, this activity supports Howard
Gardner’s theory of multiple intelligences as he states that an individual can have naturalist
intelligence. This means that humans have the ability to become sensitive to features of the
natural environment (Brualdi Timmins, 1996). Furthermore, this activity supports place-
based learning as students are gaining an indispensable set of knowledge, skills, and beliefs,
including mastery of core academic content, critical thinking and problem solving,
collaboration, effective communication, self-directed learning, and an academic mindset.

Activity 3:
In this third activity I will explore the concept of Symbols and Images, which looks at using
images and metaphors to understand concepts and content.
Are we there yet?
Symbols and Images: Use simple scales, legends and directions to interpret information
contained in basic maps (ACMMG090)

Learning Experience -
The final learning experience, which integrates the Symbols and Images pedagogy of the 8-
ways learning framework, could include creating a basic grid map, which shows position as
outlined in the Year 4 Mathematics Measurement and Geometry Curriculum. After reading
the text, ‘Are We There Yet’ as a class, students would then use this stimulus to pinpoint
locations and specific features visited and seen in the text on a map, using detailed directions
given to them on a worksheet, drawing particular symbols and images previously learnt -
such as the native animal, plant or a landmark relevant to the area.
Assessment Opportunity –
This learning experience would be most effective when students have previously completed
mapping activities. This would therefore be an effective summative assessment tool.
Summative assessment is important in schools and is deeply ingrained in our educational
traditions (Readman & Allen, 2013). This as a summative task will gather evidence of
learning in order to document a level of achievement at a point in time (Readman & Allen,
2013).
Justification -
This learning experience helps students grasp the concept of location and transformation
through providing a connection between the mathematical concept and a particular symbol.
Rather than having students memorise complex knowledge, the symbols provide a visual
prompt to stimulate their mathematical thinking. Thus meaning students have the ability to
use simple scales, legends and directions to interpret information contained in basic maps and
place landmarks using symbols and images in the correct spot. Furthermore, given symbols
and images are used as a metaphor to understand concepts and content, students from diverse
linguistic backgrounds will be provided with extra-linguistic support, to quickly convey
considerable information, reducing the amount of auditory information they must process to
make sense of the activity or topic (Lucas, Villegas, & Freedson-Gonzalez, 2008). This
learning experience also has the potential to connect and engage with diverse students who
learn visually. In Howard Gardner’s theory of Multiple Intelligences, he states that visual and
spatial intelligence is one, which gives an individual the ability to manipulate and create
mental images in order to solve problems (Brualdi Timmins, 1996). Consequently, by using
symbols and images, and engaging students in pictorial activities, it supports the achievement
of learning outcomes of visual and spatial students.

CONCLUSION
In conclusion, the implementation of the 8-ways learning framework provides support for
teachers to embed Aboriginal and Torres Strait Islander perspectives into the classroom,
whilst supporting the needs of all diverse students. The 8-ways learning framework has
proven to assist in targeting students who are culturally diverse, linguistically diverse and
socially diverse. As a pre-service teacher it has become very apparent the need for this
pedagogy in my classroom to ensure that it is inclusive and ethical.
 REFERENCES

Australian Curriculum, Assessment and Reporting Authority. (2017). Aboriginal and Torres
Strait Islander Histories and Cultures. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
Australian Institute of Teaching and School Leadership [AISTL] (2015). Australian
professional standards for teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
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Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
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Yunkaporta, T., & Kirby, M. (2011). Yarning up Indigenous pedagogies: A dialogue about
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