The next three APST’s I have chosen to discuss are 2.4, 2.5, and 2.6 in the context of my teaching in a rural and remote Indigenous community in Far North Queensland.
APST 2.4 is understanding and respecting Aboriginal and Torres Strait Islander people and promoting reconciliation. This I feel I achieved by incorporating the Indigenous way of learning, using the 8 Ways pedagogy, and designing it to fit this community and taking inspiration from Uncle Ernie’s holistic framework to ensure a learning environment which encompasses many of the Indigenous ways of learning and understanding. Uncle Ernie’s holistic framework (JCU, n.d.) comprises of looking at the world in a holistic way which incorporates the links between Land, Language and Culture. By creating lessons using hands-on learning, real-world situations and utilizing the communities Elders to help in teaching the students, allows for a rich cultural understanding between Indigenous and non-Indigenous Australians (QCAA, n.d.). Attending community events and being willing to step outside your comfort zone to become part of the local community by accepting their help in and out of the classroom and learning some of their ways of living off the land, like going fishing or participating in a community festival, respecting their traditions when it comes to sacred areas and totem animals. While in the community I had the chance to go fishing and walk the tribal lands, while keeping a look out for crocodiles. By encouraging the Elders to come and impart their knowledge about story sharing, enabled me to demonstrate to the students how sharing their stories created a unique learning experience, with a multitude of information being imparted. It created a stronger bond between myself and my students.
APST 2.5 is being able to utilize 8 Ways pedagogy to successfully teach literacy and numeracy in a way in which the students can understand. By using a variety of literature from that written by Indigenous authors like “Going to the Footy” by Debbie Coombes, “Big Rain Coming” by Katrina Gerein, to non-Indigenous authors with stories like “Bamboozled” by David Legge or “One Dragon’s Dream” by Peter Pavey. When it comes to teaching mathematics, the use of manipulatives, nature and hands-on learning aids in their understanding of the concepts.
APST 2.6 is the use of ICT’s for teaching and learning. By incorporating powerpoint presentations, YouTube videos’, laptops, 3D printers and VR headsets, allows for a differentiated learning experience. I introduced VR to the classroom and even though it was a cheap version it gave the students a glimpse of what could be achieved with this technology. I used Google Cardboard [Article 1] (Cardboard, n.d.) and my phone to create a unique experience for my students, I was surprised at just how well this worked.
Reference
Cardboard. (n.d.). Google Cardboard Immersive experiences for everyone. https://arvr.google.com/cardboard/
QCAA. (n.d.). Building relationships with local communities.
8 Ways. (n.d.). 8 Aboriginal Ways of Learning. https://www.8ways.online/
Artifact
Artifact 1:
