In recent decades, various learning styles have been advocated by researches concerning Aboriginal and Torres Strait Islander people. In the 1970’s, educators and researchers began formulating foundational theories of First Australian’s pedagogy that suggested a ‘Two-way’ and ‘Both-ways’ schooling approach (Hughes et al., 2004; Sarra, 2011; Yunkaporta, 2009). At the forefront of these studies was Stephen Harris who began research into the learning styles of First Australians at Milingimbi in the Northern Territory. Harris’s (1980, 1984)...
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... understand not praise a child in front of the whole class, as they may be subjected to ridicule, disrespect or scorn from fellow peers in the playground (Sarra, 2011). Instead, teachers’ knowledge of these socio-cultural contexts can still support a high expectations classroom by addressing the student away from the class cohort to offer praise, admiration and delight in their effort. Various other approaches can be used to promote a high expectation environment within the classroom such as using positive reinforcement, making the leaning experiences about contexts that children are into as well as using practical hands – on examples to convey the message. It is only with informed insight; deep knowledge and understanding of Aboriginal and Torres Strait Islander peoples learning styles that they can be successfully and continually incorporated into school practice.
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- Professional Knowledge Throughout my bachelor of education at the University of Canberra, I have had the opportunity to also work at a high school as a learning support assistant (LSA), both opportunities have exposed me to a large range of content–based pedagogies. I have also been able to put learnt knowledge into practice, through finding best practice pedagogies for individual Aboriginal and Torres Strait Islander students. Often the students that I work with are dis-engaged or feel they don’t know what is being taught in class.... [tags: Education, Learning styles, Learning, Teacher]
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