Author: Tiffany Sirisisavath

Story Sharing
“We connect through the stories we share.”
WHAT IS IT?
Tell a story.
Yarn and tell stories as a way into the learning.
IMPLEMENTING IT:
Tell personal stories/experiences
Use the word ‘yarn’
Yarning circle/Story circle
Invite community members to share experiences
Credit the activity as an Aboriginal way of learning and sharing experiences.

Learning Maps
“We picture our pathways of knowledge.”
WHAT IS IT?
Make a plan.
Create a shared image of the pathway the learning is going to take.
IMPLEMENTING IT:
Map out a lesson/unit of work/activity in a classroom display.
It gives students a reference point to revisit past learning and see where they are going next.
It gives purpose and direction to activities.
Construct the map together.
Credit the activity as an Aboriginal way of learning/planning/doing things.

Non Verbal
“We see, think, act, make and share without words.”
WHAT IS IT?
Think and do.
Use non-verbal methods –reflection, demonstration, hands on. Encourage non-verbal systems of feedback from students.
IMPLEMENTING IT:
Communicate without words
Body language, sign language, facial expressions
Observation, hands on
Class decide on non verbal gestures for classroom instructions
Credit the activity as an Aboriginal way of learning and sharing experiences.

Symbols and Images
“We keep and share knowledge with art and objects.”
WHAT IS IT?
Draw it.
Create visual texts as well as print texts (mind maps, diagrams ect)
IMPLEMENTING IT:
Communicate without words
Use symbols and diagrams to help give a picture and use as a memory aid
Recognise different symbols in cultures
Create visual texts as well as print texts (diagrams, maps)
Aboriginal art communicates important stories and messages.
Credit the activity as an Aboriginal way of learning and sharing knowledge.

Land Links
“We work with lessons from land and nature.”
WHAT IS IT?
Take it outside.
Locate the knowledge—where is it from?
Use natural metaphors from the local landscape to reinforce the learning.
IMPLEMENTING IT:
Place compass points in the classroom. Talk about local land features in each direction—regularly.
Instruct students to ‘face the mountains/face the dam’ etc
Incorporate direction during teaching.
How does what we’re learning effect land, water, climate, skies, plants, animals and place?
Take the lesson outside.
Credit the activity as an Aboriginal way experiencing the world.

Non Linear Methods
“We put different ideas together for new knowledge.”
WHAT IS IT?
Two different paths meeting at the same point.
Learning occurs by putting different ideas together to make new ideas.
Creative ideas come from paths that are not straight.
IMPLEMENTING IT:
Discuss different cultural view points.
Put yourself in someone else’s shoes.
Find common themes in different cultures.
Meet an outcome in different ways (draw it, build it, write it)
Credit that Indigenous and non-indigenous people have different ways of approaching and structuring knowledge .

Deconstruct/Reconstruct
“We work from biggest to smallest, watch then do.”
WHAT IS IT?
Watch first, then do.
First part of drum is watching, second part is doing. The whole drum is the learning.
Model then try.
IMPLEMENTING IT:
Model an activity step by step. Students then do their version.
Model assessment tasks before doing them.
Look at the big picture before getting down to details.
Credit that this is an Indigenous way of teaching and learning.

Community Links
“We bring new knowledge home to help our mob.”
WHAT IS IT?
Share with others.
Involving elders and community members.
Making content meaningful to the local community.
IMPLEMENTING IT:
Group activities that support group collaboration and exploration.
Find ways to make new knowledge benefit the community (shared presentations, projects, art)
Credit the activity as an Aboriginal way of thinking, sharing and experiencing the world around them.