Aboriginal Learning Styles and the Three Rs.

Autor/in	Harris, Stephen
Institution	National Centre for Research on Rural Education, Nedlands (Western Australia).
Titel	Aboriginal Learning Styles and the Three Rs.
Quelle	(1979), (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Aboriginal Australians; Cognitive Style; Cultural Context; Foreign Countries; Geographic Location; Handwriting Instruction; Learning Modalities; Learning Processes; Mathematics Instruction; Nonformal Education; Reading Instruction; Rural Education; Second Language Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Cognitive styles; Kognitiver Stil; Ausland; Lernumgebung; Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Non-formal education; Non formal education; Nichtformale Bildung; Leseunterricht; Ländliche Erwachsenenbildung; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Aboriginal learning contexts are nonformal and are divided into 15 learning style characteristics (such as present-time orientation, authority, personal independence, and right to know) and 5 rules of interpersonal communication (right to speak, absence of interpersonal debate, avoidance of speaking roughly, avoidance of verbal confrontation, and attitudes toward asking or answering questions). If education is to be meaningful, Aboriginal content and learning processes or methods need to be understood and incorporated into the classroom. Reading can be taught effectively in a way that is both theoretically sound from a Western viewpoint, and suitable to Aboriginal expectations about learning, utilizing methodologies such as the "lap method," Language Experience, Caption Books, and Instant Readers. Learning to speak English can be approached using TESOL methodologies which utilize dialog, role playing, and simulation of real life situations, along with Aboriginal learning methods. The Aboriginal way of learning, i.e., observation, repetition, imitation and learning-by-doing, is probably universally practised in the teaching of writing and mathematics. The question remains, what teachers are adequately trained or have a desire to adapt current school practice to Aboriginal learning methods? The appendices contain a chart contrasting formal and nonformal learning and a field-independent teaching strategies observation instrument. (AH)
Anmerkungen	Not available separately; see RC 013 370.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01