ERIC Number: ED216825
Record Type: RIE
Publication Date: 1979-Nov
Reference Count: N/A
Aboriginal Learning Styles and the Three Rs.
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)
Descriptors: 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
Not available separately; see RC 013 370.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: National Centre for Research on Rural Education, Nedlands (Western Australia).
Note: Paper presented at the National Conference "New Directions in Rural Education" (Perth, Western Australia, November 1979).