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Activity 9: Evaluations of the cultural responsiveness in practice

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Views on Indigenous Knowledge and Culturally Responsive Pedagogy. When reflecting on Indigenous Knowledge and Culturally Responsive Pedagogy, I decided to create a mindmap that shows all the things that I consider when working with students, though I am not always conscious  of doing so.  As a teacher I don't initially sit back and look at the members of my class and categorise them according to their cultural and indigenous backgrounds. This is due to the fact that I feel anyone can achieve highly regardless of their make-up. I generally look at them according to their abilities first. This is initially based on assessment data and previous school or class records, and then followed by observing the child within the first week of being at school. While assessment data isn't necessarily the most accurate measure of a students ability or need, it does give me a starting point that allows for lots of movement. As behaviours and habits start showing (generally within
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Activity 3: Responses to Finlay’s (2008)’s article

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What is/are the points in the article that you can relate to your reflective practice? Initially when entering into the world of teaching, I had no idea of how to reflect on my practice. A very close colleague of mine, who also became my Tutor Teacher, provided me with a BT Reflective Journal that she had put together. In this journal I had to record on a weekly basis "What went well", "What didn't go well", and "What I could do to improve the situation or my practice". By following these three simple questions, I found my reflective journal became a valuable resource when problem solving from year to year and class to class. As the years have gone by I have not only reflected on my own self and practices, but also on particular students (normally target students), colleagues, relationship building, and community connections. Lynda Finlay (2008) touched on this regarding the debate to "focus on self" or to "focus on a larger context&
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The Futures of Learning - Evaluation and Summary

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