First Nations Ways of Knowing and Teaching in the Modern Classroom

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First Nations Ways of Knowing and Teaching in the Modern Classroom by Mind Map: First Nations Ways of Knowing and Teaching in the Modern Classroom

1. Terminology (definitions from "Shared Learnings")

1.1. Aboriginal peoples

1.1.1. a term defined in the Constitution Act of 1982, and which refers to all indigenous peoples in Canada, including Indians, Métis people, and Inuit people

1.2. First Nations peoples

1.2.1. refers to Aboriginal people of a First Nation, a self-determined political and organizational unit (band/reserve) of the Aboriginal community.

1.3. Indian

1.3.1. an historical government term referring to the original inhabitants of North and South America and still used to define some Aboriginal peoples under the Indian Act. “Indian” has generally been replaced by “Aboriginal peoples,” as defined in the Constitution Act of 1982.

1.4. Inuit

1.4.1. a distinct Aboriginal people, the Inuit generally live in northern Canada and Alaska.

1.5. Métis

1.5.1. a person who self-identifies as Métis, is distinct from other Aboriginal peoples, is of Historic Métis Nation ancestry, and is accepted by the Métis Nation.

1.6. Native peoples

1.6.1. term for Aboriginal peoples established in the 1970s by the federal government as a more appropriate term than “Indian.”

2. Official/Theory

2.1. BC Ministry of Education

2.1.1. BC IRP Aboriginal Content PLOs

2.1.2. Aboriginal Education Shared Learnings: Integrating Aboriginal Content K-10 Statement of knowledge Aboriginal Education Enhancement Agreement SDs w/ Enhancement Agreements

2.2. Alberta Ministry of Education

2.2.1. Our Words, Our ways: Teaching Furst Nations, Metis and Inuit Learners Aboriginal students: May identify themselves as First Nations, Inuit of Metis - or they may not identify themselves as Aboriginal at all May live a traditional, bicultural or assimilated lifestyle May have an urban, rural, reserve or settlement background may speak an Aboriginal language at home, or may hear and understand an Aboriginal language but not be able to speak it. worldview threads a holistic perspective the inteconnectedness of all living things strength in "power with" rather than "power over" connection to the land and community the dynamic nature of the world

2.3. Indian Control of Indian Education (1972)

2.3.1. happiness and satisfaction Pride in one's self recognize and use our talents master skills needed to make a living understanding one's fellowmen meet other Canadians on an equal level respect cultural differences pool resources for the better good living in harmony with nature preserve balance between man and environment climate for Indian wisdom to flourish

2.3.2. culturally esteemed values (children possess when entering formal education) Self-reliance respect for personal freedom generosity respect for nature wisdom

2.3.3. Education as a preparation for total living means of free choice on where to live and work means of participating fully in our own social, economic, political and educational advancement

3. Acknowledgements

3.1. VIU Faculty of Education

3.2. Idea sharers

3.3. Snuneymuxw

4. Introduction: Why I'm doing this and Where I'm coming from.

5. Legend of Symbols used in this presentation

5.1. Strategies

5.2. Resources

5.2.1. online (Pdf)

5.2.2. websites

5.2.3. print

5.2.4. video

5.2.5. interactive media

5.3. my connections

5.4. philosophy/worldview

5.5. Students

5.6. Connection colours

5.6.1. parallels/repeated across texts

5.6.2. application to strategy

5.7. important!

6. "Teaching the Native American" by Hap Gilliland

6.1. book cover

6.2. citation

6.3. Recommendations for Action

6.3.1. 1. Provide a Multicultural Education for All Children all culturally oriented during childhood each culture represented in the classroom is equally valid and valuable value their heritage

6.3.2. 2. Become Familiar wit hand Appreciate the Ways of Your Community mutual respect a student's double advantage take initiatlve

6.3.3. 3. Identify and Emphasize Positive Indian Values deep respect for elders abiding reverence for the land love of children, family and extended family

6.3.4. 4. Develop the Students' Self-Concept pride

6.3.5. 5. Adapt Instruction to Students' Learning Styles cultural differences in early learning experiences

6.3.6. 6. Promote Relaxed Communication listen learning is trial and error

6.3.7. 7. Inspire Higher Achievement desire to do better each day with real effort they can achieve

6.3.8. 8, Work with Parents and the Community valuable community contributions parents & community members home visits work together to show that school and learning are important

6.3.9. 9. Promote Cooperation, Self-Reliance , and Group Decision Making work together take charge of their own lives trust, openness and respect

6.4. Emphasizing the Positive Aspects of the Culture

6.4.1. Possible Features to Consider 1. A People-Centered, Group-Centered Society 2. Cooperation and Sharing 3. Respect for the People, Especially the Elderly 4. Courtesy, Privacy, and Autonomy 5. The Extended Family 7. Nonverbal Communication and Eye Contact 8. Time for Thought wait time 9. Lack of Pressure from Time 10. Valuing Leisure 11. Sense of Humour 12. Harmony with Nature and the Environment 13. Spirituality and Health 14. Respect for Ceremonies 15. Honesty 16. Bravery Independence and Emotional Control

7. Cooperative Learning

7.1. BCTF: BC Co-operative Learning Association

7.2. Applying Cooperative Learning

7.2.1. develop an attitude of sharing and cooperation

7.2.2. lessen competition for grades

7.2.3. become a team, develop group pride in achievement

7.2.4. work in pairs

7.2.5. sit in groups or circles

7.2.6. try peer tutoring

7.2.7. let older students tutor younger

7.2.8. form bonded partnerships

7.2.9. use group problem solving

7.2.10. develop student-led group projects Inquiry based learning? copyright BCTLA

7.2.11. try team games

7.2.12. apply cooperative effort to learn writing skills

7.2.13. solve math problems cooperatively

7.2.14. replace competition with other with self -competition

7.2.15. promote caring about others

7.2.16. design school-wide activities that emphasize native traditions of generosity, sharing and cooperation

8. Practice

8.1. Resources

8.1.1. Technology Online Print Resources Interactive Media other websites Smart technology SMART to teach a foreign language

8.1.2. LIteracy Critically ExaminingPicture Books on Aboriginal Canada "My Name is Seepetza" Novel Study First Nations Literacy Theme Units

8.2. Strategies

8.2.1. Aboriginal Elders and other knowledgeable community members as guest speakers/presenters contact district Aboriginal Ed. Coordinator or resource teacher

8.2.2. Student-centered experiential instruction

8.2.3. class presentations importance of the oral tradition Teaching Oral Traditions (Sask. resource) PBS Many Voices presentations of learning

8.2.4. Cultural Protocols Permission to use cultural materials

8.2.5. Build a support network/strong community links Teacher's network (image) from "Shared Learning" p. 9

8.2.6. dealing with... controversial topics characteristics ground rules L.P.s sensitive issues knowledgeable people may have painful memories speakers may feel hurt or angry around certain topics be prepared to help students deal with difficult emotions

9. Assessment

9.1. Student Showcase

9.2. Student chosen summative assignments

9.3. AFL strategies

9.3.1. Learning Intentions

9.3.2. Criteria

9.3.3. Question

9.3.4. Descriptive feedback

9.3.5. Peer & Self Assesment

9.3.6. Ownership

10. Conclusion?

11. Educational Organizations

11.1. Pleasant Valley School

11.2. SD 79 Aboriginal Curriculum Integration Project