integrating first nations and metis content, perspectives and ways of knowing into teaching &...
TRANSCRIPT
Integrating First Nations and Metis Content, Perspectives and Ways of Knowing
into Teaching & Learning
Facilitated by: Patricia Jamison
Melfort
October 26, 2010
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Instructions for Folding a Cruncher
1.Illustrations Facing Down - Fold all four corners together so that they meet in the middle of the paper, crease firmly and leave them there.
2.Flip Over - Again fold all four corners together so that they meet in the centre of the paper, give a good crease and leave them there.
3.Fold in half in one direction, then in half in the other direction.
4.Finish - Stick your thumbs and first two fingers into the four pockets on the bottom of the cruncher and start crunching.
How to Play the Game:
1.Spell out your name, or count out the number of letters in your name, at the same time as you open and close your cruncher.
2.Choose a number from one of the Aboriginal illustrations from one of the inside triangles.
3.Count out the number you've chosen from the inside triangles, at the same time as you open and close your cruncher.
4.Again, choose a number from one of the Aboriginal illustrations from the inside triangles, but this time peek under the flap and read the question at the top.
5.The sentence under the question will tell you where to go to find the answer. Go there and see if you answered right! If not, see what you learned.
6.Go cruncher crazy and repeat the steps as many times as you want!
Conversations for Today
What are Ways of Knowing? Understanding Worldview
What are Aboriginal Perspectives? Integration of Aboriginal Perspectives
What is Aboriginal Content? Integration of Aboriginal Content
Curricular Connections and Considerations for Integration
Resources
World View
Our world view is the pictures and visions we hold of how the world operates. It is also our understanding of how things are connected to each other. It is our belief system, our values, and our understanding of how people relate to each other.
Our world view builds up over a lifetime.
Our world view guides the choices we make as we move through life, and is changed by the events that happen to us.
Our world view gives order and meaning to our lives.
Our world view shapes our emotions.
We decide what to do and what not to do according to our world view.
Effect of World View
1. Explanatory: our world view explains how things got this way and what keeps things here.
2. Validating: our actions sanction our institutions, values and the goals of ourselves and others.
3. Reinforcing: our world view supports us in times of crises and vulnerability.
4. Integrating: our beliefs about the world organize and systemize our perceptions into an overall design.
5. Adapting: we constantly adjust our model to new perceptions of reality.
Understanding World View:Ways of Knowing
As you listen to these 4 short presentations
by Elder Mary Lee about the Tipi Teachings:
1. Note keywords and symbols
2. Consider the beliefs and values represented in the teachings
3. Think about questions you might have about the teachings
Talking Circle Arrange the group in a circle for a Talking Circle on the
teepee teachings. Use a suitable object of some sort (feather, stone, etc.) to be
held by the speaker and passed on to the next speaker. Proceed in a clockwise motion. There is only one rule for the speaker and one rule for the
listeners-- to speak honestly and to listen without judgment or interruption.
What is said in the circle stays in the circle. Each person will have the opportunity to speak in sequence
and can pass if preferred. The point of discussion for each person will be what the 15
poles mean to you.
Four Directions of the Medicine Wheel
What connections can you make between each direction of the Medicine Wheel and the experiences of students in your classroom?
Metis History and Culture
What are some of the symbols of Metis culture?
What does these symbols represent in Metis history, culture, and perspectives?
Aboriginal Content On the chart paper provided, list as many
examples of Aboriginal (First Nations, Métis or Inuit) content as your group can come up with. Some examples might be teaching about the Treaties, the Riel Rebellion, etc.
Where might these connect to the subject areas you are teaching?
You will be asked to share your information with large group
The Contributions Approach
The Additive Approach
The Transformation Approach
The Social Action Approach
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What are some of the current issues you are aware of with respect to First Nation, Métis, and Inuit people?
What are some ways in which we can increase our own background knowledge to better support students in understanding these issues?
Samples from CurriculaPhysics 30Understand the personal, moral, social and cultural aspects of physics
Biology 20Recognize the interconnectedness of agriculture and the environment
Social Studies 8Know that every right has a corresponding responsibility
Grade Six – Nine ELAComprehend and Respond CR1: students will extend their ability to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest and enjoyment. CR61: view, listen to, read, comprehend and respond to a variety of texts that address identity
Elementary HealthStudents will develop attitudes necessary for healthy living
Grade Six HealthStudents will develop the life long practice of making health-enhancing decisions
Elementary PEStudents will exhibit a physically active lifestyle
Elementary ScienceDescribe the structure of the Earth
Grade Four Social StudiesFirst Nations’ people have inhabited this region for many thousands of years
Grade Seven ScienceDevelop the ability to describe and evaluate ideas and processes which involve the environment
Grade Two ELASpeak to share and explain information about topics of interest to familiar audiences, and answer questions
Grade Seven MathStudents should demonstrate a knowledge and understanding of the concepts of probability and their applications to real life
Renewed Curricula:Information is embedded Career Education outcomes and indicators:
Outcome – investigate the influence of a positive self-image on one’s life (Career Education 6,7, & 8).
Indicators: Grade 6: Demonstrate openness and appreciation to the diversity of
Saskatchewan cultures and people (eg – ages, socioeconomic status, sexual orientation, spiritual beliefs).
Grade 7: explain how personal behaviours and attitudes influence the feelings and behaviours of others in school, community, and family situations.
Grade 8: Examine how personal attitudes and behaviours are influenced by environmental factors such as economic conditions, geographic location, and cultural experience within the Saskatchewan context.
Consider how some of the other examples of Aboriginal content you generated earlier at your tables might also be aligned with curricula.
Debrief
What challenges/opportunities are presented when considering Aboriginal content?
Integrating Content In your handout is a document entitled, “Guidelines for
Representing Aboriginal Knowledge in Cross-Cultural Science and Technology Units”
Designate a partner at your table. You and your partner are going to read this information using a
process called “Say Something”. Both partners read, and after completing a section, look up, make
eye contact and “Say Something” about what you just read. It could be a comment, a connection, or a question.
Then read the next section, look up and “say something”. Continue with this process after each section. As a table group discuss – what was new to you? What was
interesting? What questions do you have?
Aboriginal Education - Important Understandings
Aboriginal peoples of the province are historically unique peoples, occupying a unique and rightful place in society
the Aboriginal perspective is a fundamental part of Canadian multiculturalism Aboriginal world view is a valid way of knowing and understanding the world Aboriginal content and perspectives are in Saskatchewan’s Core Curriculum for the
benefit of all students each area of study should reflect the legal, cultural, political, social, economic, and
regional diversity of Aboriginal peoples each area of study should concentrate on positive and accurate images of
Aboriginal peoples each area of study should include resources by Aboriginal authors, artists, etc. each area of study should include historical and contemporary issues related to
Aboriginal peoples it is important to recognize possible cultural and linguistic influences on discourse
patterns and communication styles (proximity and other non-verbal cues, pauses, appropriateness of when and how to talk)
oral and literacy traditions differ in their system of maintenance, their delivery conventions, ownership rights, and cultural values.
Other Considerations in Planning
When planning, first take a look at the unit you will be teaching and then determine how best to integrate Aboriginal content or perspectives.
Considerations: Will I use content material? Will I offer differing perspectives? Will I use teaching strategies such as critical thinking, identifying bias,
experiential learning, cooperative learning? Will I create an open, inclusive classroom culture? Will I use a holistic perspective? Will I consider interconnectedness? Will I use consensus when needing to make decisions? Can I place the oral tradition in perspective? Can I use a talking circle as an integral part of my classroom? How might I support connections between the community and the land? Will I use excellent First Nations or Métis resources (including human
resources)? How will I model anti-racist perspectives? How will I differentiate for student needs, interests, ability and readiness?
Resources
Final Reflection What have you learned?
What else do you want/need to know? How will you go about doing this?