Integrating Indigenous Teaching into the Classroom.
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Transcript of Integrating Indigenous Teaching into the Classroom.
Integrating Indigenous Teaching into the
Classroom
An Ojiibwe legend identifies the giant as Nanabijou, who was turned to stone when the secret location of a rich silver mine now known as Silver Islet was disclosed to white Men, Late 19th century.
The Sleep Giant at Isle of Royale in Lake Superior, just outside Thunder Bay
http://en.wikipedia.org/wiki/Sleeping_Giant_(Ontario)
Integrating Indigenous Teaching into the Classroom
These Four interconnected aspects represent self-esteem
Ojibway Good Life Teachings
http://www.youtube.com/watch?v=RXTRGMhXWGY
Self-esteem
IntellectualSpiritual
PhysicalEmotional-Mental
Attention to Aboriginal self-esteem
the connection between the physical, emotional-mental,
intellectual and spiritual realms – is paramount.
Aboriginal learners and their success are dependent upon
educators and schools respecting this view.
It requires changes in how we teach our Aboriginal learners.
It means that the pedagogy in classrooms must be inclusive of
Aboriginal culture, language and world- view.
Our Aboriginal students are counting on us today!
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/
Toulouse.pdf
Self-esteemCreating Learning Environments that Honour/Respect Indigenous Culture, Language, Traditions, Contributions and InventionsAs educators we can build upon Indigenous students self identity and community well being through inclusive teaching strategies and cultural content using the
Seven Sacred TeachingsSun Dance, Sacred and Traditional Ceremonies
Sweat Lodge, Fasting and Vision QuestSeven Grandfather Teachings
Medicine WheelHonour Indigenous Learning Styles
Understanding who and what Indigenous students come from, creating a learning environment that is inclusive of the Seven Grandfather Teachings supporting Self Esteem. Self Educate, read books written by Indigenous and Western writers Contact Board Facilitator to come and do an Introduction workshop on
Learning Indigenous culture, ask for lessons, resources Talk to your Indigenous students so they see you as a life long learner Talk to their parents, invite them into the classroom Connect with parents to have an elder or other member of the clan to
come in and talk about their spiritual journey Search on line for ideas, resources, lessons to support the building
blocks of your learning Connect with teacher, Indigenous staff representative for resources,
lessons or speakers Take an AQ course, Teaching First Nations, Metis and Inuit Children
Seven Sacred TeachingsLong ago, I heard my children cry. Four days later, I took on the shape of a white Buffalo calf. four days after that, I went to them. And over the next four days, I taught them sacred songs and Dances And I taught them the seven sacred ceremonies.I taught them the sun Dance. I taught them to fast. I taught them the sacred and traditional ceremonies necessary for youth coming of age. I gifted them with the peace pipe and taught them how to use it. I taught them the ways of the medicine wheel. I taught them to seek their paths to the good red road by reaching out to me through the vision Quest. And I taught them how to build and use the sweat lodge.
http://www.davidbouchard.com/mtw/sst.pdf
Story Telling : Read AloudBook by David Bouchard
Truth
Long ago, i heard my children cry. four days later, i took on the shape of a white Buffalo calf. four days after that, i went to them. and over the next four days, i taught them sacred songs and Dances and i taught them the seven sacred ceremonies. i taught them the sun Dance. i taught them to fast. i taught them the sacred and traditional ceremonies necessary for youth coming of age. i gifted them with the peace pipe and taught them how to use it. i taught them the ways of the medicine wheel. i taught them to seek their paths to the good red road by reaching out to me through the vision Quest. and i taught them how to build and use the sweat lodge.
I told them that they were responsible for watching over
the land, their four- legged brothers and all their relations
Today, I return as White Buffalo Calf Woman. Today, I
return with Seven Sacred Teachings. Open your minds and your hearts to grandfather universe,
father Sun, grandmother moon, mother earth and to all of
the flyers, swimmers, walkers, crawlers, burrowers and
standing ones.
Accept the Teachings of grandfather rock, the elements,
the colours and my Seven Sacred dimensions.
Be open to all your relations, so that through them you can
walk your journey through life along The good red road.
When you follow these Seven Sacred Teachings, you might
then live in peace and harmony with all your relations.
The four directions of the medicine Wheel represent the
four colours of two-leggeds: yellow (east), red (South),
Black (West) and White (north). There are three other
directions; up, down and Within.
Look to the Seven directions and seek out which of your wild cousins best represents each Teaching. By studying nature, you can best understand yourself and these Teachings. and study shapes, colours and songs too. open your heart as well as your eyes. My Teachings are waiting to be discovered. discover them, then teach them to your children. Share them with all those you love, and share them with your enemies too. you are all my children.
It was told that next time there is chaos and disparity, She would return again. She said She would return as a White Buffalo Calf. Some believe She already has.
Words of Chief Arvol Looking Horse, 19Th generation keeper of The Sacred White Buffalo Calf pipe of The Lakota Nation
Sweat Lodge and Fastinghttp://www.barefootsworld.net/sweatlodge.html
Edward Curtis Sun Dance Openinghttp://www.youtube.com/watch?v=kEfnGpxvyrs
Seven Grandfather Teachings of the Medicine Wheel RespectLoveBraveryWisdom
HumilityHonestyTruth
Respect
Having high expectations for the Aboriginal student and honouring their culture, language and world view in our schools What does this mean in the classroom?
Aboriginal cultures are celebrated throughout the school program.
The library has a broad range of Aboriginal books and resources.
Teachers are encouraged to incorporate the diversity of Aboriginal peoples
throughout the curriculum and acknowledge the uniqueness of Aboriginal
cultures.
The Aboriginal territory, on which the school is located, is acknowledged at the
door (a welcoming in an Aboriginal language).
This how Indigenous students feel a part of their school and community
LoveDemonstrating our belief (as educators) that all Aboriginal students can and will succeed through our
own commitment to their learning- teaching styles
This principle requires a commitment to supporting Aboriginal students’ learning styles.
Hilberg and Tharp6 have identified that Aboriginal students lean towards: holistic education (learning from whole to part) use of a variety of visual organizers and hands-on manipulatives
reflective mode of learning (time to complete tasks and answer questions) preference for collaborative tasks (group and pair work)
For Aboriginal students, these preferences for learning need to be incorporated in their day-to-day activities.6 This is how Aboriginal student success can be achieved.
BraveryProviding opportunities to high- light and celebrate their Nations. The Shki-Mawtch-Taw-Win-En-Mook (Path to New Beginnings) Curriculum Project in northern Ontario is an example of this value in action. This curriculum consists of a series of First Nation units (with resources) that meet the Ministry of Education expectations – a beautiful collection of lessons and activities (Kindergarten to Grade 12) that honours the contributions of Indigenous students.www.thenewpath.ca or www.curriculum.org/secretariat/may24.html
The units all begin with Aboriginal expectations and are guided by local Elders.
The implications for classroom practice include the following:
draw on key Aboriginal curriculum resources and utilize them in the school
create partnerships and establish relationships with Aboriginal communities
highlight Aboriginal peoples by ensuring that their innovations are included
bring in various Aboriginal resource people to share their knowledge
These approaches are bravery (in Ojibwe terms) in action.
WisdomThe teaching of wisdom reminds us that we are lifelong learners. It also reminds us of
the value of sharing and engaging in dialogue with “what we know.” This principle
reflects that spirit of wisdom and the need for disseminating “what works” for
Aboriginal students. This can be achieved through ongoing research and various
professional development opportunities. For example, Swanson4 provides many key
strategies that support Aboriginal student success. In particular, her research in a
northern
Aboriginal community suggests the following four applications for the classroom:
celebrate individual achievements and cultural backgrounds
engage the student at a physical, emotional-mental, intellectual and spiritual level
use a variety of teaching methods with a particular emphasis on holism,visual organizers, kinesthetic
opportunities and reflection
create an environment where humour and “group talk” are accepted
Humility
The Ojibwe teaching of humility reminds us to reach out to others for assistance. This
is a key tenet in our goal of ensuring that the Aboriginal learner has success.
As educators, we need to go beyond ourselves and ask the “Aboriginal experts” key
questions. It is crucial that we also go to Aboriginal organizations and communities
for direction.
work with Aboriginal organizations to collect or purchase curriculum resources
conduct an inventory of Aboriginal curriculum resources
organize these curriculum resources into grade-specific categories
disseminate this information to all school boards in various formats
The key is always to include Aboriginal peoples in any processes regarding Aboriginal
children so that their education supports and builds capacity for their Nations.8
Honesty
Honesty (in Ojibwe terms) means to “be
and get real.”
It means to proceed in a manner where responsibility and
accountability go hand in hand.
Appreciating the Learning Styles of Aboriginal Students
Truth
Truth (in Ojibwe terms) means examining the reality and lived
experiences of a situation. It is the process of coming to terms with
“how things really are” and developing a plan for change.
The success of the Aboriginal learner needs to be measured, and this requires
clear outcomes.
The success of the Aboriginal learner is clearly an indicator of how committed
educators and their respective systems are to equity.
We need to ask Aboriginal students and their communities, "How are we
performing?”
We need to keep a close eye on the educational directions (graduation,
retention, career paths) of Aboriginal students to measure school success.
Understanding the interconnectedness of Indigenous culture through the Medicine WheelThe wheel/centre represents honouring Indigenous Learning Styles Holistic, whole picture
to parts
Visual hands on and organizers activities
Reflective time for task and asking questions
Collaborative and small group learning, paired activities
Strategies for Indigenous students Success
Wisdom Is Sharing
Celebrate Students: achievements, culture, learning styles
Class Environment: holistic, group talk, humour
Teacher Research: critical ethnography, publish, professional development
The success of these strategies
depends upon an inclusive classroom