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Learning Journey

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Rachelle Rossignol

on 17 June 2014

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Transcript of Learning Journey

Teacher/Student Involvement
Send out a survey to both the teachers and the students to get their feedback on the libraries multicultural selection
Primary Education Specialist Inquiry
Resources
Use the following link as an interactive book talk to walk through many of the concepts covered in this book

http://www.annickpress.com/content/Book-Talks/FattyLegs/



Circles
Multicultural Motivation
- Teaching the students to understand and accept different cultures
- Finding books that connect to the students (whether they relate to the characters or the author)
Supporting Aboriginal Student Success
Learning Journey
Inquiry Statement

Desired Outcomes

Fatty Legs
A young Inuit girl convinces her father to enroll her in residential school, where she encounters systemic cruelty
A Stranger At Home
Click the link for a virtual book talk

http://www.annickpress.com/content/Book-Talks/StrangerAtHome/
A memoir of an Inuit girl who returns to her family from residential school. This is the sequel to Fatty Legs
Primary version of Fatty Legs

2 other great books to read about Residential School that can be used with young students.
Some Guiding Questions

1. How do we hold onto memories?
2. How do we pass them down?
3. What are the roles of our family
members?

Sharing Circle Ideas

Discussions around ways to keep memories and hold onto special things - Medicine pouch, quilts, photo albums, videos, memory boxes, etc.)

This is a great series to complement any diverse demographic of students.

Other titles available in the series are:
Native Americans Thought Of It
Africans Thought Of It
Chinese Thought Of It
and many more....
Supporting Aboriginal Student Success
Based on the article written by Pamela Rose Toulouse

http://www.edu.gov.on.ca/eng/research/toulouse.pdf

Principal # 1
What works?
Governed by the teaching of respect, principal # 1 states “By having high expectations for the Aboriginal student through honouring their culture, language and worldview in our schools.” Dr Toulouse feels that this principle is fundamental for student success.

Key Question...
Lesson Plan
Lesson Plan
Shi-shi-etko Lesson Plan
Principal # 2
Principal # 3
Principal # 4
Principal # 5
Principal # 6
Principal # 7
This principal is associated with Love. It states “By demonstrating 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 paradigm shift in pedagogical practice to a more supportive environment that fosters the whole learner. 

Through the teaching of Bravery, this principle ensures that student culture is celebrated and aspects of their Nation are highlighted. “By committing to change our school curriculum through including the contributions, innovations and inventions of Aboriginal people.” 

The fourth teaching of Wisdom, ensures the support of life-long learning and collaborative dialogue “By sharing our best practices on Aboriginal Education with each other through on-going Professional Development and Research that focuses on imbuing equity.”

The fifth life teaching of Humility is governed by the following principle “By acknowledging that we have limited knowledge about the diversity of Aboriginal People and accessing Key First Nation Resources to enhance that state.” It is through this teaching that the educator realizes his/her fragility and learns to ask for help and find answers to the key questions that will ensure student success.

The sixth teaching is Honesty. It is through this principle “By accepting that we have failed Aboriginal Students in the past and reviewing those factors to encourage change in the education system (increased parental/guardian involvement, schools, teacher education)” the student has the right to access, respect, and inclusion and we as educators need to provide that.

Principal # 7 is governed by the teaching of Truth, “By evaluating the school success (with measurable outcomes) of Aboriginal students as a key indicator of ‘how’ inclusive our curriculum and pedagogy really is.”Dr. Toulouse states “It is the process of coming to terms with ‘how things really are’ and developing a plan to change, accept or modify an aspect of life” She feels that this principle can only happen with appropriate policy and the structural support is put in place to do so.

Link to online Multiple Intelligence test

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
Lesson Plan
Focus on different learning styles


- talk to the students, make them aware and more interested in the selection the library has to offer

- get them involved in having an input on what is going into the library

- students are not often aware of their own culture, and this is a way for them to gain insight into their family and get stories for their own culture

- in addition, it teaches an understanding/acceptance of different people who are not like them

- collaborate with the teacher to create lessons based on stories from the different cultures that help celebrate the diversity in the classroom

- social media, book displays and book lists can be some of the resources used to get the word out on what is available
A Tribute - A lyrical narrative by Jack Gladstone, illustrating the odyssey of Jim Thorpe.
Multiple Intelligence Focus
For Younger Students
Lesson Plan
This lesson plan could be adapted for any primary/junior grade
Multiple Intelligence Survey Primary
http://gssd.ca/docs/student%20srvcs/Module3PrimaryGradeMultiIntSurvey.pdf
knowledge building circles
A tool for inquiry based learning
Inquiry Based Learning...
a review
Knowledge Building Circles
A tool for inquiry
Is a teaching and learning philosophy as opposed to a procedure

Emphasizes classroom community rather than individual learner

Emphasizes collaborative learning where students openly and publicly negotiate their ideas

Strives to help students regard themselves and their ideas as part of a community working together towards

a collective goal..... idea improvement
Knowledge Building........
How do they work...
The Circle....
aligns with the wisdom of a time honoured tradition of our indigenous cultures - the talking circle
eliminates hierarchy
promotes attentive listening and communication
Students...
Teachers...
maintain a natural sense of wonder by forming their own questions/theories about their world
develop a sense of responsibility and ownership for their learning and the learning of others
learn and practice respectful, productive communication
become lifelong learners and lifelong contributors
can identify misconceptions
can assess and evaluate student progress through the quality and types of questions and comments they contribute over time
guide and facilitate the process by modeling and asking open-ended questions (Does this new information change or add to your original theory?)
foster an environment of mutual respect and responsibility
When can we use
Knowledge Based Circles?
just before or just after an experience such as an outing, a video or a book (basically a minds on activity)
when multiple students or a class have identified a question of interest, they can share and negotiate their initial theories (ongoing problem solving)
throughout the process of investigation and in light of new information that has been gathered (in lieu of a project presentation at the end of a unit!)
Sharing Circles
Instructions
How to make a Talking Stick
How To Conduct A Sharing Circle
Elementary
Secondary
Let's Practice
A Classroom of Many Cultures
- Have students research their own cultural background and share it with the class in the form of a poem or a collage
- Share with the class and take time to discuss the similarities and differences of each culture
A Classroom of Many Cultures Lesson Plan
Extension
- Have a cultural day at the school
- Put all the classroom flags on display in the library and have all the classes walk through to see the diversity in the school
- can have activities in the library as well
Culture in Films
- Introducing cultural stereotypes through a media that the students are more comfortable with
Culture in Film: Pocahontas Lesson Plan
Pocahontas
- Students will learn to look at movies with a critical eye and evaluate the truthfulness of the representation and the stereotypes found in certain movies

- Pocahontas is one example
Resource Links
Links to Multicultural Book Lists for Elementary Schools
- Students will compare the movies they watch to real life/historical facts. Though their own knowledge or research
http://www.rif.org/us/literacy-resources/multicultural/2013-2014-steam-multicultural-booklist.htm

http://www.edchange.org/survey/EdChangePoll-ChildrensBooks.pdf

http://www.slj.com/2013/11/resources/slj-diversity-in-kid-and-ya-lit-roundup-resources/
https://www.surveymonkey.com/s/VZVMSVJ
Teacher Involvement
- collaborate with the teacher to create lessons based on stories from the different cultures that help celebrate the diversity in the classroom
- provide training and seminars for teachers in the areas of multiculturalism in the classroom and how it can motivate the students to read.
-talk about the misconception of books and ways to incorporate resources into their lessons and teaching.
Multicultural Books
The Barefoot Book of Earth Tales
by Dawn Casey
Dancing Home by Alma Flor Ada
The story is about 2 cousins, one raised in Mexico and the other in Texas. When one of the cousins moves to Texas their worlds and cultures are about to collide. Can they adapt to each others lifestyles and do they want to?
This book shares seven folk tales about Mother Nature from seven different cultures around the world.
If I promote the use of authentic FNMI/multicultural resources (Print and web resources and lesson plans), then I will increase the knowledge of culture among our staff and student achievement and self-confidence will be increased.
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