Aboriginal Learners

Aboriginal LearnersAcknowledgement:

Danielle MashonCree Ancestry

Saddle Lake, ABDept. language and literacy UBC

Acknowledgement:Danielle MashonCree Ancestry

Saddle Lake, ABDept. language and literacy UBC

Rita Joe, Mi’kmaqI Lost My Talk

Rita Joe, Mi’kmaqI Lost My Talk

I lost my talkThe talk you took away.When I was a little girl

At Shubenacadie school.

You Snatched it away:I speak like youI think like you

I create like youThe scrambled ballad, about my word.

Two ways I talkBoth ways I say,

Your way is more powerful

So gently I offer my hand and ask,Let me find my talk

So I can teach you about me.

I lost my talkThe talk you took away.When I was a little girl

At Shubenacadie school.

You Snatched it away:I speak like youI think like you

I create like youThe scrambled ballad, about my word.

Two ways I talkBoth ways I say,

Your way is more powerful

So gently I offer my hand and ask,Let me find my talk

So I can teach you about me.

‘Image of the child’‘Image of the child’

“In traditional ways, Aboriginal child rearing was the autonomy granted to children…The unspoken aim of native traditions was to bring children up in self-discipline and self-reliance. Children were respected as contributing members of society at an early age” (Assembly of First Nations, 1989, 7).

“In traditional ways, Aboriginal child rearing was the autonomy granted to children…The unspoken aim of native traditions was to bring children up in self-discipline and self-reliance. Children were respected as contributing members of society at an early age” (Assembly of First Nations, 1989, 7).

Aboriginal worldviewAboriginal worldview

Importance of Territory Respect for Elders, Knowledge

Keepers Tradition of Ceremony Importance of Language Significance of Family and

Community

Importance of Territory Respect for Elders, Knowledge

Keepers Tradition of Ceremony Importance of Language Significance of Family and

Community

Cultural CommunicationCultural Communication

Concept of Time Importance of Humility Role of Cultural Tradition Role of Protocol Encouragement to Listen Use of Non-verbal communication Respect for Silence

Concept of Time Importance of Humility Role of Cultural Tradition Role of Protocol Encouragement to Listen Use of Non-verbal communication Respect for Silence

Did You Know That…Did You Know That… Speakers of Aboriginal languages often

speak in softer tones? Aboriginal listeners may be very

sensitive not only to what is being said but also how it is being said?

The pause time for non-aboriginals tends to be 2 seconds but for Aboriginal Peoples, it tends to be 4 to 5 seconds?

Generous wait time has been shown to increase the length and quality of Aboriginal student responses?

Speakers of Aboriginal languages often speak in softer tones?

Aboriginal listeners may be very sensitive not only to what is being said but also how it is being said?

The pause time for non-aboriginals tends to be 2 seconds but for Aboriginal Peoples, it tends to be 4 to 5 seconds?

Generous wait time has been shown to increase the length and quality of Aboriginal student responses?

Some StrategiesSome Strategies Clearly demonstrate an appreciation

for diversity in the classroom. It helps when the teacher becomes

familiar with the community and brings resources and Elders from the community.

Ask the District Aboriginal Community Liaison Teacher to visit the classroom and present a lesson or work with the class.

Clearly demonstrate an appreciation for diversity in the classroom.

It helps when the teacher becomes familiar with the community and brings resources and Elders from the community.

Ask the District Aboriginal Community Liaison Teacher to visit the classroom and present a lesson or work with the class.

Some StrategiesSome Strategies Do not assume that Aboriginal

students know their culture – they may not know and become embarrassed.

Get to know each individual student – check page 22 of the .pdf “Aboriginal

Kids” posted on the blog for some ideas.

Be sensitive to culturally sensitive language (e.g. Redman, Redskin, Half-Breed, Indian, Squaw, Tribe, etc.)

Do not assume that Aboriginal students know their culture – they may not know and become embarrassed.

Get to know each individual student – check page 22 of the .pdf “Aboriginal

Kids” posted on the blog for some ideas.

Be sensitive to culturally sensitive language (e.g. Redman, Redskin, Half-Breed, Indian, Squaw, Tribe, etc.)

Classroom ResourcesClassroom Resources District aboriginal community liaison

teacher Aboriginal families Aboriginal community organizations School District Resources (e.g. Delta

School District) B.C. Ministry of Education resources (e.g.

‘Shared Learnings’) Alberta Education Resources (e.g. ‘Our

Words, Our Ways’) Manitoba Education resources (e.g.

‘Aboriginal Perspectives’)

District aboriginal community liaison teacher

Aboriginal families Aboriginal community organizations School District Resources (e.g. Delta

School District) B.C. Ministry of Education resources (e.g.

‘Shared Learnings’) Alberta Education Resources (e.g. ‘Our

Words, Our Ways’) Manitoba Education resources (e.g.

‘Aboriginal Perspectives’)

Relevant CurriculumRelevant Curriculum

subject resourcedrama Storytelling, dancing, drumming, play

English Language arts Books, storytellers, labeling, Indigenous language

Math Environment: counting, labeling, seasonal calendar

Music Drum, song, dance, Indigenous language, invite guests

Physical Education Traditional games, environment walk/run

Science Traditional foods and food prep, plant uses; environmentalism

Social Studies Traditional territory and culture, guest speakers, critical use of texts

Visual arts Field trip (MoA), dance, regalia - masks/dress/button blanket,

7 Generations Before Us7 Generations To Come

As Long As the Rivers Flow

7 Generations Before Us7 Generations To Come

As Long As the Rivers Flow

Dr. Jan Hare PresentationDr. Jan Hare Presentation

Communication needs of Aboriginal Children and Families

Dr. Jan Hare has generously agreed to give presentations in the First Nations House of Learning.

Monday, November 8th 9:30 –11:00 AM and 1:30 – 3:00 PM

Communication needs of Aboriginal Children and Families

Dr. Jan Hare has generously agreed to give presentations in the First Nations House of Learning.

Monday, November 8th 9:30 –11:00 AM and 1:30 – 3:00 PM

Exit Slip Requestfrom Dr. Jan HareExit Slip Requestfrom Dr. Jan Hare

As a teacher candidate, encouraged to integrate Aboriginal content in your planning and teaching, what kinds of knowledge and learning experiences would you find helpful to achieving this goal?

As a teacher candidate, encouraged and in some instances required to integrate Aboriginal content in your planning and teaching, what kinds of resources could the teacher education program provide to help you be successful in this goal?

As a teacher candidate, encouraged to integrate Aboriginal content in your planning and teaching, what kinds of knowledge and learning experiences would you find helpful to achieving this goal?

As a teacher candidate, encouraged and in some instances required to integrate Aboriginal content in your planning and teaching, what kinds of resources could the teacher education program provide to help you be successful in this goal?

Works citedWorks cited

Assembly of First Nations (1989) Report of the National Inquiry into First Nations Child Care. Ottawa, ON: Assembly of First Nations, National Indian Brotherhood.

The Aboriginal Kids in My Class. Delta School District Youth Program (May 11, 2007).

Shared Learnings. B.C. Ministry of Education (2006)

Our Words, Our Ways. Alberta Education (2005)

Integrating Aboriginal Perspectives Into Curricula. Manitoba Education and Youth (2003)

Assembly of First Nations (1989) Report of the National Inquiry into First Nations Child Care. Ottawa, ON: Assembly of First Nations, National Indian Brotherhood.

The Aboriginal Kids in My Class. Delta School District Youth Program (May 11, 2007).

Shared Learnings. B.C. Ministry of Education (2006)

Our Words, Our Ways. Alberta Education (2005)

Integrating Aboriginal Perspectives Into Curricula. Manitoba Education and Youth (2003)