udl – jennifer katz, 2012 1

UDL – Jennifer Katz, 2012 1


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Why FNMI?

!  Why are we talking about this? !  Along with students with

exceptionalities, this is the group most excluded from our schools

!  RESTITUTION -  We expect it of our children! -  We need to just be willing to say

we’re sorry. It was our profession, our institutions that caused great harm.

-  We have the chance for restitution, and forgiveness. We can heal, rather than harm!

“Dis” Ability

!  Not recognized in many FNMI cultures

!  Social issues have led to increase in children affected by alcohol and drugs, but not in the proportion that has been diagnosed

!  Many students labeled FASD actually have PTSD, and would be recognized as such if they came from a refugee camp rather than a reserve

Reality

!  Epigenetics of trauma !  Fear of schools and teachers !  Vision of education as a means

of destroying culture – need to resist

!  Poverty and social issues trump education

!  Underfunding of band schools = failure when entering public school system


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What Can We Do?

!  Consider 8 ways of learning, and medicine wheel in how we teach

!  Make the school feel like a community

!  Reach out, recognize fear, have patience, non-judgment

!  Strengths-based, understand differences in beliefs about parenting, education, and disability

UDL & FNMI

!  Cannot be about tokenism! !  True inclusion means you feel

a part of the life of the class/school

!  Students and parents must recognize their culture, values, and ways of being - that is, feel at home in the school

How Do We Do That?

!  Foundations of FNMI Culture: !  Community !  Child as a gift – parents’ job is to

nurture the gifts – must be strengths based,

!  Many ways of learning, multiple intelligences, oral

!  Integrated, holistic - Medicine wheel - Connected to real life


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UDL & FNMI Education

FNMI Culture Traditional Schools

Three-Block Model

Community as the centre

Individualistic Balance of rights of the individual and the collective

Interdependence Independence

Interdependence

Strengths based Deficit based Strengths based

Many ways of learning

Verbal and Mathematical emphasis

Balance of literacy, numeracy, and multi-modal learning

Wholistic (intellectual, emotional, spiritual, physical)

Focus on academic, others are secondary

Wholistic, recognition of the interweaving of all four towards learning and life


8 WOL Three-Block Model Story sharing Literacy as

communication

Numeracy as communication

Curricula as connection to self and life

Community links

Regionally adaptable

Out of the classroom learning

“Push-in”, “bring in” community and clinical supports

Construction / deconstruction

Critical thinking

Hands on learning

Non-linear Integrated Holistic Land links Regionally

adaptable Out of the classroom learning

Symbols & Images

Visual Spatial activities

Multiple means of representation/ presentation

Non-verbal Hands on Multiple means of representation/ presentation

Learning maps Self-direction & Reflection

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Emotional Mental Physical Spiritual

RD Program Integrated curricula

Hands-on learning

RD Program

Spirit Buddies Emphasis on critical thinking

Class Meetings (advocacy)

Spirit Buddies

Class meetings

Real life application

Healthy living

Metacognitive emphasis

Challenging curricula – perseverance and resilience

RD program – awareness of how I learn

Respect for demonstration of learning

Learning community ethos

Team based learning

Essential understandings = critical information

BK Intelligence is seen as intelligent

Team based learning

Leadership opportunities

Social justice Class meetings


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Instruction

!  Learning as a TEAM SPORT! !  Work together to tackle real life

applications of the curriculum, in integrated ways.

!  Students learn in a variety of ways, and demonstrate their understanding in a variety of ways!

!  Develop DEEP understanding of themselves, each other, and their world.

!  HIGH EXPECTATIONS – work together as a team to strive!

© Dr. Jennifer Katz, 2011

Independence vs. Interdependence

!   The concept that community is critical to resiliency is a fundamental value of most First Nations cultures. FNMI cultures emphasize interdependence over independence — as does the use of small-group and cooperative structures in schools and classrooms.

!   This value differs significantly from the cultures that have emphasized independence, whereby children are expected to face a learning challenge on their own and to keep trying. For many students who struggle with verbal-linguistic tasks, this expectation means that they spend five hours a day, five days a week, for twelve years doing what they cannot do.

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Systems & Structures

!  Strengths Based – learning communities (student & professional)

!  Distributed leadership - invites input from the community and student leadership and resembles the councils within many FNMI cultures.

!  Respect for the Elders of the community and their wisdom is critical to creating a relationship with FNMI parents and community.

!  Collaborative, co-teaching structures resemble the community collaboration seen in many FN cultures.


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Results

!  Attendance increases

!  Class climate and sense of belonging improve

!  Self-concept improves

!  Greater engaged behavior, deeper understanding

!  Research: !  FNMI students have the same

results as non-FNMI students (i.e. increased engagement, achievement, etc.)


Big Picture

!  Aboriginal population is rising at an exponential rate.

!  Urgent that we determine how to meet the needs of a growing population, and resource education – they can sustain the country, as non-FNMI population is aging.

FNMI Communities

!  Currently !  90% Unemployment !  Poverty Cycle !  Receive 60% of per student

funding that public schools get !  Difficult to find teachers, maintain

buildings in remote areas


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Important to know history of intended

destruction of a race

!  Colonization !  Residential Schools effects:

!  Parenting skills !  Language !  Empathy !  Traditional values

Social Emotional

Issues !  Block 1 and Seven Teachings !  Need one on one time to

time….Elders in the school? Working with the emotion of hurt…

!  [As students start sharing their hurts, it will become necessary to work with the families as well]

Traditional Ways

!  Traditional ways of learning: !  Storytelling !  Observing & doing !  Building on strengths !  Building Relationships


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Traditional Values

!  Seven Sacred Teachings: !  Respect !  Courage !  Humility !  Love !  Honesty !  Wisdom !  Truth

FNMI – Need to heal…

!  Keep providing tools: !  UDL – Block 1 !  Seven Teachings – teaching the

values !  One on One as need arises!

Seven Teachings!

!  Story !  JRS version of teaching Seven

Teachings: 1.  Share teaching to class through

storytelling 2.  Include teaching into curriculum,

i.e. environment (Respect the elements of air, water, earth and fire)

3.  Create what the teaching looks like, i.e. drama, dance, poetry, story, etc.

4.  Gallery walk – Showcase understanding

5.  Celebration – School wide


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FNMI –Need to heal!

!  As educators, we need to facilitate and coordinate healing for the FNMI students.

!   When I speak of facilitating healing, we have to be willing to a see a student beyond his or her character, such as having a behaviour problem, being lazy, obnoxious, unwilling to learn, etc.

!   For some of us, our mentality has to shift when we work with FNMI students and their families, we have to be at a place of objectivity.

!  We have to understand they need healing!

FNMI –Need to heal!

!   FNMI students get stressed and anxious, we provide some great school strategies such as squeeze balls, movement breaks, etc. However, we need much more… that is, the healing!

!   FNMI way is about healing as one of its focuses in life. We all need to release what’s not good for our souls.

!  Another thought to ponder, where in education do we say things like, !  The hurt inside you, let’s work with

that. !  As we work with the students who may

have hurts inside, each one us has to be whole and intact.


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Step 3: Essential

Questions & Inquiry !   Knowing what your students must

learn, consider what disciplines would be involved in investigating this information.

!   Essential questions should be the types of problems / queries a professional of your discipline would investigate

!   With your essential understandings in mind – determine the essential questions!

© Dr. Jennifer Katz

Step 4: Rubrics

!   Use existing rubrics where they exist – i.e. for literacy! !  The new IRP’s have grade level specific

performance standards for reading, viewing, listening, writing, and presenting!

!   For science and socials: Create a rubric. !  Use the essential understanding as your fully

meets column, then stretch it developmentally. !  Think about what students would need to

know/be able to do to precede that understanding.

!  For instance, for a toddler…

NY MM FM E Crawls Stands Walks Runs

Creating Class Profiles

!  Create checklist using a class list

!  Scan horizontally to get a picture of an individual students current performance

!  Scan vertically to assess the classroom profile

!  Decide – what are whole class lessons? Small group? Individual goals?


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Sample Class Profile

Selects approp.

words and sentence

patterns to enhance clarity and artistry

Considers form

and audience U

ses language for m

ood, purpose – has an im

pact

Has supporting

details and descriptions

Julie ! ! ! Sam ! ! ! Tanya ! ! ! ! Pho ! ! Lani ! ! Shota ! Mary ! David ! ! ! ! Sara !

Mastery Learning

!  Think about it: !  If we give an assignment two

weeks into a term, who are we evaluating?

!  What are we evaluating? !  When we haven’t yet taught, and

students haven’t had time to process and learn in a variety of ways – we are assessing the parents – what have they taught the kids before they came.

!  We are assessing background knowledge, not learning!

Step 5: Planning Instruction

!  Instructional plans should be derived from your assessment goals !  What is it the students need to be

able to do? !  How can you get them there?

!  Show the kids the criteria before you begin the task! !  They need to know what the

expectations are – they�re not mind readers

!  Plan for your success and theirs!


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Step 4: Planning Instruction

!  Instructional plans should be derived from your assessment goals !  What is it the students need to be

able to do? !  How can you get them there?

!  Show the kids the criteria before you begin the task! !  They need to know what the

expectations are – they�re not mind readers

!  Plan for your success and theirs!

Instruction

!  Learning as a TEAM SPORT! !  Work together to tackle real life

applications of the curriculum, in integrated ways.

!  Students learn in a variety of ways, and demonstrate their understanding in a variety of ways!

!  Develop DEEP understanding of themselves, each other, and their world.

!  HIGH EXPECTATIONS – work together as a team to strive!


Results

!  Attendance increases

!  Class climate and sense of belonging improve

!  Self-concept improves

!  Greater engaged behavior, deeper understanding

A Good Life?


udl – jennifer katz, 2012 1

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