Draft decolonizing social studies presentation
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The document summarizes a teaching story about integrating St'at'imc culture into K-12 schools in Lillooet, British Columbia. The teacher would take a 5-step approach: 1) incorporating St'at'imc stories, pictographs, technology into lessons; 2) ensuring the lessons are story-based, place-based, experiential, relational, and have high expectations; 3) building a team of administrators, First Nations support workers, elders, and community members; 4) defining roles and scheduling lessons; and 5) assessing students through existing rubrics and reflections. Essential supports would include administrative support, time, funding, existing community relationships, and commitments outlined in any Enhance
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The document discusses the sociological foundations of curriculum, emphasizing the importance of aligning education with societal needs, cultural values, and social changes. It introduces the concept of a 'dragon slayer curriculum,' which metaphorically prepares individuals to confront societal challenges like inequality and environmental crises. It highlights the risks of neglecting sociological considerations in curriculum design, leading to disconnection from reality, ineffective citizenship, and limited career prospects.PISMP TSLB3193 Topic 2b Applying Cultural Literacy Skills in Context and Tec...
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The document discusses the concept of cultural literacy, emphasizing the importance of cross-cultural awareness, local culture awareness, critical reflection, and personal skills for becoming a change agent. It defines multiculturalism, cross-cultural, and intercultural communication, highlighting the differences between them and their significance in understanding diverse cultures. The text also outlines four levels of cultural awareness and suggests that integrating local knowledge and community involvement can enhance cultural literacy education.Merryfield TeacherPrep
Merryfield TeacherPrepCenter for Global Education at Asia Society
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The document discusses the challenges of preparing teachers with global perspectives. It outlines the key aspects of global education, including recognizing cultural assumptions, understanding multiple perspectives, and developing intercultural competence. It then describes the teacher education program at Ohio State University, which infuses global perspectives through interdisciplinary coursework, partnerships with diverse schools, online reflection with expert teachers, and performance-based assessments of teaching global content. The goal is to ensure teachers are well-versed in global issues and can reduce stereotypes by teaching with intercultural skills, worldmindedness, and open-mindedness.2012 34 info night
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This document provides information for parents about Term 1 at Footscray Primary School. It introduces the 3/4 teachers and bilingual teacher and outlines general information like fruit breaks, sunsmart policy, and attendance. It describes the PYP Learner Profile attributes that students are encouraged to develop. It also summarizes the units of inquiry that students will study in 3/4 and provides details about parent involvement, specialist programs, camps, helpers, homework, and Mathletics.Aboriginal Learning
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The document discusses Aboriginal learning in West Vancouver Schools. It provides an overview of how Aboriginal learning is embedded throughout the K-12 curriculum rather than taught in isolation. It highlights initiatives taken to integrate Aboriginal teachings, values, language, culture and history. This includes staff training, new resources on residential schools, focusing on local First Nations in the science curriculum, and creating a scope and sequence for Aboriginal learning across subjects and grades. It also discusses the pedagogical shift towards student-centered inquiry learning and an attitudinal shift to present Aboriginal knowledge authentically rather than as separate from the dominant culture. References are provided for further information on the district's Aboriginal Education Enhancement Agreement and resources on truth and reconciliation and BC'sCreative Approaches of Teaching Science to Students from Socially and Economi...
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The document outlines creative approaches to teaching science to students from socio-economically disadvantaged groups (SEDGs), emphasizing barriers such as economic hardship, limited access to quality education, and social discrimination. It highlights innovative teaching methodologies, including culturally relevant and student-centered approaches, as well as the integration of project-based learning to enhance engagement and comprehension. The National Education Policy (NEP) 2020 aims to provide equitable education by addressing these barriers and supporting diverse learning needs.Exploring the pyp at gems world academy
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The document presents an overview of the Primary Years Programme (PYP) at GEMS World Academy, focusing on the inquiry-based learning approach and interdisciplinary teaching. It outlines the curriculum structure, including science, social studies, arts, and physical education, and highlights the importance of assessment in tracking student progress. The mission is to develop reflective, caring learners equipped with the skills to contribute positively to the world.Culturally Responsive Classroom Management March 18-20
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This document summarizes a training on culturally responsive classroom management. It discusses how culture can influence classroom dynamics and provides strategies for creating an inclusive classroom environment. The training addresses 5 elements of culturally responsive classroom management: 1) recognizing one's own cultural biases, 2) learning about students' cultural backgrounds, 3) understanding broader social contexts, 4) using culturally appropriate management strategies, and 5) building a caring community. Specific techniques are provided under each element, such as personal reflection, learning about students through home visits or cultural sharing activities, examining how management policies impact different groups, and creating a welcoming environment through relationships and cultural representation. The goal is for teachers to better understand students from diverse cultures and build inclusive classrooms.Ad
Draft decolonizing social studies presentation
- 1. Indigenizing Social Studies: One Teaching Story Starleigh Grass
- 2. About me Tsilhqotin Stone Canoe MA UBC Okanagan Minor obsession with integrating Aboriginal curriculum and pedagogy in Canadian classrooms Stickgame queen, handdrummer, community
- 3. Methodology Enowkinwix One story (principles, activities, essential elements) Opportunities to collaborate and build upon what already exists
- 4. Teaching SD23, SD22 SD74 Lillooet, DART, Lytton Literacy coach - NVIT EFP12 support, EFP10/11 Curriculum Development Supporting Dr. Leyton Schnellert with UBCO STEP, Post Bac BCTELA, FNESC
- 5. Writing Twinkles Happy Place iLit Strength and Struggle iLit Rattling the Stage iLit Digital Collection TRC Unit on Residential Schools Its all about thinking (Chapter 6)
- 7. Decolonization Colonialism: economic, social, political, religious, intellectual dominance and control of one group over another Decolonization: the revitalization and restoration of Indigenous sovereignty Indigenization: the revitalization and restoration of Indigenous thought in all aspects of educational institutions
- 8. The question We learn about all these other cultures, but nothing about Statimc culture. Were on Statimc territory. I dont get it. Why arent we doing anything on Statimc culture?
- 15. The Power of Place How can we integrate Statimc Knowledge and Culture into Lillooet Area K-12 Schools? SPARC BC Community/staff/researcher collaboration identifying community knowledge, curricular connections, necessary structures Teacher toolkit
- 16. Enhancement Agreement Elders Teas Celebrating our Success FNSW Money Data
- 17. First Peoples Principles of Learning (selected) Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors Learning is holistic, reflexive, experiential, and relational Learning is embedded in memory, history, and story Learning involves generational roles and responsibilities
- 19. What are the existing structures in your district?
- 20. Step 1: Content Stories via storytellers Pictographs/Petroglyphs/Culturally modified trees Technology hunting, fishing, clothes Stories selected based on PLOs
- 21. Step 2: Form Story Place Relational Experiential High expectations Continuity Distinct
- 22. Step 3: Team! Admin FNSW Language and culture teacher Elders Hydro guest
- 23. Step 4: Roles, responsibilities, schedule Schedule Booking elders Honoraria forms Greeting elders Supervising pods Booking bus/field trip forms
- 24. Step 5: Assessment Existing poster presentation rubric Community interaction self-assessment Final product reflection and presentation
- 25. Implementation! Jigsaws Storytelling circles Hydro presentation with mapping Pictograph field trip with community guide Celebration/sharing/bannock!
- 26. How do you decide whether or not it went well?
- 28. Administrative support Time (admins time) Time (additional staff for planning and supervision) Money Time (student time to go on field trip)
- 29. Existing community relationships Elders Teas Community dinners FNSW Culture and Language Teacher Community events IILG, Statimc Declaration Myself
- 30. Existing relationships between your school and Existing? community Opportunities to build? Events?
- 31. Print resources The Lilwat World of Charlie Mack Lillooet Stories USLCES BC Forestry Handbook Library/bookroom The Internet
- 32. Print resources in your area?
- 34. IMAGINE!
- 35. Support?