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When Faith Meets Pedagogy 2009
- 1. Differentiation Responsive Instruction Responsive Students A balanced, holistic approach to literacy learning & instruction The Literacy Prism Based on the Research and Work of Ningwakwe/ E. Priscilla George When Faith Meets Pedagogy October 23, 2009. Christine Cosentino Program Resource Teacher, Literacy (Grades 7-12) York Catholic District School Board
- 4. The Medicine Wheel as a Model for Education SPIRIT -attitudes, insights -overcoming challenges HEART -a feeling about oneself or others -interconnectedness -different worldviews MIND -knowledge -research and development -assessment BODY -skills -dialogue and collaboration -relationships
- 5. ” Aboriginal literacy is about recognizing the symbols that come to us through the Spirit, Heart, Mind and Body, interpreting them and acting upon them for the improvement of the quality of our lives . Institutional education systems have tended to focus on the Mind – through cognitive outcomes, and possibly Body – through physical education, and subjects that teach physical skill, such as woodworking. That is, 50% of us is not being recognized and nurtured in that system .”
- 33. Prayer for the Journey of Healing By Michael Way Skinner O God, Whose spirit guides all our endeavours. You who created ALL people in your image, Lead us to seek compassion as we gather here today. We place before you the pain and anguish Rooted in the loss of land, language, lore, Culture and family kinship That aboriginal peoples have experienced. We live in a faith of resurrection, and We are confident that all people will rise From the depths of despair and hopelessness.
- 34. We accept your call To play a small role in this great rising. May those who oppress others learn Compassion, express sorrow And ask forgiveness. Toughen the broken, Homeless and afflicted. Heal their spirits. In your mercy and compassion, walk with us, As we continue our journey of healing, To create a future that is just and equitable. God, you are our hope. Amen.
Notas del editor
- To be honest, I came across the work of Dr. George almost by accident. When I was asked to participate in our Board’s Aboriginal Education Steering Committee, I wondered what I could contribute in my role as Program Resource Teacher for Literacy. My partner and I had been struggling to define our roles and establish a vision for literacy, that when I came across the Rainbow model (which happened merely through Google), it was precisely what I was looking for. Priscilla George is Anishnawbe from the Chippewas of Saugeen First Nation in Southern Ontario. She firmly believes in the holistic approach to literacy and to life: balancing the Spirit, Heart, Mind, and Body. An educator for over thirty-five years, George developed the literacy program at the Native Women’s Resource Centre in Toronto in 1987. She has also authored books on Native Literacy for national projects with Parkland Regional College and with the Ontario Native Literacy Coalition. Ningwakwe advocates for the holistic approach to literacy/life, which means recognizing and nurturing Spirit, Heart, Mind and Body concurrently.
- -used by a teaching team with the First Nations Technical Institute; the team observed these learning outcomes when using this model -a traditional symbol of balance the need to recognize and nurture ALL four parts of ourselves -”Aboriginal literacy is about recognizing the symbols that come to us through the Spirit, Heart, Mind and Body, interpreting them and acting upon them for the improvement of the quality of our lives. Institutional education systems have tended to focus on the Mind – through cognitive outcomes, and possibly Body – through physical education, and subjects that teach physical skill, such as woodworking. That is, 50% of us is not being recognized and nurtured in that system.” (George)
- -developing in 1998 for adult literacy learning programs in Toronto PARTICIPANTS’ TASK: While listening/watching, complete the handout provided. In the left-hand column are the colours of the Rainbow Model. What connections can you make to what we are currently doing in our classrooms to the ideas being presented? We will compare your thoughts with the Literacy Prism facets later on in the presentation.
- -direct teaching of Aboriginal languages is imperative -a reminder of those who have come and gone before -a reflection of one’s origins
- -continuation of Oral Tradition
- -expressing ideas in various formats -sounds similar? (differentiated instruction…)
- -using “mainstream” language systems to communicate experiences, ideas specific to Aboriginal heritage can be accessed by more people and has a significant impact -seems highly contradictory… fewer and fewer people have access to the traditional languages, but what would be tragic is loss of access to the traditions themselves; using the European languages allow people who have lost touch with the Aboriginal languages to hold to their culture and their past, while looking into the future
- -differentiating the “space” in which the Learner experiences his/her learning opportunities, author’s his/her personal story and learns about others
- -Aboriginal spirituality -connections to nature; symbology -mythology
- -success for all -honouring students from where they are
- -the prism was chosen as a symbol for this model closely related to a rainbow easily related to marries a concept that is traditionally mathematical and scientific with principles which traditionally are not; this emphasizes the cross-curricular and inter-disciplinary nature of this model *teaching as an art AND a science…
- -reflects a shifting paradigm in education teacher as facilitator student as partner in education
- -embracing new notions of literacy -new ways of knowing -moving traditional institutional norms of education into the 21 st century
- *Critical pedagogy: how we think, unthink, and rethink about how we teach
- This ‘facet’ would also include a literacy skills continuum for each subject area/discipline to show a sense of continuity between the elementary and secondary panels. Once this continuum is established, it would be presented to each respective Subject Council for review. This review would lead to enduring expectations – what teachers should, must, and may do. The skills continuum and enduring expectations would subsequently be presented to grades 7 and 8 teachers so that teachers can not only support student learning and success, but essentially, teachers would be supporting teachers as well.
- These skills are crucial to 21st century learners because students must be able to construct personal knowledge in order to make good decisions. Since knowledge is constantly changing, students must be equipped with these skills to continue learning independently, even once they have left school. *Teacher librarians as key partners here…
- -self-identification process -offering of Native Studies courses
- From: Moving Literacies for Learning Forward. High-Level Indicators for Principals and Other Facilitators of Teacher Learning (October 2008) -evidence-based ways to make a difference in students’ achievement -features certain instructional approaches: modeling, shared practice, guided practice, independent practice; groupings: whole class or small groups -involves a great deal of metacognition on the part of both teachers and students
- From: Moving Literacies for Learning Forward. High-Level Indicators for Principals and Other Facilitators of Teacher Learning (October 2008) -evidence-based ways to make a difference in students’ achievement -features certain instructional approaches: modeling, shared practice, guided practice, independent practice; groupings: whole class or small groups -involves a great deal of metacognition on the part of both teachers and students