Saskatoon Public SchoolsSaskatoon Public SchoolsGrades 1-5 Teachers Grades 1-5 Teachers

System in-serviceSystem in-serviceOctober 9, 2009October 9, 2009

Exploring Math Curriculum Exploring Math Curriculum in Cultural Learning Contexts:in Cultural Learning Contexts:

Strengthening Cultural Strengthening Cultural Competency and Responsiveness Competency and Responsiveness

Foundational Elements of Curriculum RenewalFoundational Elements of Curriculum Renewal

Curriculum FrameworkCurriculum Framework

First Nations, MFirst Nations, Métis, and Inuit Content, étis, and Inuit Content,

Perspectives, and Ways of KnowingPerspectives, and Ways of Knowing

Learning ResourcesLearning Resources

Professional LearningProfessional Learning

Partners and StakeholdersPartners and Stakeholders

Cultural ResponsivenessCultural Responsiveness

A reminder that it isA reminder that it is a philosophya philosophy a belief system about who we are in a belief system about who we are in

relation to othersrelation to others a way of conducting oneself in the world a way of conducting oneself in the world

that allows for the multiplicity of world that allows for the multiplicity of world views to emerge, equal in validity and views to emerge, equal in validity and flexible in relation to each otherflexible in relation to each other

English Language Arts: Comprehend English Language Arts: Comprehend and Respond Goal - Grades 6-9and Respond Goal - Grades 6-9

Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms for a variety of purposes including for learning, interest, and enjoyment.

(English Language Arts, 2008)

Sample Outcome Sample Indicator

View, listen to, read, comprehend, and respond to a variety of texts that address identity, social responsibility and efficacy.

Connect characters, themes, and situation in texts with own experiences and other texts.

Compare texts to present day lives.

Compare own with others’ understanding of people, cultural traditions, and values portrayed in texts.

Grade 6 English Language ArtsGrade 6 English Language Arts

Students will enjoy and engage in healthy levels of participation in movement activities to support lifelong active living in the context of self, family, and community.

Physical Education GoalPhysical Education Goal

Science - Grade 7Science - Grade 7

Sample Outcome Sample Indicator

Examine and explain First Nations and Métis lifestyles and worldviews as they relate to ecosystems.

Analyze First Nations and Métis worldviews with respect to the land, people, animals, and plants and the spiritual interrelatedness and interdependence between these elements.

Arts Education - Grade 6: Arts Education - Grade 6: Creative/Productive OutcomesCreative/Productive Outcomes

Students: create dance, drama, music, and visual art works that express ideas about identity and how it is influenced.

examine how arts expressions reflect diverse personal identities, backgrounds, and worldviews. identify ways that First Nations, Métis, and Inuit artists express cultural identity in contemporary work.

Career Education Goal: Grades 6-9Career Education Goal: Grades 6-9

Explore the connections between learning and work pathways and their connections to community.

Cultural Responsiveness provides us all with

An opportunity to learn, reflect and act.

An obligation to reach and teach our students.

Let’s all support each other

on this learning journey!

Making Connections to Making Connections to Prior LearningPrior Learning

What we believe:

• Developing culturally competent staff enhances our ability

to support all students in their learning• There are multiple ways of viewing the world and we have a responsibility to ensure that students understand, appreciate and value the multiplicity of world views• We can no longer allow for the dominance of one cultures’ knowledge over another• We are all on a learning journey that begins with a greater understanding of self knowledge and awareness• Math is a way of seeing the world

What are effective teaching practices that What are effective teaching practices that engage students in math?engage students in math?

Share with your table group effective Share with your table group effective teaching practices in math that support teaching practices in math that support student learning. student learning.

Record these on one side of the venn Record these on one side of the venn diagram. diagram.

Opening ActivityOpening Activity

Indigenous EducationIndigenous Education

Learning is a lifelong processLearning is a lifelong process

Learning implies readiness to learn and mastery before moving Learning implies readiness to learn and mastery before moving to the next stage of development to the next stage of development

Learning is holistic and engages all dimensions of a person Learning is holistic and engages all dimensions of a person (mind, heart, body and spirit)(mind, heart, body and spirit)

Indigenous Education:Indigenous Education: Links and Bibliography Links and Bibliography 1 1 Royal Commission on Aboriginal Peoples (1996). The Framework: Lifelong, Holistic Education. Vol 3. Ch.5.  Royal Commission on Aboriginal Peoples (1996). The Framework: Lifelong, Holistic Education. Vol 3. Ch.5. 

Retrieved from http://www.ainc-inac.gc.ca/Retrieved from http://www.ainc-inac.gc.ca/ch/rcap/sg/si43_e.html#2.%20The%20Framework:%20Lifelong,%20Holisticch/rcap/sg/si43_e.html#2.%20The%20Framework:%20Lifelong,%20Holistic%20Education %20Education

  

Indigenous PedagogyIndigenous Pedagogy The distinctive features of Indigenous knowledge and The distinctive features of Indigenous knowledge and

pedagogy are pedagogy are learning by observationlearning by observation and and doingdoing,, learning through learning through authentic experiencesauthentic experiences,, individualized individualized instructioninstruction,, learning by learning by trial and errortrial and error, allowing for a , allowing for a natural process of problem solvingnatural process of problem solving, being , being guided by natural guided by natural curiositycuriosity and and learning through enjoymentlearning through enjoyment.. Indigenous Indigenous pedagogy accepts students’ cognitive search for learning pedagogy accepts students’ cognitive search for learning processes they can internalize, and Aboriginal teachers processes they can internalize, and Aboriginal teachers allow for a lag period of watching before doing. allow for a lag period of watching before doing.

Indigenous Pedagogy:Indigenous Pedagogy: Links and Bibliography Links and Bibliography    3 Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature 3 Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature

review with recommendations. Ottawa: National Working Group on education and the Minister of review with recommendations. Ottawa: National Working Group on education and the Minister of Indian Affairs Indian and Northern Affairs Canada. p. 18-19.Indian Affairs Indian and Northern Affairs Canada. p. 18-19.

  

WorldviewWorldview

Each person has a gift and the work of Each person has a gift and the work of being human is to honour that gift. It is being human is to honour that gift. It is sacred, this is the journey in life. All sacred, this is the journey in life. All people have the ability to learn, it is our people have the ability to learn, it is our job to discover the unique learning styles job to discover the unique learning styles of each of our students. As teachers we of each of our students. As teachers we facilitate this learning process by creating facilitate this learning process by creating opportunities that honor the learning opportunities that honor the learning style of each student.style of each student.

Learning from our Elders Learning from our Elders

The purpose of learning: The purpose of learning: To protect Mother Earth and sustain lifeTo protect Mother Earth and sustain life To honour the gift that the Creator gave each To honour the gift that the Creator gave each

personperson To nurture and grow the gift of each person in To nurture and grow the gift of each person in

order to give back to the community for the good order to give back to the community for the good of the entire communityof the entire community

To honour the spirit, body, mind and emotions of To honour the spirit, body, mind and emotions of each person to create balanceeach person to create balance

First Nation Elders at First Nation Elders at Redefining Student Success Education Forum 2007 Edmonton, ABRedefining Student Success Education Forum 2007 Edmonton, AB

Connections to Connections to Professional PracticeProfessional Practice

What are the connections between What are the connections between Indigenous ways of teaching and learning Indigenous ways of teaching and learning and effective math teaching practices?and effective math teaching practices?

Record these in the center of your venn Record these in the center of your venn diagram.diagram.

Be prepared to share with the larger group.Be prepared to share with the larger group.

So, when you use effective So, when you use effective teaching practices that are in teaching practices that are in alignment with FNIM ways of alignment with FNIM ways of teaching and learning you are teaching and learning you are being culturally responsive!being culturally responsive!

Jennifer’s Personal Inquiry and Jennifer’s Personal Inquiry and Think AloudThink Aloud

How does Math and FNIM cultures and How does Math and FNIM cultures and traditions fit together?traditions fit together?

How can I teach FNIM cultural content in How can I teach FNIM cultural content in my classroom in a way that is authentic my classroom in a way that is authentic and respectful?and respectful?

Traditional Knowledge KeeperTraditional Knowledge Keeper

Darlene SpeidelDarlene has supported Saskatoon Public schools in many ways. She sits on the Community Advisory Committee for Culturally on Responsive Schools. She has supported many of the requests from our schools with the inclusion of First Nation content and perspective.

Traditional Knowledge KeeperTraditional Knowledge Keeper

Faye Maurice: Métis Education WorkerFaye Maurice: Métis Education Worker

Faye works for our school system and supports the inclusion of Métis content at Brownell, Dundonald, Holliston and John Lake Schools. Faye also supports the Traditional knowledge Keepers Program by providing Métis perspective in other schools.

Traditional Knowledge KeeperTraditional Knowledge Keeper

Sanford StrongarmSanford Strongarm

Sanford is from the Kawacatoose Nation. Sanford provides primary support to Confederation Park, Pleasant Hill and Mount Royal Schools. He will be assisting in providing additional support to other schools in our system.

Traditional Knowledge KeepersTraditional Knowledge Keepers

Tracey WilsonTracey Wilson

Tracey provides primary support to City Park Collegiate. She will be available to offer support to schools that identify the need for inclusion of First Nation perspectives.

Traditional Knowledge KeeperTraditional Knowledge KeeperDeanna Speidel: White Cap Deanna Speidel: White Cap

Student Advisory CounsellorStudent Advisory CounsellorDeanna is a fulltime partnership employee who divides her time between White Cap Dakota First Nation and Saskatoon Public Schools. She supports students at Mount Royal, Bedford Road and City Park Collegiates.

Break Out SessionsBreak Out Sessions

Gallery A- Grade 4 Gallery A- Grade 4  Gallery B- Grade 3 Gallery B- Grade 3  Gallery C- Grade 2Gallery C- Grade 2 Gallery D- Grade 5Gallery D- Grade 5 Centennial A/B- Grade 1Centennial A/B- Grade 1 Regal A- PrekindergartenRegal A- Prekindergarten