For All l evel I awareness Participants learn the basic overview of H istory amp obligations of IEFA Seven Essential Understandings of IEFA Montana Indian people amp their ID: 668582 Download Presentation
For All. l. evel I: awareness. Participants learn the . basic overview of:. H. istory . &. . obligations of . IEFA. Seven . Essential Understandings of . IEFA. Montana . Indian people &. . their .
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Presentation on theme: "May 3, 2013 Indian Education"— Presentation transcript:
Slide1
May 3, 2013
Indian Education For All
Slide2
l
evel I: awarenessParticipants learn the
basic overview of:
H
istory
&
obligations of
IEFA
Seven
Essential Understandings of
IEFA
Montana
Indian people &
their
locations
Slide3
Level II: Implementation
Participants learn various infusion models and strategies through workshops or limited professional learning events.
Lesson
planning and unit development are based primarily on the infusion of already created resources.
Slide4
Level III: Sustainability
Professional learning is primarily supported by one or more of the following
:
Instructional
coach or mentoring teacher supports implementation in the
classroom.
Ongoing
training provided through a professional learning community or training-of-trainers
model (Natural Infusion).
Focus
is on
personal development
of units and lessons, as opposed to using already created
resources. Teachers take
ownership of their knowledge
and learning.
Slide5
Seamless Infusion
“A natural conversation on any given day with any given lesson…”
NOT
Stand alone
l
essons
Separate units
Slide6
What DO Teachers Need to be successful?
Context for Understanding
History
Culture
Contemporary Issues
Indian Perspective
Slide7
Context For Understanding
Cultural Proficiency
What is it?
Why is it important?
Slide8
What Are We Doing to Support Teachers?
Slide9
Professional Development
PIR Trainings
Traditional Games
Tipi
Essential Understandings
Sovereignty
Evaluating
Literature
Cultural Proficiency
Trainer
Of Trainers
7 Courses
College credit
Grade Level Infusion
Teacher
Camp
1: Blackfeet, Flathead
2: Rocky Boy’s, Ft. Belknap, Ft. Peck
3: Crow, Northern Cheyenne*
Culturally Based Intervention
Elementary
Middle
High School
Math
Elementary Model Lessons
Middle School
CPM
ELA
Common
Core Supplement
Elementary Model Lessons*
Social Studies
US
History Curriculum
Slide10
Essential Understandings
Objective:
Teachers will be able to talk about each EU as if it were a natural conversation.
Unpack
Cultural Background
Historical Background
Legal Background
What does this information mean to me as a:
Teacher?
Citizen?
Slide11
What did Teachers say About it?
“now have a better understanding of cultural issues”
“plan to implement IEFA in more than just required lessons”
“loved this class, want to learn more”
“more teachers should take it”
“flipbook was wonderful take away”
Slide12
Traditional Games
Objective:
Teachers will
understand the cultural significance of traditional games and be able to authentically implement them (content &
g
rade level)
Cultural Background
Historical Background
Play Time
Where
does this
information fit in the curriculum?
How do I adjust for grade level?
Slide13
What did Teachers say About it?
“this will help me engage my Native American students”
“I can now incorporate games into our PE curriculum”
“great to learn the cultural background”
“these games can be incorporated across the curriculum”
“informative & stimulating”
Slide14
Tipi
Objective:
Teachers will understand the culture and practical applications of tipis, as well as how to raise a 3 pole tipi.
Basic Background
Cultural Background
Care & Maintenance
Practice
How does this information apply to what I teach?
How can I utilize my school’s tipi?
Slide15
What did Teachers say About it?
“plan to raise our schools tipi”
“will use my new knowledge of tipi building in my classroom”
“will make more time for IEFA in my class”
“was nervous at first, but now I know how to raise a tipi”
“this course is an asset to our district”
Slide16
Sovereignty
Objective:
Teachers will understand tribal sovereignty Pre & Post 1492.
Tribal Sovereignty
Doctrine of Discovery
Marshall Trilogy
Western Shoshone (
Dann
)
How does this information help me better understand:
political relationship
my Indian students & their families
Slide17
What did Teachers say About it?
“plan to infuse my new knowledge in the MT curriculum”
“course presented a much needed perspective concerning beliefs about AI & the role they play in our country”
“thought provoking class, I truly enjoyed it”
“it was a building block to my understanding, there needs to be a next one: Tribal Sovereignty II”
Slide18
Trainer of Trainers
Objectives:
Teachers will
G
ain a deep understanding of Indian culture, history, and contemporary issues from an Indian perspective.
E
xamine and explore personal assumptions & misconceptions.
I
nfuse IEFA content across the curriculum within their grade level.
B
e a support person within their school building.
Slide19
What did Teachers say About it?
“thank you so much for allowing me to
be a
part of one of the best professional development opportunities in my
career”
“my students
and I have a different relationship because of my class experience
with you”
“a
learning experience that will permanently change my way of thinking and way of
teaching”
“I
certainly underestimated how much I have learned since my very first class. Sometimes it is hard to see, within ourselves, how much we have learned until someone else points it
out”
Slide20
Teacher Camp
Slide21
What did Teachers say About it?
“I have already embedded this IEFA experience into my lessons”
“I have shared my stories & pictures from this experience”
“I have so much information in my backpack now, I feel more confident teaching IEFA”
“what a spiritual, cultural and emotional journey, fabulous adventure”
“best experience I have ever had”
Slide22
Challenges
Leadership
Competing priorities
How do I support IEFA
?
Teacher Buy In
IEFA is too difficult.
Time
How do I make time for the PD that I need?
Cultural Proficiency
IEFA is not relevant
Slide23
What our Data is showing
Improved Graduation Rate
2010
2011
2012
%
American Indian Students
47
52
68
%
Non-American Indian Students
77
76
85
21%
AI
growth
,
8%
NON-AI
growth
30%
gap to
17%
Slide24
Qualitative Data
Teachers:
“improved relationships with students”
“increased parental involvement”
“expanded tool kit for appropriate interventions”
“increased student engagement”
Students:
“I like it when my teacher teaches about Indian Stuff in the classroom, it makes me feel good.”
“My teacher talks about what she is learning at school and then we talk about it too.”
Slide25
Qualitative Data
Parents:
“I am willing to come to my child's class and share what I know”
“I am learning a lot from my child. The traditional games they play in Math are fun”
“My child is happier in his/her classroom this year.”
“It is important to include information about Indians in the classroom. It makes my child feel like he/she belongs.”
