Saskatoon Public Schools Grades 1-5 Teachers System in-service October 9, 2009 Exploring Math Curriculum in Cultural Learning Contexts: Strengthening Cultural Competency and Responsiveness

Foundational Elements of Curriculum Renewal  Curriculum Framework  First Nations, Métis, and Inuit Content, Perspectives, and Ways of Knowing  Learning Resources  Professional Learning  Partners and Stakeholders

Cultural Responsiveness A reminder that it is  a philosophy  a belief system about who we are in relation to others  a way of conducting oneself in the world that allows for the multiplicity of world views to emerge, equal in validity and flexible in relation to each other

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

Science - Grade 7 Sample OutcomeSample 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: Creative/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 6-9 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 Prior 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 engage students in math? Share with your table group effective teaching practices in math that support student learning. Record these on one side of the venn diagram. Opening Activity

Indigenous Education Learning is a lifelong process Learning implies readiness to learn and mastery before moving to the next stage of development Learning is holistic and engages all dimensions of a person (mind, heart, body and spirit) Indigenous Education: Links and Bibliography Links and BibliographyLinks and Bibliography 11 Royal Commission on Aboriginal Peoples (1996). The Framework: Lifelong, Holistic Education. Vol 3. Ch.5. Retrieved from ch/rcap/sg/si43_e.html#2.%20The%20Framework:%20Lifelong,%20Holistic %20Education ch/rcap/sg/si43_e.html#2.%20The%20Framework:%20Lifelong,%20Holistic %20Education 1http:// ch/rcap/sg/si43_e.html#2.%20The%20Framework:%20Lifelong,%20Holistic %20Education

Indigenous Pedagogy  The distinctive features of Indigenous knowledge and pedagogy are learning by observation and doing, learning through authentic experiences, individualized instruction, learning by trial and error, allowing for a natural process of problem solving, being guided by natural curiosity and learning through enjoyment. Indigenous pedagogy accepts students’ cognitive search for learning processes they can internalize, and Aboriginal teachers allow for a lag period of watching before doing. Indigenous Pedagogy: Links and Bibliography Links and BibliographyLinks and Bibliography   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 Indian Affairs Indian and Northern Affairs Canada. p

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

Learning from our Elders The purpose of learning: To protect Mother Earth and sustain life  To honour the gift that the Creator gave each person  To nurture and grow the gift of each person in order to give back to the community for the good of the entire community  To honour the spirit, body, mind and emotions of each person to create balance First Nation Elders at Redefining Student Success Education Forum 2007 Edmonton, AB

Connections to Professional Practice What are the connections between Indigenous ways of teaching and learning and effective math teaching practices? Record these in the center of your venn diagram. Be prepared to share with the larger group.

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

Jennifer’s Personal Inquiry and Think Aloud How does Math and FNIM cultures and traditions fit together? How can I teach FNIM cultural content in my classroom in a way that is authentic and respectful?

Traditional Knowledge Keeper Darlene Speidel Darlene 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 Keeper Faye 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 Keeper Sanford 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 Keepers Tracey 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 Keeper Deanna Speidel: White Cap Student Advisory Counsellor Deanna 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 Sessions  Gallery A- Grade 4  Gallery A- Grade 4  Gallery B- Grade 3  Gallery B- Grade 3  Gallery C- Grade 2  Gallery D- Grade 5  Centennial A/B- Grade 1  Regal A- Prekindergarten