Indigenous and ecologically relevant curriculum design



Download 17.51 Kb.
Date29.01.2017
Size17.51 Kb.
TRENT UNIVERSITY

Department of Indigenous Studies

INDIGENOUS AND ECOLOGICALLY RELEVANT CURRICULUM DESIGN

Field Course - Spring Session 2015
Instructor: Nicole Bell, M.Ed., Ph.D.

OC 148


748-1011, ext. 7722

nicolebell@trentu.ca
Departmental Administration: Chris Welter, cwelter@trentu.ca , ext 7610

Lecture/Seminar/Field Work: May 13-29, 2015
Course Description: Through land-based and experiential educational practices, students will develop their knowledge, motivation, and skills toward facilitating the transmission of an environmental consciousness in the field of education. Additionally, students will identify, and create through curriculum design, inclusive learning spaces that meet the cultural needs of Indigenous students and the cross-cultural awareness needs of non-Indigenous students.
Time Commitments:
Weds., May 13 – Fri., May 15 – 9am-3pm

Tues., May 19 – Fri., May 22 – 9am-3pm

Mon., May 25 – Fri., May 29 – 9am-3pm
Students are expected to be present/on the site for the above listed dates and times.
Field trips may be planned. Students will be notified of any change of location as required.

Students have the option of staying on-site for the duration of the course.


Course Fee: $100 per student to cover costs for guest speakers and traditional people, safety equipment, gas/propane, drinking water, environmentally-friendly cleaning products, toilet rentals, activity materials, firewood. This fee is charged directly to the student’s account.
Requirements:

  • all students must sign a waiver of liability and indemnity

  • all students must complete a registration form complete with emergency contact information


Location: Burleigh Falls (Lovesick Lake)

Course Texts:

Students are not required to purchase the texts but may do so if desired.


Ontario Ministry of Education Documents -will be used in the unit assignment

  • Ontario Curriculum Grades 1 to 8: Social Studies/History and Geography, Language Arts, Mathematics, The Arts, Health and Physical Education, Science and Technology (available on-line)

  • First Nations, Metis and Inuit Education Policy Framework (2007) (available on-line)

  • Acting Today: Shaping Tomorrow: Environmental Education in Ontario Schools (March 2009) (available online)


Alberta Teacher’s Association - can be read to increase awareness about Aboriginal education

  • Education Is Our Buffalo (available on-line)


Toronto District School Board - can be read to increase awareness about Aboriginal education

  • Aboriginal Voices in the Curriculum: A guide to teaching Aboriginal studies in K-8 classrooms (2007)


Keepers Series by Micheal Caduto and Joseph Bruchac - can be used as a resource for designing learning activities for the unit assignment

  • Keepers of the Earth. Colorado: Fulcrum, Inc. (1997)

  • Keepers of Life. Colorado: Fulcrum, Inc. (1998)

  • Keepers of the Animals. Colorado: Fulcrum, Inc. (1997)

  • Keepers of the Night. Colorado: Fulcrum, Inc. (1994)


Books by Gregory Cajete - good reading for understanding Indigenous education

  • Cajete, G. (1994). Look to the Mountain: An Ecology of Indigenous Education. North Carolina: Kivaki Press.

  • Cajete, G. A. (1999). Igniting the sparkle: An Indigenous science education model. NC: Kivaki Press.


Other Texts - good reading for understanding Indigenous and environmental education

  • Aikenhead, G., Michell, H. (2011). Bridging cultures: Indigenous and scientific ways of knowing nature. Toronto, ON: Pearson Canada Inc.

  • Bell, N. (2010). Just Do It: Providing Anishinaabe Culture-Based Education. USA: VDM Publishing. (available through Amazon)

  • Louv, R. (2006). Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. North Carolina: Algonquin Books of Chapel Hill.

  • Toronto Zoo. (2010). The Ways of Knowing Guide. (available online)



Assignments:

Attendance and Participation 25%

Curriculum Project – due July 17, 2015 40%

Learning Portfolio – due July 17, 2015 35%


TOTAL GRADE : 100%
Attendance and Participation: Students must attend each day and participate fully in group projects, conversations, and activities (ceremonial aspects are optional). Deductions will be made for absences and lateness according to the following:

Late (morning circle has already started) = .5%

First half day absent = 1.5%

First full day absent = 3%

Second half day absent = 3%

Second full day absent = 6%

Third half day absent = 4.5%

Third full day absent = 9%

Absence beyond three full days will result in a failing grade in the course.
Curriculum Project: Students are asked to prepare an integrated curriculum unit on an Indigenous and environmental topic for a grade K-12 class. Specific instructions for this project will be provided in class.
Learning Portfolio: Students are asked to create a learning portfolio throughout the session that captures their learning development throughout the course. Specific instructions for this project will be provided in class.
Notes Regarding Written Assignments:


  • Assignments will be accepted on paper, by e-mail, fax or any other electronic means

  • A duplicate copy is to be retained by the student.

  • Assignments submitted at the end of the session will be returned to the student only if a self-addressed, stamped envelope is provided (please ensure there is enough postage on the envelope).


Academic Dishonesty

Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic offence and carries penalties varying from failure on an assignment to expulsion from the University.  Definitions, penalties, and procedures for dealing with plagiarism and cheating are set out in Trent University’s Academic Integrity Policy. You have a responsibility to educate yourself – unfamiliarity with the policy is not an excuse. You are strongly encouraged to visit Trent’s Academic Integrity website to learn more – www.trentu.ca/academicintegrity.



Access to Instruction

It is Trent University’s intent to create an inclusive learning environment. If a student has a disability and/or health consideration and feels that he/she may need accommodations to succeed in this course, the student should contact the Student Accessibility Services Office ( BH Suite 132 , 748-1281, accessibilityservices@trentu.ca) as soon as possible. Complete text can be found under Access to Instruction in the Academic Calendar.



Course Activities:

While specific activities will be planned, they are dependent on the weather and so adjustments to the schedule will occur as needed. The following list is an indication of the types of activities that will occur (some depending on the weather):



  • Safety training

  • Land-based activities (plant identification, canoeing, solo, harvesting, exploring the land)

  • Cultural activities (morning circle, drumming & singing, ceremonies, traditional teachings)

  • Curriculum design instruction and designing ecologically relevant units of study based in Indigenous knowledge

Download 17.51 Kb.

Share with your friends:




The database is protected by copyright ©ininet.org 2020
send message

    Main page