Do students see themselves and elements of their lives in the visuals that I provide?
Do students see themselves and elements of their lives in the example problems or narratives that are told?
Is what my students are learning based on a 'big idea' that goes beyond my classroom?
How am I connecting what students are learning to something larger than either my content area or just the confines of the classroom?
• Project-based learning
Native people are often stereotyped as one-dimensional, exotic figures in text books and invisible in contemporary society. Teachers can help native students reinterpret and self-create a contemporary identity without forsaking traditional cultural values, by integrating present-day native stories, choosing visuals and examples that are relatable to students, and emphasizing critique and self-reflection on the part of students. Done correctly, planning and teaching with relevant content increases academic performance as well as self-efficacy and school participation as students take pride in their identity.
This page is specifically for more pedagogical or research based references or ideas if you're looking for curricular and classroom resources/tools, please visit the Content Page where you can navigate to specific content-areas.
Guiding Teacher Reflection Questions
From First Nations Education Steering Committee (2012). In Our Own Words.
Lipka, J., Shary, N., Adams, B., & Sharp, F. (2007). Creating a third space for authentic biculturalism: Examples from Math in a Cultural Context. Journal of American Indian Education, 46(3), 94–115.
Dupuis, V.L., & Walker, M.W. (1988). The circle of learning at Kickapoo. Journal of American Indian Education, 28(l), 27-33.