Module #1 – Post #4
Brant, Janice. The Aboriginal Curriculum Toolbox; Cultural Philosphy, Curriculum Design and Strategies for Self-Directed Learning. Ningwakwe Learning Press. 2006.
Generally, I find it very helpful to find resources for creating and implementing curriculum, as there seems to be lots of recommendations and research available however little in terms of practical implementation and practice. I wanted to provide this second resource for educators because it allows us to compare between resource sources, as well as options for the way in which we implement new ideas and test them out. Unlike the document I posted earlier, from the Province of Manitoba, this document provides more detail in regards to classroom activities/group activities, how to conduct Greeting circles for example, what the objective is, why it is done, the resources you require and the time requirements. This sounds very structured, however, for an educator introducing these kinds of activities for the first time, we often need direction.
This document also provides tips throughout, regarding barriers and challenges that are often seen with activities such as these in the classroom and how to overcome them (ie. communication barriers pp. 12).
Week #3 we discussed emotional learning, this document really touches on how to incorporate all aspects of our lives into learning (emotional, physical etc) and ways in which we validate those feelings for each other and create a safe space to do this. Throughout the MET program, we have touched on self-directed learning, and how to engage and support students in this process; this document re-affirms the importance of self-directed learning to allow them to explore their own interests, fostering initiative, engagement and allowing them to bring their own experiences and perspectives into the learning environment.