9.+Work+in+Progress

"We are poised to see where an Indian education may go and the bets paths it may take to get there. The top of this mountain is a place to contemplate the choices that we must make about the future of education. Each choice implies an orientation, inherent consequences, and a set of possible paths. I believe that this is the place that all education has reached in our global village. All education is rooted in,or has evolved from, an Indigenous past. In reality, all education is founded upon Indigenous basics." (Gregory Cajete, 1994,p.187) This page explores how to build a learning community around a program in any school today based on indigenous knowledge, educational technology integration and emerging pedagogy. By combining many of the ideas and examples from this wiki, I am considering a: **Learning Spirit Framework **
 * [[image:pebble circle.jpg width="179" height="131"]] || Work in Progress ||
 * Alternative Camp Program: **

Description of Hockey Camp Program: Metis students are given the opportunity to come to a one week camp. The camp will offer hockey development while at the same time integrating cultural studies and community building. The challenge was to create some kind of Alberta high school credit opportunity based on an alternative program. Morning Activities: 1. Post-secondary exploration – youth will be made aware of post-secondary choices in the Province of Alberta through information sessions where a neutral facilitator will mentor the youth about which school might be best for them to attend according to their particular needs and the Information Fair that will happen the last morning of the week. 2. Metis Speakers Series (role models/mentoring) – Metis elders, community member and entrepreneurs will come and present sessions on their lives and how it used to be, how it is. 3. Career Planning/Preparation – facilitators will present different workbooks, critical thinking questions and information regarding career planning and preparation. This is meant to help the youth decide on a path for their future if they do not have one already. 4. Goal Setting – these sessions will direct the youth to set goals in the personal, professional and educational life. 5. Labour Market Trend Awareness – youth will be presented with information about the current labour market trends happening in the Province, to include compensation rates, what education are needed, where they would have to live, etc. 6. Apprentice Information – how to become an Apprentice, where to look, who to talk to. 7. Entrepreneurial Information/Exploration – Metis entrepreneurs and/or organizations specializing in this area will present options to the youth about becoming entrepreneurs – the pros and cons and some of the perks. 8. Life skills presentations – facilitators will speak to the youth and offer them a “toolbox” of skills they can take home with them to help cope with everyday life stresses. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">9. Metis Cultural training (Speakers, Activities, Information) – Metis culture experts will present the youth different activities to allow them to experience and understand what it means to be Metis in Alberta today. This session also provides some “truth” to modern day myths that some youth may experience coming from their community. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">10. Information Fair - The final day of the camp will encompass a career/post-secondary information fair to include employers who are currently hiring for the youth to begin/continue their journey to self-sufficiency. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">Afternoon activities: <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">1. On-Ice skill development such as skating, passing, shooting and general hockey skills – this builds team work and leadership among some of the youth who are striving to be a leader on and off the ice. It also allows the youth to gain first hand understanding about how their body works and what a healthy lifestyle means. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">2. Dry land training such as team building, stretching, endurance training, agility training – this also builds team work and leadership skills among the youth. This training provides the youth characteristics of flexibility, stamina and strength physically but also builds healthy minds which in turn develop into healthy belief systems and attitudes. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">3. Mentorship and Elder Time - this time builds relationships and integrates the idea of "how" to connect all the learning throughout the camp. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">Remixed from descriptions from[| Rupert'sLand Institute.]

__<span style="font-family: Georgia,serif; font-size: 250%;">Learning Spirit Framework: __

<span style="font-family: Georgia,serif; font-size: 180%;">The leaders of the program should consider the integration of inquiry based learning practices, authentic experiential learning and technology integration similar to the examples on this wiki. The primary considerations needs to be the learner - how do encourage the learning spirit. Before an educator considers any framework, they must consider how to promote a positive and engaging learning environment.
 * <span style="font-family: Georgia,serif; font-size: 180%;">How we Learn - Indigenous Knowledge and Pedagogy **

<span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Provincial Learning Outcomes:** <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">CALM - [|Career and Life Management] <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">CTS [|Mentoring Courses] <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Cross Cultural Standards:** <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">A version of RURE Standards <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;"> <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Digital Literacy Competencies:** <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">[|Mozilla Web Literacy Standard]

<span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Learning Community:** <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">The people learners interact with and have relationships with who support the learners represent the learning community. It is essential to include elders, family, teachers, peers and other community leaders in the learning community. In fact, if possible, elders should be included in the creation of the learning environment/program when at all possible.

<span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Learning Environment:** <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">If possible, the program needs to be outside on the land as well as in a safe building. Any digital learning should also be offered in a safe, supportive area. Digital access includes access to the web 2.0 tools and Internet. To ensure digital support and a safe digital environment for all learners, online scaffolding tools like [|Grovo] could be provided. <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Content and Resources:** <span style="font-family: Georgia,serif;"> Please see the description above. The blog can be used as an [|ePortfolio] to collect important digital resources and also as a communication tool for content and resources.

<span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Learning Network:** <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">While the learning community represents the immediate people that will support a learner, the learning network represents the Personal Learning Network [|PLN]of each individual learner.

<span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">**Evidence of Learning:** <span style="font-family: Georgia,serif;"> Parental/ Guardian Consent to Use the Internet  <span style="font-family: Georgia,serif; font-size: 180%;">Examples:  <span style="font-family: Georgia,serif; font-size: 180%;">Verena Roberts' [|Consent Form]  <span style="font-family: Georgia,serif; font-size: 180%;">[|Bryan Jackson's Consent] Form <span style="font-family: Georgia,serif; font-size: 180%; line-height: 1.5;">Students are asked to create their own wordpress blogs as an ePorfolio and document their learning journey through the blog.

<span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">Metis Camp Blog example[|__http://www.forwardlooking.ca/wp/__] <span style="display: block; font-family: Georgia,serif; font-size: 180%; text-align: left;">Students could be assessed using


 * <span style="font-family: Georgia,serif; font-size: 180%;">peer feedback formative assessment.
 * <span style="font-family: Georgia,serif; font-size: 180%;">evidence of learning as demonstrated through the blog based on a competency based
 * <span style="font-family: Georgia,serif; font-size: 180%;">evidence of cultural integration.

<span style="font-family: Georgia,serif; font-size: 180%;"> Some examples of rubrics or ideas for rubrics are: <span style="font-family: Georgia,serif; font-size: 180%;"> Bryan Jackson's[| Intro Guitar Course:] <span style="font-family: Georgia,serif; font-size: 180%;"> [|Assessment] <span style="font-family: Georgia,serif; font-size: 180%;">[|IntroGuitar Assignments -] I like the way this one proposes a assignment ranking system and choice for students.

<span style="font-family: Georgia,serif; font-size: 180%;"> Matthew Turner's Video Storytelling Rubrics <span style="font-family: Georgia,serif; font-size: 180%;"> Personal Learning Rubric - I like the way this rubric encourages learners to think about their cultural identity and learning experience <span style="font-family: Georgia,serif; font-size: 180%;">

<span style="font-family: Georgia,serif; font-size: 180%;"> Digital Storytelling Rubric <span style="font-family: Georgia,serif; font-size: 180%;">

<span style="font-family: Georgia,serif; font-size: 180%;"> Verena Roberts' AB Inspiring Ed Competency Based Rubric <span style="font-family: Georgia,serif; font-size: 180%;"> [| #BEFA12 Rubric] - Personal Learning


 * <span style="font-family: Georgia,serif; font-size: 180%;">References: **

<span style="font-family: Georgia,serif; font-size: 180%;">Cajete, G. (1994) Look to the Mountain: An ecology of Indigenous Education. Kivaki Press. Colorado.

<span style="font-family: Georgia,serif; font-size: 180%;">Roberts, V. (2013) Moocifying k12: Realtionships, Collaboration, Risk Taking. Hybrid Pedagogy. Retrieved from []

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