Section 5.3: Teaching
and Learning Techniques
It must be reiterated that while culture can
affect learning, it is important not to assume that every person
within a certain culture will learn in the same way.
Equally important are individual differences including:
·
time, effort and money towards education ( a frill, choice or
necessity?)
·
motivation, persistence, and attention abilities
·
cognitive and/or physical learning style
·
affective factors (e.g., chronic illness, stress, etc)
·
personal abilities (physical, intellectual, emotional, interpersonal)
(Note:
These factors are covered in detail in the Level II certification
course, “Learning Styles and Strategies”.)
When we determine that it is appropriate to integrate
Aboriginal culture and preferred ways of learning, however,
there are several ways of doing so.
|
Build Native culture into your curriculum
(See Section 5.4)
|
·
Use poetry and other arts activities such as storytelling,
dance, song and drama as a means for instruction
·
Include learning activities and projects that incorporate
Native tradition, symbols, way of life, history, etc
·
Involve members of the Native community in the learning
process (e.g., guest speakers)
|
|
Approach instruction of Native learners
in a manner generally preferred within this culture
|
·
Allow learners to privately rehearse a skill before demonstrating
competency publicly
·
Avoid spotlighting individual learners (i.e., singling
individuals out)
·
De-emphasize competition and emphasize cooperative/collaborative
learning
·
Assist learners to integrate/synthesize new material with
prior knowledge and experiences
·
Use more global, holistic instructional approaches which
emphasize the development of self-esteem, confidence and
empowerment
·
Build life skills into learning
·
Utilize warmer, more personal teaching styles and establish
relationship with learners
·
Be sensitive to non-verbal cues signaling the need for
assistance or the desire to discuss an issue with the
instructor
·
Accept silences and allow longer pauses after asking questions
|
|
Facilitate rather than direct learning
|
·
Share classroom control and responsibility
·
Allow learners to have as much control as possible over
their own learning
·
Avoid doing all the talking; listen as well as talk
·
Use small group work and discussion over lecturing
|
|
Use experiential (hands-on, active) learning
techniques
|
·
Field trips, demonstrations, small group work, etc.
|
|
Use specific instructional techniques
to develop literacy skills
|
·
Emphasize a writing process approach rather than focus
on development of grammar-based sub skills
·
Use a whole language, integrated approach that emphasizes
the experiences of students
|
The
Talking Circle Exercise - The talking or sharing circle is a traditional Native technique that is
used to assist people to express their thoughts and feelings.
A Native instructor at Assiniboine College recently described
it as follows:
The traditional sharing circle is a very old way
of bringing Native people of all ages together in a quiet, respectful
manner for the purposes of teaching, listening, learning and
sharing. When approached in the proper way, the circle can be
a powerful means of touching or bringing some degree of healing
to the mind, the heart, the body, or the spirit.
Within the circle we are encouraged to speak not
only from the mind, but also from the heart. We are free to
share our innermost feelings if we choose. Regardless of whether
one brings a traditional teaching or a personal problem to the
circle, all persons are valued, respected, and listened to.
There is an Indian belief of right time, right place, right
people, hearing right things, and we rely on that belief within
the circle.
The
"Talking Circle" exercise is a good one to use to
"break the ice" so to speak when working with Aboriginal
learners. It is conducted as follows:
·
Write a topic
on the board and explain what is going to be discussed (e.g.,
individual attitudes toward education, teachers, preferred ways
of learning, etc. It can be any topic).
·
Have participants
sit in a circle. Normally the room and each participant would
be "smudged" (blessed) before the circle, but this
step may be omitted.
·
A feather or
talking stick is passed one by one around the circle. The person
holding the stick or feather speaks on the topic, taking as
much time as s/he needs, without interruption or comment by
the other members of the circle. Members may pass if they do
not wish to speak.
·
After everyone
has had the opportunity to speak individually, the group discusses
the topic in general.
The
following section lists both Internet, print-based and multimedia
resources to assist you in planning learning sessions with Native
learners.
On to Section 5.4
Back to Contents
(Page
updated
November 13, 2002
)
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