Good Reads!

For my ELIB 216 class, I created a list of 40 FNMI books that are focused on younger years literature. They are all annotated and include a reflection of reading strategies for 5 of them. This is something that I am including in my own personal Treaty kit and will reference back to when wanting to select an appropriate FNMI book for a read aloud or when building my #classroomlibrary.

ELIB- Reading Log

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Indigenous Knowledges and the Story of the Bean

This article shares ideas from an excellent perspective on ways in which to effectively incorporate indigenous world views into a classroom without being antagonistic or demeaning. This is something that is very important for educators to be aware of and this article is a great read in order to better understand effective teaching practices around First Nations perspectives, world views and traditions. I connected this reading to our presentation from Alison, Vic and Lani and how it was very effective to learn the proper accustoms such as tobacco offerings. This article really opened my eyes to the importance of not over generalizing a population or group. First Nations culture is focused around knowledge and they believe that they are always learning. I also connected with this part of the article because as an educator, I feel that I am always growing and learning alongside my students and it is important for students to know that it is okay to make mistakes and not know everything. I loved reading about the bean plan and how to go about discussing this idea with your students.

 

Brayboy, B & Maughan, E. (2009) Indigenous Knowledges and the Story of the Bean. Harvard Educational Review. 79:1. p. 1-23.

Inquiry Circles in Action

Inquiry Approach vs. Coverage Approach

This article focuses on four different classrooms around the United States and compares what a common theme among the teaching and learning projects are.

Conclusions were made that students were engaged, activated and motivated throughout these different classrooms. Inquiry projects dive deep into getting students to think critically about what they are doing and why, resulting in them being more active participants throughout the teaching.

“Before this project, I would never have thought I could read this stuff”

This quote from the article was powerful to me because it really shows that confidence is built when students facilitate their own learning and guide themselves through their own thoughts and values

https://esstfall2015.files.wordpress.com/2015/08/comprehension-and-collaboration.pdf

Power and Authority Article

The article that I found is called Authority, power and morality in classroom discourse by Cary Buzzelli and Bill Johnston. It examines the complex relationships that arise in authority, power and morality within the classroom. I enjoyed this article because it suggests that there is always a presence of authority held by the teacher but that this authority can differ from the regular authoritarian style. It shows through dialogue between a teacher and her students how to use authority in a positive manner. It also showcases that students can hold the authority as well, and how effective it can be. One of the students has incorporated beer into a story he wrote and instead of using authoritarian power and getting upset with the student, she turns the power to her students and asks them how they feel about the situation. She prompts them to think about whether it is appropriate or not and what they could do to change this. By doing this, she turns the debate to her students, in which they collaborate together on a consensus. It becomes a class discussion rather than a lecture that the students would not retain or shut out. While I may not agree with everything this article said, I related to her teaching strategies and could connect it to things we have been learning in our classes and it was insightful for me.

http://www.sciencedirect.com.libproxy.uregina.ca:2048/science/article/pii/S0742051X01000373