tulalip

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tulalip

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  • Lee Maracle helped form this centre
  • The things we have tried haven’t been working. We feel lucky to have the opportunity to explore new ways of approaching dev ed.
  • tulalip

    1. 1. NORTHWEST INDIAN COLLEGE-TULALIP SITE Gates/Lumina Grant
    2. 2. Goal: Integrated Culturally Relevant Learning Community Light a fire/passion in our students. Incorporate the following classes/skills  Human Development-Study Skills  Native American Studies  Math  English/Reading
    3. 3. Players  Faculty  Renee-Native American Studies  Melissa-Math  English-unknown  Reading-Wendy Davis, Main campus  Reading Plus  Advisors  Tulalip Site Staff, Lorna and Brooke
    4. 4. Faculty Development  Four Presenters  Rita Smilkstein, Expert in Brain Based Pedagogy  Brain Based Learning  Lee Maracle (Sto:lo), Author  Cultural Education  Presenter 3 & 4  We are putting together a round table discussion of Native writers, professors and elders to discuss the direction of writing and English.  Jeanette Armstrong  Richard VanKamp  Elizabeth Woody  Duane Niatum
    5. 5. Faculty Development cont.  Visited Skagit Valley Community College to learn about their Learning Communities.  Planning a trip to Penticton, BC. En’owkin Centre
    6. 6. Let Us Begin with Courage  Jeanette Armstrong is an Okanagan Indian who was born on the Penticton Indian Reserve in British Columbia where she has lived for most of her life. She is a fluent speaker of the Okanagan language and has studied traditional teachings for many years under the direction of the Okanagan elders. She is Director of the En’owkin International Writing School and author of a number of books, film scripts, and a collection of poetry. Her commitment to the development of Native creative expression in literature and the arts, together with her astute insight into social and political issues is well known and respected among First Nations people.  The word Eníowkin comes from the high language of the Okanagan people and has its origin in a philosophy perfected to nurture voluntary cooperation, an essential foundation for everyday living. The term is based on a metaphorical image created by the three syllables that make up the Okanagan word. The image is of liquid being absorbed drop by single drop through the head (mind). It refers to coming to understanding through a gentle integrative process. Eníowkin is also the name given our education center by
    7. 7. En’owkin Centre/College Readiness  To meet the course requirements for the adult graduation program, eligible students must be at least nineteen (19) years of age or they must have been out of school for a minimum of one (1) year. The College Readiness Program is designed to validate cultural aspirations and identity, and motivate academic excellence. This program utilizes a cooperative project- based curriculum approach, rather than a textbook and test method. Students engage in real world projects of benefit to the larger community. Learning is “hands on” as much as possible. Past learning projects include publishing an Okanagan photo-history book of horse, ranch, and rodeo history; production of children’s videos adapted from traditional stories (from scriptwriting to video editing), and other culturally and socially relevant learning activities. Five courses are required to graduate: English 060, Math 050, and three additional advanced courses. Students are prepared to be successful in college and university programs. The College Readiness program can be combined with the N'syilxcen Language Program.
    8. 8. En’owkin Centre  ENGL 050-Writing Skills, ENGL 060 – Literature and Composition, MATH 050 – Introduction to Algebra, SCIE 061 – Eco-literacy, INST 050 – Native Studies l, INST 051 – Nsyilxcen , INST 060 - Indigenous Studies, INST 061 – Nsyilxcen, FINA 060 – Studio Foundations, FINA 061 – Drawing, FINA 062 – Painting, FINA 063 – Sculpture, FINA 064 – Printmaking, FINA 065 – Publishing
    9. 9. Rita Smilkstein  Brain Based Pedagogy  Worked extensively in Developmental Education  Use it or lose it  “See if you can figure this out”
    10. 10. Lee Maracle  Creative Course design: Incorporate Salish objectives as well as Western Education objectives. Meet institution and Salish outcomes.  Empowerment  Empower yourself  Entitle yourself  Stay loyal  Develop yourself  Dream yourself  Raise the standard of normal  Cultural Tension  Memory of the body is not satisfied. Dissatisfaction can’t name the feeling.  Significant development of youth-need a critical mass of students
    11. 11. Circle of Student Engagement • Feed the conscious • Empower • Excite the Curious • Make Links CONCATENATE Make links establish relationships CURIOUS to know and discover Grow CONSCIOUS Think understand CREATIVE transform become an agent. DESIR E
    12. 12. Challenges  Serving a small population how do we or can we incorporate all students?  Scheduling  Accommodating the working student  Cohort  Our student population is constantly changing  GED students  We have a large population of GED students, can they be incorporated in to the program  Recruiting  Working at at site where students are paid to go to school.

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