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Ethnic Diversity Instruction

Ethnic Diversity Instruction. Native Americans Olivia Farrington & Sarah Robinson. Cultural Values & Characteristics. Respect elders, look to them for guidance They are the heart of their culture and it is their jov to pass down the knowledge of their culture to the next generations

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Ethnic Diversity Instruction

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  1. Ethnic Diversity Instruction Native Americans Olivia Farrington & Sarah Robinson

  2. Cultural Values & Characteristics • Respect elders, look to them for guidance • They are the heart of their culture and it is their jov to pass down the knowledge of their culture to the next generations • Group mentality- identity tied closely to family or clan • Sharing and giving is important • Controlling and manipulating others is offensive • Directness and assertiveness are offensive behaviors • Try to live in harmony with each other • Matriarchal Society

  3. Continued… • Emphasis on learning by doing and watching • Children given freedom so they can learn from consequences of their actions • Typically deeply spiritual • Native American Church- meetings and ceremonies • Time valued less than relationship • In competition, the emphasis is on the team, not the individual • Language and traditional ways are important to know • Keep traditions alive • Respect Mother Earth

  4. Stereotypical Biases and Perceptions • All Indians are alcoholics • Indians ride buffalo and live in teepees… still. • They can actually turn into werewolves

  5. Learning StylesNative American/American System • Value and develop acute visual discrimination skills in the use of imagery • Value and develop refined verbal skills • Value cooperative behavior and excel in cooperative environments • Value competition among individuals and excel as independent learners

  6. Continued… • Global learners – initially require an overall picture when learning a task • Analytic learners – fact-oriented and proceed with learning a task in a more sequential and step-by-step manner • Reflective Learners • Impulsive Learners

  7. Instructional Strategies • Repeatedly observing the activity being done by another • Practicing in Private • Do not perform in public, until confident that it can be done well • Circular Communication • The speaker speaks around the subject and allows listeners to come to their own conclusions (each person can have a different perspective on the same incident or conversation) • Linear Communication (European): people say exactly what they mean and what they want you to believe • Parables/Allegory/Tales/Examples

  8. Continued… • Whole-Class Discussion • Native Americans are encouraged to show attention by avoiding eye contact and being silent • Motivation • Prefer to learn information that is personally relevant and interesting to them • Use of personal and community-based experiences is key • Encourage interaction among peers, teachers, and their environment (participants in their education)

  9. Suggested • Provide a multicultural curriculum • Provide instruction that is sensitive to both sociolinguistic differences and diverse learning styles • Increase the curriculum’s personal relevance to the students by contextualizing instruction in the learner’s experience or previous knowledge • Give students a choice in what they learn

  10. Continued… • Connect academic endeavors to real purposes valued by the students • Generate products for real audiences • Replace passive teaching methods with active learning in which students are encouraged to interact with peers, teachers, and their environment and in which students are encouraged to be active participants in their educations

  11. Bibliography • Bureau of Indian Affairs. (2009). Who We Are. Retrieved January 15, 2010 from <http://www.bia.gov/WhoWeAre/index.htm>. • Jacobs, D. T. & Reyhner, J. (2002). Preparing teachers to support American Indian and Alaska Native student success and cultural heritage. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED459990). • More, A. J. (1990). “Learning styles of Native Americans and Asians.” Paper presented at the 98th Annual Meeting of the American Psychology Association, Boston, MA, August 13, 1990. (ERIC Document Reproduction Service No. ED330535). • Swisher, K. (1990). “Cooperative learning and the education of American Indian/Alaska Native students: A review of the literature and suggestions for implementation.” Journal of American Indian Education, 29 (2), 36-43.

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