Goulet & Goulet (2014). Iseechigehina, Planned Actions: Connection to the Process. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

Goulet, L. M., & Goulet, K. N. (2014). Iseechigehina, Planned Actions: Connection to the Process. In Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies (pp. 133–157). University of British Columbia Press.

“Nehinuw learning environments balance the self-determination of the individual, the small group, and the larger collective. Since the Nehinuw view of life (_pimatsiwin_) is based on movement, learning environments are often active, experiential, or take place in context. Effective teachers structure their teaching to develop student agency and self-determination.” (p 133)

[“Standing Up to Open Space for Student Voices” narrative by Monica Goulet (p 134) …]

[“Category 3: Connecting to the Process” (p 139) …]

“Because our education system was developed on a European model of schooling, exacerbated through colonization, the hierarchical relationships between administrators and teachers and teachers and students are normalized.” (p 139)

[“Responsive Teaching” (p 140) …]

[“Being Well Planned” (p 140) …]

[“Responding to Students” (p 140) …]

[“Learning as a Shared Endeavour” (p 141) …]

[“Accommodating Characteristics of Indigenous Students” (p 142) …]

[“Contemporary and Traditional Culture” (p 142) …]

[“Anti-Racism” (p 142) …]

[“Language Development” (p 143) …]

[“Multi-Level Skill Development” (p 144) …]

[“Social and Personal Problems” (p 145) …]

[“Structuring for Success” (p 146) …]

[“Starting with Strengths” (p 146) …]

[“Practising in a Safe Situation” (p 147) …]

[“Motivating Students” (p 147) …]

[“Scaffolding Learning Experiences” (p 148) …]

[“Variety of Teaching Approaches” (p 148) …]

“No single teaching approach was used for every class or by every teacher to effectively connect students to the process of learning. Each teacher used a variety of approaches that included mastery learning, concrete materials, storytelling, one-on-one, the talking or sharing circle, group work, and learning that was experiential, community-based, activity-based, or land-based learning.” (p 148)

[“Mastery Learning” (p 149) …]

[“Concrete Materials” (p 149) …]

[“Storytelling” (p 150) …]

[“One on One” (p 150) …]

“Owen’s description illustrates the time-consuming nature of one-on-one teaching and the complexity of keeping track of each student. At the same time, the effectiveness of one-on-one for both Calvin and Owen was evident because both had measurable success with Indigenous students’ achievement in math.” (p 151)

[“Talking or Sharing Circle” (p 151) …]

[“Group Work” (p 151) …]

[“Experiential and Activity-Based Learning” (p 152) …]

[“Community- and Land-Based Learning” (p 153) …]

[“Student Belief in Self” (p 154) …]

[“Setting Standards for Achievement and Responsibility” (p 154) …]

[“Valuing Self and One’s Culture” (p 155) …]

[“Public Recognition of Students’ Accomplishments” (p 156) …]

[“Consequences of Connecting Students to the Process” (p 156) …]

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