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Use the local culture and culture of your students--environment

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Use the local culture and culture of your students--environment

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Learn from students, community, elders, etc. to identify what is known and what is open to learning opportunities

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Learn from students, community, elders, etc. to identify what is known and what is open to learning opportunities

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We are working to make more of our lessons experiential first - then move to the worksheets and theories.

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Total immersion experience to connect engagement, interest and meaning

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Total immersion experience to connect engagement, interest and meaning

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Sharing Next Gen. Science standards and support dialogue amongst PLC/PLT's to have collective agreement to begin.

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Sharing Next Gen. Science standards and support dialogue amongst PLC/PLT's to have collective agreement to begin.

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Time is needed to identify and explore what surrounds us, what is available and opportunities to expand programs from what is in our backyard. That and PD

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Time is needed to identify and explore what surrounds us, what is available and opportunities to expand programs from what is in our backyard. That and PD

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We tell and show the students practices that help us. I am thinking that if we can show why practices work, it would strengthen the practice.

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Focus on what teachers need in order to create the environment that you model and reach out and reserve time to invest in the expected process that will provide success for all stakeholders

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Focus on what teachers need in order to create the environment that you model and reach out and reserve time to invest in the expected process that will provide success for all stakeholders

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In our school, we rely on the traditional calendar of events to guide some of our lesson activities.

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In our school, we rely on the traditional calendar of events to guide some of our lesson activities.

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Increased engagement results when students can share their personal understandings.

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Increased engagement results when students can share their personal understandings.

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The local education agency is supportive through frequent communication- newsletters, showcase stories, available resources.

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The local education agency is supportive through frequent communication- newsletters, showcase stories, available resources.

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Curriculum mapping and resource development. Local community input in the curriculum development process.

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Curriculum mapping and resource development. Local community input in the curriculum development process.

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Share cultural backgrounds and compare/contrast with the students. Tribal values and how the curriculum relates to who we are.

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Share cultural backgrounds and compare/contrast with the students. Tribal values and how the curriculum relates to who we are.

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Play! Organized chaos! Have fun! Allow the students to be curious and ask questions. 

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Play! Organized chaos! Have fun! Allow the students to be curious and ask questions. 

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Collaboration with the tribe we work for. We first need to see if the standards will change/evolve.

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Collaboration with the tribe we work for. We first need to see if the standards will change/evolve.

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Curriculum review- based on cultural and tribal values. Hands-on-learning- let us get a feel for the actual thing we are learning.

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Curriculum review- based on cultural and tribal values. Hands-on-learning- let us get a feel for the actual thing we are learning.

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How do you relate your cultural identity to that of your students? How does that change if you come from a different background? 

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How do you relate your cultural identity to that of your students? How does that change if you come from a different background? 

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Using collaborative structures really helps students engage. Strategies like think-pair-share and numbered heads together. Using graphic organizers to help students process and interact with information helps as well. Helping student express their ideas with sentence stems can facilitate conversations for students too.

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In our elementary grades, we are trying an immersion pilot with the science curriculum. the science teacher has worked hand-in-hand with our Culture teachers to connect the science lessons with culturally relevant topics. Salmon is very important to the Puyallup Tribe and many science lessons are built around the salmon life cycle and the habitat that supports healthy salmon runs.

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In our 9-12 science classes we have the opportunity to use our own Lake Leschi as the center of many lessons. We are working to restore the habitat for salmon and the land around the lake. many other classes go to the lake, not just science classes.

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the teachers who work to design these lessons need big chunks of time. I think summer paid time and learning is helpful. Trying to do this work while teaching full time is so draining for the teachers.