5 Levels of Classroom Practice- Yatta Kanu by Magda Brzoska https://padlet.com/magdabrzoska/4h0oqh97mntd Made with love en-us 2018-02-12 04:00:04 UTC 2025-09-24 10:23:09 UTC hello@padlet.com Reading Response Question #4 magdabrzoska https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230465612
  • What are the five levels of classroom practice Kanu identifies as essential to successfully integrating Aboriginal perspectives?
  •  Do you agree with her conclusions? 
  • Have you ever used any of the suggestions she makes in your own practice as an education professional?

    • ]]>     2018-02-12 04:01:34 UTC https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230465612     Five Levels of Classroom Practice (Yatta Kanu) that are essential to successful integration of Aboriginal perspectives magdabrzoska https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230466000 1. At the level of lesson planning when learning outcomes are set;
    2.  At the level of curriculum content and learning resources;
    3.  At the level of instructional methods/strategies;
    4.  At the level of assessment of learning;
    5. As a philosophical underpinning of the curriculum.]]>     2018-02-12 04:04:17 UTC https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230466000     Do you agree with Kanu's conclusions? magdabrzoska https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230466622 "It also implies that genuine transformation would only occur if Aboriginal perspectives were designed and developed in collaboration with local Aboriginal communities and infused throughout teachers' curricula and pedagogies." (Kanu, pg. 98) 
    • Absolutely! What other way is there to get truthful, genuine and accurate information about Aboriginal perspectives than going straight to the source. Local Aboriginal communities and Elders within these communities are a wealth of knowledge that must be cherished, and taken seriously before the culture/language becomes lost.

    "When the integration of Aboriginal perspectives is believed to be a philosophical underpinning of the curriculum, it ceases to be an occasional add-on activity in the classroom and becomes an integral part of daily curriculum implementation." (Kanu, pg. 100) 
    • We cannot have Aboriginal perspectives as an add-on activity since it is absolutely essential to understanding Canadian history. I agree with and believe that it needs to be an integral part of DAILY curriculum implementation. Leaving Aboriginal perspectives as an add-on activity limits the path to reconciliation and closing the gap. 

    "The drawback, however, to including only what is given in the school textbook/ curriculum is that such material typically represents what King (2001) calls 'marginalizing knowledge/ a form of curriculum information that can include 'selected 'multicultural' content that simultaneously distorts both the historical and social reality people actually experienced' (p. 274)." (Kanu, pg. 101) 
    • I agree with the above statement because Indigenous culture and knowledge cannot be just 'selected' and 'marginalized' since each First Nations Clan has varying cultural traditions, languages, beliefs etc. Educators must align their curriculum and lesson plans according to the various FNMI around their area and try to explain as much as they can about the differences and similarities between the varying Indigenous groups in Canada. 


    ]]>     2018-02-12 04:09:28 UTC https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230466622     Have you ever used any of the suggestions she makes in your own practice as an education professional? magdabrzoska https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230466886 Yes, I have used the suggestions that Kanu makes in my own classroom. The following suggestions have been implemented: 
    • Intended learning outcomes are shared and discussed in class and always have a reference or connection to the 7 Grandfather Teachings. 
    • Science: Students have and will continue to learn about the importance of traditional herbs that are used for medicines. 
    • Science: Students have learned the importance of the Food Chain and Habitats by going out on the land, trapping and then skinning animals for moccasins, mittens etc. Learning where everything comes from and how each animal has a purpose in their Habitat and how it connects to humans. 
    • Art: Students have created various types of Aboriginal art (beadwork, embroidery etc.) and learned of their origins from Elders
    • Literacy: I have integrated Aboriginal self-identity with tasks such as "I am..." where students would describe what it means to be Anishinaabe in their own words and integrate it into an art piece as well. Students are encouraged to use Ojibwe and Syllabics in their work as I have a Native Language Teacher that helps translate phrases that I still do not understand yet. 
    • I have used sharing/talking circles and continue to do so with my students. I feel more comfortable and I know my students do as well when we are all sitting down together on the same level and just being ourselves. 
    • We use journals every single day and I try to always use story-telling when teaching a lesson (as much as possible!) 
    ]]>     2018-02-12 04:12:02 UTC https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230466886     Reference magdabrzoska https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230467258 Kanu, Yatta. [2011]. “Chapter Four: Integrating Aboriginal Perspectives into the School Curriculum: Layering at Five Levels of Classroom Practise,” In Integrating Aboriginal Perspectives into the School Curriculum: Purposes, Possibilities, and Challenges. University of Toronto Press. pp. 95-119.]]> 2018-02-12 04:15:01 UTC https://padlet.com/magdabrzoska/4h0oqh97mntd/wish/230467258