Instructional Methods 10/4 by Maggie Peters

2025-10-04 15:49:27 UTC

Tricia Dennis

Anastasia Borissenko

2025-10-04 15:49:47 UTC

Mackenzie Medearis

2025-10-04 15:49:48 UTC

This is me

2025-10-04 15:49:53 UTC

Jeanine Pfeiffer

2025-10-04 15:49:58 UTC

Rebecca (Becki) Casey

2025-10-04 15:50:01 UTC

SueLynn Roskowski

Names

2025-10-04 15:50:06 UTC

Melinda LaRochelle

Kekai Bryant ✊🧡

kbryant96 — 2025-10-04 15:50:06 UTC

Pronounced: "Keh-KYE"

2025-10-04 15:50:07 UTC

Remy Glovin

2025-10-04 15:50:08 UTC

Katie McLenithan

Rebekah Rybeck-Davis

rdavis237 — 2025-10-04 15:50:10 UTC

During this process, I've realized that I've used both my personal and work email on some of your padlets and Google Forms. Sorry! rer17@humboldt.edu and rdavis@nucharters.org is both me.

Lisa Craig

2025-10-04 15:50:11 UTC

2025-10-04 15:50:24 UTC

Anne Rants

2025-10-04 15:50:26 UTC

Manuel Favela

2025-10-04 15:50:47 UTC

Victoria Villegas

A. Yuko Wenzel

wenzela4 — 2025-10-04 15:51:25 UTC

Susan Hernandez

2025-10-04 15:51:48 UTC

Hannah Hoskisson

2025-10-04 15:56:58 UTC

Special Education (moderate to extensive needs) at Pacific Union School (Wiyot land)

Number of tribes

2025-10-04 15:58:17 UTC

I think my students would be most surprised how many different tribes there are in what is now the United States, and the ways in which they have been displaced etc. I also do not think my students have learned about what colonialism is yet.

2025-10-04 16:03:28 UTC

While watching this video, I feel curious about Native Hawaiians and Alaskans. I'm going to watch the Crash Course video about them after this class. I also hadn't considered how borders split tribes. Vanessa Villareal describes borders as "sites of extraction" and this is making me think of the ways in which US extracted time, language, and culture with these borders

Love it!

kbryant96 — 2025-10-04 16:05:14 UTC

I must say that I absolutely love this video. As a Kanaka Maoli (Native Hawaiian), I love the inclusion in the beginning. Awesome, thorough, and easy to understand explanations. Thank you for sharing! This video is for sure being added to my repertoire.

Democracy

2025-10-04 16:05:22 UTC

The democracies in Native nations (missed the name, sorry) would be really interesting to my students. They are discontented with the state of American democracy, so seeing another version of it might be hopeful

Names

2025-10-04 16:05:42 UTC

I love how he explained what terms to use to refer to Native Indigenous People.

The humor!

2025-10-04 16:05:49 UTC

Appreciated the humor interspersed with serious history. Makes it easier for newbies to digest, innit?

2025-10-04 16:06:16 UTC

Learning about the blood quantum.

Becki Casey

2025-10-04 16:06:28 UTC

Wonderful video!

The terminology was something I was hoping to learn.

2025-10-04 16:06:32 UTC

The host, way in which the information was presented, and humor made the video incredibly engaging and easy to follow. What stood out to me the most was how much the video was able to to explain in such a short time, without feeling boring or overwhelming for young adults.

The extended timeline

2025-10-04 16:06:34 UTC

A reminder that “history” didn’t start at 1492 (ick) or end in museum-time

Lisa Craig

2025-10-04 16:06:34 UTC

Native humor will lighten hard truths but shine light on truth!

2025-10-04 16:06:35 UTC

a great introduction to how the united states was able to make broad terms for very diverse tribal nations via settler colonialism

2025-10-04 16:06:43 UTC

It was helpful to learn what terminology is appropriate and that it is also personal to individuals.

2025-10-04 16:06:47 UTC

I think my students would be surprised to learn about how they kept track of time.

2025-10-04 16:06:56 UTC

I loved the visuals and terminology to go along with what he was saying. I want to watch all of his episodes.

Approachability

2025-10-04 16:07:06 UTC

The relatability and easy to follow nature of the video was what stood out the most to me, I think it would be a great resource to share with my students.

Native American History

2025-10-04 16:07:17 UTC

Changing the single story perspective. Altering the voice of the narrative, and recognition of how oral tradition (gossip) has stories prior to the 1492 narrative.

Super complex: will need to watch again.

Becki Casey

2025-10-04 16:07:44 UTC

The number of tribes and how there are indigenous people around the world.

Surprising to students

2025-10-04 16:08:08 UTC

How the term Indian and Native were actually settler terms for singularity and extinction.

2025-10-04 16:08:09 UTC

I think one way to do this is any/every time you are presenting history of the United States for a standard etc. you always make sure to include the FULL history, and always explain that there were whole tribes, communities, etc. that were complex long before the United States was "established."

wenzela4 — 2025-10-04 16:08:24 UTC

Appreciate the use of humor to discuss difficult topics. Great use of visuals to show the diversity of indigenous peoples across the nation and complexity of the cultures and terms now attached to indigenous identity.

Lisa Craig

2025-10-04 16:09:06 UTC

The surprise from our students would be that quick highlight of the Klamath people. Often, we in Northern California and lower Oregon don't see or hear representation of our tribes.

History

2025-10-04 16:09:08 UTC

My students would likely be surprised to learn that there is "precolonial" history to explore. I'm not sure how many of them fully understand the phrase "time immemorial" or comprehend what it means that there were people here before they.

2025-10-04 16:09:15 UTC

I think my students would be so interested in the hide that he showed to show what happened each year, and how everything is intertwined.

2025-10-04 16:09:25 UTC

With the video, I did like the visuals attached. The students I work with don't have the best attention spans, the visuals will help keep them entertained.

What stood out to me the most in the video was the attempt to explain the complexity of terms and identity labels.

Minimizing Term

2025-10-04 16:09:47 UTC

Based on the video and Maggie it seemingly is so complex that what one person finds minimizing may be different than another may be minimizing.

From the presentation with Jade: As I know better I will do better. Being vulnerable and humble: "I made a mistake. I'm apologizing. I'm working to do better, and now I'm going to move on".

Cristapher Torres

2025-10-04 16:12:27 UTC

2025-10-04 16:12:45 UTC

Some of my students would be surprised by the identity labels. They are used to saying "Indians." It might be nice to have an assignment going over identity and they think the world see them.

2025-10-04 16:12:48 UTC

I really liked how he explained colonialism. It does gives a different perceptive.

Cristapher Torres

2025-10-04 16:14:14 UTC

What stood out to me was what Che Jim said about the complexities to asking even simple questions about Native people because of the diversity of Native peoples, their histories and experiences.

2025-10-04 16:14:48 UTC

I like how he points out there is not one story, not even among the Indigenous People. Every Nation has a story and not all the stories are the same.

It varies

2025-10-04 16:22:24 UTC

It's interesting to me how so completely differently people can feel about this - of course based on their experiences - regardless of proximity. When speaking more generally, I use the word Indigenous. However, my boyfriend prefers to be called Native American (which I do when referring to him), and his parents prefer to be called Indian. The same phrase his parents prefer is what feels minimizing and offensive to him.

Timeline

wenzela4 — 2025-10-04 16:25:26 UTC

For students unfamiliar with native american history, I think students will be surprised by the expansion in timeline beyond the canonical 1492 to present day historical timeline. Also, the video presents settler colonialism from the perspective of indigenous peoples and that will probably be new.

Cristapher Torres

2025-10-04 16:40:50 UTC

Lesson 4: Native Identity located in the California Native American Studies 101 Unit: https://camodelcurricula.ucdavis.edu/native-american-studies/native-identity

mpeters166 — 2025-10-04 16:56:38 UTC

2025-10-04 17:18:13 UTC

The dangers of homogenization/generalizations

2025-10-04 17:20:14 UTC

I try very hard not to clump life/peoples/realities into a single category: such as “all Natives are X” or “all Black people are Y” or “all White people are Z”. It’s so dehumanizing. Just like I don’t like being stereotyped or boxed, I try not to do this within my own speech patterns.

Great set of materials shared in this course

2025-10-04 17:22:01 UTC

The PowerPoints, revised historical timelines, the CIMCC PDF, etc. are very helpful and are a good starting point to help us do this.

2025-10-04 17:22:16 UTC

using target or survivor instead of victim

2025-10-04 17:23:36 UTC

2025-10-04 17:24:01 UTC

Changing discovered to arrived is very important. It reinforces that America was already here and had many cultures and societies already here. The word discovered the land implies nothing was here before.

2025-10-04 17:24:03 UTC

Texas school textbooks had public pushback after referring to enslaved people as "workers." Pretty sure people in charge of writing history textbooks would know better than to make an editing error of that magnitude.

Glossary from Redbud Resource Group

mpeters166 — 2025-10-04 17:25:51 UTC

Redbud Resource Group has this great resource too! https://www.redbudresourcegroup.org/_files/ugd/7e80f6_7aa86025f91b4fd2861d84099dc97fab.pdf

2025-10-04 17:26:04 UTC

It is so important to use language that does not shame or dehumanize people. Take time to familiarize yourself with what is or isn’t appropriate. When we make mistakes as educators, we can model the power of taking accountability and take responsibility to fix our mistakes.

Start with Inner Work

2025-10-04 17:26:09 UTC

With students considering questions like:

What makes me, me?
What story do I want to tell about who I am and what matters to me?

Identifying stories you want told about yourself helps to consider what narratives are missing in dominant narratives

2025-10-04 17:26:10 UTC

Like Jade said, including more than one theory (ex. including local indigenous people's creation stories V.S. other indigenous creation stories in other regions V.S. the dominating narrative of "creation")

2025-10-04 17:27:36 UTC

When students see themself in the material presented they become more engaged. Together we can learn from each other, build relationships, and encourage critical thought.

Give students space & time…

2025-10-04 17:27:37 UTC

….to tell others how they would like to be addressed, how they identify themselves, what words or terms they find offensive and why, and to create anonymous ways of conveying this information if that helps students to share the info.

2025-10-04 17:27:39 UTC

Engage with students in discussion- create a space that is open to dialogue.

2025-10-04 17:28:14 UTC

I think it is really important to ask students themselves how they identify or the terms they use. For example, a student might prefer being referred to by their specific tribal affiliation V.S. "native," and some neurodivergent people (such as myself and some of my students) actually prefer being called "autistic" rather than "having autism" or "people-first language" because they consider their disability a key part of their identity that makes them who they are and is not something to be separated. It all depends on the invidividual.

Cristapher Torres

2025-10-04 17:28:35 UTC

Referring to Native creation stories as "myths" minimizes the historical, cultural and spiritual significance of these stories. Instead, terms that could be used in addition to "creation stories" might be "sacred histories" or "original instructions".

2025-10-04 17:28:46 UTC

pausing to encourage conversations about whose voice and perspective is missing- questioning all curricula

Ask students…

2025-10-04 17:28:59 UTC

….for memes or sayings they’ve found helpful from their lives, or families, or elders, or mentors, that have helped them to deal with hard things/emotionally regulate — kind of “crowd-source” wisdoms from the class

Give students the opportunity to share

2025-10-04 17:30:27 UTC

By using anonymous comments, small breakout groups, art projects centered on these themes, poetry…

2025-10-04 17:34:10 UTC

Promoting critical thinking and empathy.

2025-10-04 17:34:19 UTC

In the example from class, there was text alluding to slavery but seemed to be downplayed for the sake of protecting 4th graders. History, especially settler treatment of Native people, is brutal. How do you tailor brutality to the ears and eyes of 4th graders?

2025-10-04 17:36:23 UTC

I feel that allowing for conversations and hearing from students how they interpret what they are reading.

2025-10-04 17:36:36 UTC

Opening dialogue where multiple points of view are presented. Pointing out racism is something we need to recognize and be able to have conversations about. Asking questions is a great way to spark conversations about word choice. It builds empathy and critical thinking. I like the idea of having color coded language, green for inclusive, Red for one sided and yellow for could we make it better. This color coding leads to less emotionally charged conversations.

What can we have in our classroom calming space that is helpful?

2025-10-04 17:36:37 UTC

Great idea as described by Jade in class today.

2025-10-04 17:37:33 UTC

Make sure that all students are represented so that they can see themselves in the classroom.

Student Choice

2025-10-04 17:38:30 UTC

Empowering students to represent their knowledge in different ways. My students love using art to show their learning and it is very pleasant for them

2025-10-04 17:39:15 UTC

Usually I take breaks from the assignments or lesson plans to tell life stories or relate it to something that I have learned. By the end of the year, students know all about my friends and family. I also encourage students to relate their own stories and life into the class. No right or wrong answer, just relate your understanding of the world to the lesson.

Becki Casey

2025-10-04 17:39:25 UTC

Allowing a space to have open, honest communication and valuing student input to conversations.

2025-10-04 17:40:45 UTC

I explain in the beginning of class that not everyone is ready to be in school. Sometimes, school is just a place that you can be at instead of being at home. Letting students know that people all have off days and that you can have an off day too. I'll take walks with students and just talk to them even if it doesn't have to do with the problem that they are going through.

2025-10-04 17:41:05 UTC

Create a safe space for students and encourage them to examine their feelings so that they can utilize the tools in the classroom to help regulate their emotions. Also, offering a time for students to share and talk about how they are doing (I love doing circles). Offering lessons and activities that are creative and calming such as art or reading stories.

Cristapher Torres

2025-10-04 17:41:27 UTC

Have culturally inclusive or student created art in the classroom, hold spaces for student voice such as talking circles on various topics, and model the curriculum to be reflective of students' backgrounds and experiences.

2025-10-04 17:43:00 UTC

I like checking in with students every morning. We have a self regulation board in the back of the room to help students self regulation. I provide sensory tools when students are fidgety, I like the idea allowing students to bring something from home. Modeling mindfulness activities throughout the day really help students hone those skills.

“Restorative Practices”

2025-10-04 17:44:12 UTC

This is a concept that was frequently mentioned, but we didn’t receive specific examples of what that looks like. Instructors need granular details on restorative practices in order to better implement them.

2025-10-04 17:45:51 UTC

I like taking classes like this. It really helps me stay openminded. I also like reaching out to the local tribes to share their stories with the classroom.

Cristapher Torres

2025-10-04 17:46:07 UTC

Acknowledge that there is always a bias, then identify bias narratives and include important missing context to provide a more well rounded understanding of historical events.

Project Implicit

mpeters166 — 2025-10-04 17:46:22 UTC

https://implicit.harvard.edu/implicit/selectatest.html

2025-10-04 17:46:34 UTC

Educate yourself on how to best support different students from different and diverse backgrounds -- and follow/listen the people who LIVE those identities to incorporate what works in the classroom. As a special education teacher, and someone who themselves had trauma and struggled with school due to ADHD, I think it is so important to be mindful of a student's cultural background, disabilities, trauma/home life, etc. and to always try to remain calm, neutral, and help the student co-regulate (by modeling yourself and being a safe space). Ask students what they need and want to learn about, and their own stories.

More examples of how to find support

2025-10-04 17:46:58 UTC

Instructors who make a concerted effort to teach NAMSC and incorporate Indigenous values and history into their classrooms are constantly being judged by everyone — including ourselves. Instructors are judged by progressive groups as not being woke enough, and by conservative groups as being too woke. It’s really tough. So, more examples of how to find support would be very helpful.

2025-10-04 17:47:13 UTC

Making sure to have students' input/voices. Inviting local indigenous leaders, community members, family members, etc. into the classroom

2025-10-04 17:47:20 UTC

I am glad we got to have this session live.

2025-10-04 17:48:17 UTC

Value and promote critical thinking, empathy, student voices/choices, and continue to learn on your own (outside of academia/work which can often have an agenda or bias) from the peoples who live or are part of that community, whatever it is (disability, culture, race, etc.)

2025-10-04 17:49:00 UTC

adding cultural responsiveness to your calm down corners- sensory items like shells

2025-10-04 17:49:28 UTC

I'd like some resources for special education students and how to modify.

2025-10-04 17:50:13 UTC

I told my students I am participating in this professional development. After each class I come to school and tell my students, guess what I learned this week. They are always so eager to hear about the topics that we have covered well, and the things I wanted to revise based on what I've been learning.

Revising Narratives

2025-10-04 17:52:57 UTC

This erases key historical fact, leads to misrepresentation of marginalized communities. Making sure that I am modeling and being deliberate/ intentional with using alternative terms. I will work to create space to introduce alternative terms and judgmentally on people who are not yet using the terms.

Emotionally Safe Spaces

2025-10-04 17:55:44 UTC

Work to remind students of how to use the sensory tools and emotional regulation space when we're feeling overwhelmed. If the student needs to leave the space they may do so for ___ minutes, and then they need to return. If they need more time to regulate then I can reach out for additional support. Using more de-escalation practices.

Disabled Indigenous Voices

2025-10-04 17:58:42 UTC

https://awnnetwork.org/directory/jules-edwards/

https://disabilityrightsflorida.org/blog/entry/deaf_disabled_native_americans

https://learnplaythrive.com/podcasts/59-culturally-responsive-therapy-for-native-autistic-kids-with-jules-edwards/

https://www.nativedisabilitylaw.org/

https://xwi7xwa.library.ubc.ca/2020/11/26/spotlight-indigenous-disability-awareness-month/

Mindfulness

2025-10-04 17:58:56 UTC

Focus on speaking my intention. "I've noticed this is good for humans, so I would like to try this with you".

2025-10-04 17:59:06 UTC

I really like being live in the session as well and hope to attend every session live!

2025-10-04 17:59:55 UTC

It might just be my brain, but I have trouble knowing if I completed everything required and would like to just maybe be notified if I accidentally missed something. Executive function and anxiety problems!

Diverse Backgrounds and Integration

2025-10-04 18:00:26 UTC

Creating space for curious conversations where I can focus on equity and inclusion and where children are occupying spaces.

collaboration

2025-10-04 18:03:00 UTC

I can keep providing opportunities for people to enter the learning space. I keep offering to model and share resources.

What Worked

2025-10-04 18:17:07 UTC

I'm grateful to be "live" for the session. I feel like the energy of the workgroup can be felt; even virtually as we share the space. I enjoyed meeting a few people from the group. I recognize that in my group there were several newer teachers (less than 5 years). I want to honor and uplift the voices speaking to growth in the ability to "carry the load" of everything that is required, and moving through the thick of things changing constantly. I think no matter how long we have been in education that is a road we can all walk together.

Suggested Improvements

2025-10-04 18:21:32 UTC

I just need more time to process. So much of this information is beautifully organized and made available, but I also need to work within my sphere of control. When I am thinking about what I just heard, or how to implement it I have to think of my specific content and context, and how will I encourage others to collaborate with me.

2025-10-05 01:17:20 UTC

When I do zooms with Zinn Education they have breakout room facilitators who are participants that ask questions and encourage everyone to speak. I found them to be very helpful in promoting meaningful discussion in breakout rooms (and prevent awkward silence)