Aboriginal Inquiry: Lifting All Learners

An Impact Assessment of the Aboriginal Enhancement Schools Network (AESN)

6.2.02 Social Responsibility outcomes without connecting to Aboriginal community (not necessarily involving members of the Aboriginal community)

2011-2012

Prince George Secondary, Prince George. Will weekly Aboriginal culture classes, post-secondary tours, cultural tours, dialogue, mentorship through Elders, guest speakers, peer-tutors, leadership opportunities and school wide participation in Aboriginal awareness activities increase instructional effectiveness and help students to appreciate and celebrate diversity as measured by achievement, attendance and survey questions? results – many attended the Second Annual feast of the Forest, traditional drum blessing ceremony and Smudge Ceremony

Ecole Puntledge Park Elementary, Comox Valley. How does the use of talking circle rooted in the traditional values of listening, mutual respect, speaking from the heart and kindness and cooperation effect students’ learning relationships and academic achievement in my classroom? Use of talking circles in developing a respectful learning community for Aboriginal students – results – students are feeling safer and more comfortable according to parent and student narratives – establishing a community of learners build on relational trust

Randerson Fidge Elementary,Nanaimo Ladysmith. How will enhancing our community of learners’ understanding from an Aboriginal perspective, both in historical and contemporary context, work toward building success for all students? Further develop the community of learners – result – sharing circle at the opening and closing was a way to integrate AFL throughout the school year. Emphasizing the Salish traditional value of knowing yourself

Sinkut View Elementary, Nechako Lakes. Will journaling help students improve their communication skills? Will journaling improve literacy for Aboriginal students and subsequent dogwood completion? Working with animal parts (hide, etc) and developing Aboriginal protocols – if we work with a hide, we need to be respectful to the animal that offered the hide to us-results-Learning took its own direction, and students moving towards areas of social responsibility criteria, with journaling being strong evidence of social responsibility learning

Stanley Humphries Secondary, Kootenay. How do relationships with Aboriginal students effect their engagement in the school setting and translate into success? Aboriginal learning must be social and the learning environment must encourage well-organized, cooperative learning. Invited members of the Aboriginal community into the process – results – adults focused effort in class and outside to build positive relationships, focused on the whole child and understood the importance of Aboriginal community members involvement in the school

West Heights Community, Mission. Will the co-creation of an Aboriginal yoga unit, involving all primary classes K-3, allow for students to have a richer understanding of the Aboriginal culture and foster positive attitudes towards a healthy lifestyle? Integrate Aboriginal culture by appealing to student multiple intelligences, within physical fitness classes – results- students were owners of own learning – students went from 60% not meeting to 0% not meeting