§ 6: Case 3: The AESN Case Study Assessment – Aboriginal Inquiry: Lifting All Learners

6.2 Other inquiry categories

Pink Sheep Media — Thu, 04 Apr 2013 22:42:23 +0000

There were a number of other types of inquiries completed by AESN participants. In this next section inquiries are grouped thematically by the nature of the inquiry.

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6.2.12 Ways of linking to school district enhancement agreements

Pink Sheep Media — Thu, 04 Apr 2013 00:08:44 +0000

Academic Success Meeting Social /Emotional Needs History, languages and Culture Life Opportunities /Sense of Belonging Enhancement of Learning Environment Self as learner Parents participation 27 2 24 16 1 1 2...

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6.7 Conclusion

sabrina — Wed, 03 Apr 2013 23:52:14 +0000

AESN inquiries have served as a powerful tool for both adult and student learning in British Columbia. Developing an inquiry, participating in constant evaluation, questioning, reading relevant research and participating in examining the parallel between adult learning and student learning has enabled educators to own their learning and model what learning looks like for their students.

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6.6 An important catalyst for change: The First Peoples Principles of Learning and culturally responsive pedagogies

sabrina — Wed, 03 Apr 2013 23:51:28 +0000

Of particular interest in the evolution of AESN members’ thinking about Aboriginal learning, was the impact of the publication of the First Peoples Principles of Learning (FNESC, 2012). Many AESN members noted how they became increasingly aware that the use of Aboriginal content, topics and literature, and the involvement of community members but also recognized the need to organize their own...

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6.5 Deconstructing colonial mindsets

sabrina — Wed, 03 Apr 2013 23:49:58 +0000

Simultaneously, AESN inquiries show evidence of how teachers began exploring their own learning around the impact of the residential school system and the trust that has been lost with the public school system. Along with others, AESN members at Skaha Lake Middle School in the Okanagan Skaha District recognized the need to acknowledge the historical impacts of colonialism and First Nations...

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6.4 Emerging thinking about community involvement

sabrina — Wed, 03 Apr 2013 23:49:34 +0000

For many of the members of the AESN , there was a renewed focus on successful practices, but some educators were aware that although change had been realized both at the classroom and school-wide level, in some cases, their inquiries still lacked elements that represented deep and meaningful learning among their Aboriginal students. The cases reviewed for this report show that in recognizing this...

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6.3.3 The third step

sabrina — Wed, 03 Apr 2013 23:48:29 +0000

In order to build a sense of community and common purpose with their Aboriginal partners, other AESN educators made concerted efforts to include Aboriginal community members as part of their school teams. For example, at Smithers Secondary School, educators sought opportunities to increase their social contact with Aboriginal students, believing that appropriate...

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6.3.2 The second step

sabrina — Wed, 03 Apr 2013 23:47:34 +0000

The following year many of the AESN inquiries focused on ways to combine the AFL strategies and the BC Performance Standards, but many included a more sophisticated layer of inquiry that included members of their Aboriginal communities. Importantly, these inquiries also demonstrated a shift: educators started to address other student learning needs, such as social emotional needs centered on a...

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6.3.1 The first step

sabrina — Wed, 03 Apr 2013 23:47:05 +0000

The first step to improving Aboriginal student success was a move to integrate Aboriginal literature content, legends and stories, fiction and nonfiction text written by Aboriginal authors into a range of curricula, as well as consistent use of the six Assessment for Learning ( AFL ) strategies and four big ideas identified by Halbert and Kaser, 2009. It is important to discuss AFL because this...

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6.3 Summary of the case

sabrina — Wed, 03 Apr 2013 23:46:36 +0000

Members of the Aboriginal Enhancement Schools Network ( AESN ) have strived to make Aboriginal students visible by helping them develop their voice and by following the precept of the two provincial leaders, Drs. Judy Halbert and Linda Kaser, that “each student will cross the graduation stage with dignity, purpose and options” (2013). By focusing on that strong moral purpose...

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