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  1. THE LUCID PROJECT Using Imagination to Build Inclusive Place-Based Schools Some insights from a Community-University Research Alliance Mark Fettes, Simon Fraser University Funded by the Community-University Research Alliances programof the Social Science and Humanities Research Council of Canada

  2. Inclusion through imagination A theory of learning that views all cultures as educative and all students as capable of creative and energetic thought A set of principles for connecting the facts, concepts, and skills of the mainstream curriculum with the roots of human meaning An approach to classroom teaching that works with learners from diverse backgrounds and with a diversity of abilities and needs

  3. Collaboration across space… School District 52 Prince Rupert School District 50 Haida Gwaii Each district had: a part-time Project Leader a local Advisory Committee a group of participating teachers and schools SFU had: a faculty research team, including the Project Director a part-time administrative assistant and (for two years) a curriculum developer a team of graduate students support from IERG School District 33 Chilliwack Faculty of EducationSFU Burnaby

  4. … and collaboration across time SustainableChange Professional networks and communities The research questions: How do teachersdevelop a practical understandingof culturally inclusive imaginative education? How do student outcomes change in responseto this way of teaching? How can culturally inclusive imaginativeeducation become sustainablein schools? WorkingModels Units • Strategies • Resources • Assessment • Year plans ProfessionalTransformation Workshops • M.Ed. program • Collaboration • Action research 2004 2005 2006 2007 2008

  5. TIC – TAC – TOE Tools for Including Culture:Draw on the resources of your students and their communities to build an increasingly complex picture of the human meaning of any topic in the curriculum Tools Across the Curriculum: Plan a narrative structure for any topic that will allow your students to experience its transcendent qualities – wonder, mystery, hope, courage, ingenuity – for themselves Tools Of Engagement: Use tools of imaginative understanding to keep heart, head and hands working together

  6. Three examples The following teaching plans were developed by teachers in the LUCID project, in BC School Districts 33 (Chilliwack), 50 (Queen Charlotte/Haida Gwaii) and 52 (Prince Rupert). These plans have all been used in mainstream school classes following the BC curriculum. We have seen a consistent pattern of engagement in these classes, in which students who are typically disengaged, and may even be written off by other teachers, show themselves to be energetic and talented learners.

  7. The Spirit of Haida Gwaii A Grade 8 English Unit By Leslie Puley, School District 50

  8. Finding purpose in Grade 8 English • Here we are at last, a long way from Haida Gwaii, not too sure where we’re going, still squabbling and vying for position in the boat, but somehow managing to appear to be heading in some direction. At least the paddles are together, and the man in the middle seems to have some vision of what is to come.… • — Bill Reid • In this unit, the canoe becomes an image of the classroom and all the characters on the boat are all the students in the class. • Students will be imagining that life on the boat is their time during high school when they’re learning and figuring out their options for the future. The big question is what will happen to the characters when the boat lands? Or, metaphorically what will happen to the students in their lives after school? How will they contribute to society? • Bill Reid asks us if there is a purpose to the journey at all…

  9. Activities • Discuss metaphors for community in poetry and art • Write about a character in Reid’s sculpture • Listen to Reid’s essay and the teacher’s adaptation of it • Read Haida stories about the canoe characters • Practice comprehension, vocabulary, etc in variety of ways • Watch the video “Spirit of Haida Gwaii” • Compose a portfolio for one character (description, poem, resume, achievement award) • Engage with a speaker from the community who talks about Haida storytelling traditions and their relevance to contemporary life • Apply what you have learned to produce something relevant to your own life and future goals (using writing, art, music, etc).

  10. Mosquito Woman An oral language teaching cycleby Tannis Calderin collaboration with School District 33

  11. Oral language in place • The program was initially designed for a school where about a third of the students are Aboriginal, and traditional reading programs have had little success • Each cycle of activities is based on a traditional narrative of the Sto:lo, the River People • A transcendent quality central to the story provides the overarching theme of the cycle • Activities are carefully ordered to engage the students with increasing levels of challenge and reward

  12. A multi-week cycle • A cycle lasts 3-4 weeks and progresses through four stages: • First Encounter (listening to the story told orally, exploring it through guided imagery) • Preparation/ Immersion (learning the story through rhyme/rhythm, building vocabulary through Mystery Words and other games) • Creating/Inventing/Reimagining (one-minute talks, short role plays, and other short projects) • Celebration/Integration (dramatic retellings, enactments, audio and video recordings)

  13. Some engaging verse… When darkness fa!s and mothers call For all their children big and small, Th’owxeya with her basket deep Seeks out to snatch those not asleep. Th’owxeya’s evil appetite Is sated only with a bite Of young, sweet children who neglect To hurry home before sunset. …

  14. Some mystery words… • The first part of the this word means bad or wrong. • This is what happens when something goes wrong when listening or talking • The last part of the word comes from the root word “common.” It means “shared by all” or “together.” • Miscommunication

  15. A skipping rhyme… Tho’wxeya, Tho’weya, big and mean, Push her in the fire and hear her scream, It wasn’t a joke, There wasn’t any smoke, How many skeeters came out to poke? 1, 2, 3, 4, 5.....

  16. Achieving multiple goals • Students normally silent and passive become active and thoughtful participants • Aboriginal culture and values infuse part of the regular curriculum • Families are brought closer to the world of the school • The focus on written, formal language is enriched by a new appreciation for the beauty and power of spoken language • Mythic understanding is retrieved and developed • Power relations in the classroom shift toward co-creation (become more “horizontal”)

  17. By Colleen Pudsey and Raegan Sawka, School District 52

  18. We would like to recognize the Elders of the Ts’msyen Nation, Sm’alygax Language Teachers and the First Nations Education Services Department of School District #52 (Prince Rupert) for their hard work and dedication in developing the cross-curricular units and resources for our district. Their mentorship and these materials played an integral part in the development of our Imaginative Yearlong Framework.

  19. A Year-Long Journey • Each student is part of a Crest group symbolized by an animal (wolf, raven, eagle, orca); students without a crest are adopted in a December feast • The crest animals represent heroic qualities that are also to be found in each curriculum topic and in traditional “true tellings” (adaawx) • The curriculum follows the rhythm of the seasons and of community life • Culminating activities affirm students’ accomplishments throughout the year

  20. Five Curriculum Phases Clans and Crest Phase (September) Community, narrative, history, identity Creation Phase (October-November) Astronomy, geology, exploration, physical fitness Feast Phase (December) Art, nutrition, formal speaking, cooperation Energy Phase (January-February) Physics, technology, natural resources, sports Survival Phase (March-June) Ecology, biology, literature, outdoor skills

  21. For more information: Dr. Mark