Intégrer l'éducation autochtone dans votre pratique : un guide de ressources pour l'enseignant

Guide virtuel de ressources pour l'enseignant — liste de contrôle, survol et ressources

Ce guide de ressources de l'enseignant est conçu pour aider les éducateurs à intégrer l'éducation autochtone dans leur pratique. Pour accompagner ce guide, une liste de contrôle a été créée. Les cinq chapitres sont divisés en un total de 23 sections, chacune avec des repères temporels pour un accès facile. Pour un aperçu des cinq chapitres, vous pouvez consulter la liste de lecture vidéo ici. Pour plus d'informations et pour donner votre avis sur votre expérience d'utilisation du guide de ressources de l'enseignant, veuillez contacter Dr. Leisa Desmoulins (ldesmoul@lakeheadu.ca). Contactez le CCNEA.

Introductory

Chapter 1 — Chapitre 1 : Introduction au guide virtuel de ressources pour l'enseignant et au site Web du CCNEA

Chapter 1 introduces the NCCIE and this guide, which is grounded in Indigenous education principles. Elder Shirley Williams opens with a prayer in Anishinaabemowin, followed by her explanation in English. Introductory and key background information are shared by the co-authors, NCCIE founder Dr. Mark Dockstator, and Dr. Nicole Bell. Dr. Jennifer Dockstator concludes this chapter with a tour of the NCCIE website to show viewers how to find resources and lesson plans.

For the documents introduced in this chapter and referred to in future chapters, see the Images & Documents tab.

Methodology

Chapter 2 — Chapitre 2 : Considérations pour intégrer le contenu autochtone en classe et le modèle éducatif des quatre directions

Chapter 2 features two educators. First, Dr. Nicole Bell describes the 4-Direction Education model as well as a Medicine Wheel and its origin. Next, Dean Smith describes a Medicine Wheel as a "reflection wheel" and its origin. Both offer applications to infuse Indigenous education into the classroom.

To view the Medicine Wheel models and teachings referenced in this chapter, see the Images & Documents tab.

Elementary

Chapter 3 — Chapitre 3 : Plans de leçon intégrant du contenu autochtone en classe – niveau élémentaire

In Chapter 3, two teachers, Ginette Toivonen and Angela Faught, review two elementary lesson plans from the NCCIE website. With the first lesson plan, Tree Tapping (from southeastern Ontario), they discuss the Indigenous components of an NCCIE lesson plan. For the Weaving a Web of Resiliency lesson plan (from northwestern Ontario), they discuss assessment strategies and connect to the Ministry of Education document, Growing Success.

Secondary

Chapter 4 — Chapitre 4 : Plans de leçon intégrant du contenu autochtone en classe – niveau secondaire

In Chapter 4, Ginette Toivonen and Angela Faught return to review two secondary lesson plans from the NCCIE website. For the lesson plan Indigenous Settler Political Relationships (from southeastern Ontario), they share strategies to support teachers to address sensitive topics in secondary classrooms. For the Land-Based Math lesson plan (from Alberta), they show how they adapted this land-based lesson plan to their urban context in Ontario.

See the Checklist tab to view the checklist they followed, showing how they adapted the lesson plan.

Conclusion

Chapter 5 — Chapitre 5 : Remerciements, références et liste de contrôle

Chapter 5 provides the co-authors' acknowledgements and list of references, followed by a review of the companion checklist. The checklist is a guide for teachers who are adapting lesson plans from another region to their local area and school board contexts.

See the Checklist and Images & Documents tabs for references, images and documents by chapter, as well as the checklist for adapting lesson plans from other locations to your contexts.