In the fall of 2016, Wab Kinew wrote a Facebook post inviting educators to partner “mainstream” classes with First Nation schools/classes to discuss “What does reconciliation look like?”. Jaclyn Calder and I joined forces (along with Shannon Simpson and Caroline Black) to design a project that offered students an opportunity to think deeply about the relationship between Natives and non-Natives in Canada, generally, and their understanding of reconciliation, specifically. You can view the project at #CraftReconciliation with SCDSB, Wikwemikong, and Rama First Nations.
Here I am summarizing and reflecting on the project. There are five posts in this series, and they are organized around the Ontario Adolescent Literacy Guide‘s five components:
I have also organized the posts in a way that I hope makes visible the teaching – learning process so that other teachers can ‘see’ the learning that emerged from this project.
refers to students taking active ownership of their thinking processes so that they understand themselves as learners, they understand a given task, and they understand a variety of strategies and how to use them in a variety of situations.
Learners identify their own understandings in relation to learning goals and success criteria
It took me a long time to think about how I could best make visible some of the metacognitive thinking that happened in this course. A big part of the difficulty is that student thinking about their thinking happened in conversation and/or their notebooks. Digitizing this process is something that I will definitely change for next year. Another issue though are the types of questions the students were asked. Because this is an English course, many of the questions focused on reading and writing. (We did also read long texts for literature circles and write about our reading.) I decided not to include those reflections here, so that the focus on #craftreconciliation remains consistent. I also decided to include reflections from only one student for this first point both for the sake of economy as well as to give you a sense of what that trajectory might look like.
At the beginning of the semester, I ask students to create learning goals based on what they believed they needed to learn next, including growth mindset, which I always teach to at the outset of the course. You can see that oral communication and media creation don’t make this student’s initial list.
Course goals set in February:
Here are the things I want to learn to get better at in this English course.
- Writing stronger sentences will help me out a lot I think because it will help me express my writing make it look like it is not even me.
- I would love to do is being able to read faster, so I can read a lot more in a short period of time. I would still love to be able to understand what I am reading so I have to work on all reading skills like think about what I am reading, re-read if I don’t understand etc. I think reading faster will also help a lot in college and for the program I am going in.
- My growth mindset area is extending more effort or seeing effort as a path to mastery. I think that fits me best because I like to try my best to extend when researching in topics I enjoy. I like to see myself make progress instead of thinking negative and saying I can’t do it.
Reflections post-Google Hangouts and initial literature circle:
One of my strengths is oral communication because I am better at listening and talking than I am at reading and writing. For example, during the Google Hangout for the #craftreconciliation project, listening to other students ideas helped me think about what I want to do for the project.
In oral communication … I was able to engage more because I could share my understanding [of reconciliation] with others [on Google Hangouts] which helps me out more by exploring people’s suggestions and what reconciliation means to them. My reading is a whole different ball game I am not as strong as I wish I could be with my reading.
Media: #craftreconciliation interview (not reflection on strategies and learning; just content)
Year-End Reflections on learning:
The listening strategies that help me the most is having good posture when listing, making good eye contact with the speaker, and taking notes on something that will help me when I am called upon to speak or write about later. In a group discussion I think it is good for me to talk and try keep it going because most the time I am paired up with people who are too shy to talk or even participate in. To make sure I am using appropriate language I will listen to how others are using their language and how they choose to pick their vocabulary. I will try and follow up and use similar vocabulary or language to match and make myself sound more educational or into the conversation. The strategies I use most when understanding oral communication is writing notes and really finding a connection to what the speaker has to say. I think writing notes will keep me on top of things when I am called to talk or finding a connection will help me because I will be able to really engage in the conversation and be able to share and express my own thinking more.
Media: #craftreconciliation build final reflection and tour
Learners reflect on their learning and engaging in conversations about their thinking
Here are a variety of students’ responses to their learning in the project:
#Craftreconciliation did connect with the way I like to learn because I got to learn from other students from other places about what reconciliation is and what it means to them.—Tammara
#craftreconciliation definitely did connect a lot with how I like to learn [because] one of the ways I like to learn is creating stuff and getting all my creative juices flowing with something that I know that can really speak to someone or a group of people.—Austin
My favourite learning activity in the #craftreconciliation inquiry has been researching my own topic because I was able to look at how reconciliation has changed and became stronger over the years.–Seneca
However, the bulk of the digital reflections centred on the students explaining their vision of what reconciliation looks like to them, not on their learning, the way they accessed strategies or how they overcame learning challenges. I need to do more work here.
If you have questions about #craftreconciliation or if there are parts of this post that need clarification, please use the comment box to connect with me.
Up next: Assessment and Evaluation