Throughout the readings for this week, I was struck by the addition of the fourth dimension, that of spirit.   Connections have been a key component of my teaching within my current district and is strongly encouraged.  Many of my learners need to see a point to their education in their communities and the wider world.  Many have also not had the opportunities to find what they are passionate about.  Embracing connections to each other and the subject matter can unlock a passion that was previously unknown.

But this needs to be done in a culturally sensitive and aware manner, it will not ‘just happen’.  McLoughlin and Oliver (2000) lay out 10 steps for designing a culturally inclusive program.  The principles focus on a variation of constructivism, situated cognition, which encourages active over passive learning.  This is supported by the First Nations Principles of Learning, which is a keystone in BC classrooms, and serves as a universal support for all students.  This active learning works well within the balanced education detailed by LaFever (2016), which encourages the embracing of personal purpose and following ones unique path.

I have struggled in my teaching to separate the academic from the emotional and spiritual, but I can see now that incorporating them into my lessons builds on some of what I do already.  I want to assist students to feel that they belong, that what they are learning has value to them, to find and follow their passions, and that education can happen outside of the classroom.

First Nations Principles of Learning http://www.fnesc.ca/wp/wp-content/uploads/2020/09/FNESC-Learning-First-Peoples-poster-11×17-hi-res-v2.pdf

LaFever, M. (2016). Using the medicine wheel for curriculum design in intercultural communication: Rethinking learning outcomes. Promoting Intercultural Communication Competencies in Higher Education. https://doi.org/10.4018/978-1-5225-1732-0.ch007 [link to https://www.lincdireproject.org/wp-content/uploads/2019/03/Using-the-Medicine-Wheel-for-Curriculum-Design-in-Intercultural-Communication.pdf]

McLoughlin, C. and Oliver, R. (2000). Instructional design for cultural difference: a case study of the indigenous online learning in a tertiary context. In J.Winn (Ed.), ASCILITE’99: Responding to Diversity. Proceedings of the 16th annual conference of the Australasian Society for Computers . Australian Journal of Educational Technology, 16(1), 58–72. https://doi.org/10.1016/j.ijinfomgt.2008.02.001