Learning Log 3

Learning Log 3 Part One:

 How could you promote yourself as an Inquiry resource and collaborative partner?

I choose this one because this is a challenge in processing how I could insert myself at the point of need in IBL and as a meaningful trusting source to come to for collaboration and best resources.
  
Promotion is a multi prong endeavor that would include providing ease of access and clear communication through:

1.  Easy access to on going scholarly rationale for inquiry based learning verse Ib teaching?  What is it and Why? I think providing the links via email (can be part of SLL blog link) and a hard copy of articles in the staff room to read at their convenience. Examples being Stripling article; Inquiry through the eyes of Classroom teacher provides context between the subtle yet key differences of IBT and IBL and being able to meet teachers where they are. By asking key questions such as is," Are you allowing student led questions and teaching them how to ask higher order questions?  and  Library supported Inquiry provides a summary of what is IBL and the rationale for it.

2. Forming the right mindset to enable  a collaboration relationship(assurance win/win enrichment not prisoners dilemma of mistrust-The new power of collaboration TED talk) through conversations asking colleagues how and when can I be of assistance?  Consider their point of view and developing from the level of collaboration they are at.Collaboration Assessment tool is helpful in determining the progression.
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3.Create an ongoing  SLC  Inquiry blog with annotated links to inquiry frameworks, inquiry planning documents  such as the Collaborative planning guide Points of Inquiry(BC School Librarian) LibGuides , examples of IBL assessment such as rubrics and child led conferences of their work/mini  scaffolding conferences  and graphic organizers to frame learning etc.

4. Email a survey to teachers requesting their feedback on areas of need  for resources and contextualized use of them for IBL especially specialized ones such as maps, photos, databases; real world connections to community resources etc

4. Add to the school  e newsletter with timely articles that promote IBL and collaboration and evaluation of  digital and non digital resources  that fill a particular/and local need(student diversity, English as a second language;accommodating learning challenges etc;)

6. Become knowledgeable of the curriculum outcomes to be able to match specialized resources (multi-literacy)at point of need to contextualize their learning and offer to co-teach throughout or specific inquiry skills.
 These are only a sampling of promotion strategies as ultimately it's all about growth and  sharing learning  to benefit and enrich society. 

PART 2:

Discuss how the Integration and embrace of Indigenous ways of knowing can enable learning to be accessible for all learners.

Implementing Indigenous ways of knowing/processes are complementary to Inquiry Based Learning and provides a counter framework that challenges the traditional euro centric view of learning that enhances and creates differentiated learning for Aboriginal and non-Aboriginal learners.
  In Aboriginal Lens article for reconciliation states that :
Relevance requires: Incorporating Aboriginal world views and making them essential component of classroom and school curriculum. 
Responsibility requires: Employing the lens of Aboriginal ways of being in all classrooms.

I believe that their ways of knowing are beneficial not only for Indigenous students but  for all because by implementing their view on learning shows respect and understanding of Indigenous peoples historical place in our society in adopting their ways of  being benefits all students. 
In the Aboriginal ways of knowing states  ways of knowing:
-Learning is connected to land;culture and spirit.

 This opens up many possibilities for learning within students  local community by embracing students culture background and  faiths which is authentic; place based real life learning.

-Learning honors elders and know keepers through important teaching through stories.

This way of knowing is beneficial to all learners by honoring the importance of sharing knowledge and being  in the ;educator position passing their understanding on especially through the traditional Indigenous way of storytelling which is more personal/and authentic. Students collaborating/sharing with a variety of audiences (Montessori classes are 3 year spans where the younger children learn from the older children) gives them confidence in their ability to learn and understanding how they learned in order to pass it on.(meta cognition)

-Learning by relationships,respecting distinct cultures and perspectives.Creating a safe space in the circle where everyone belongs.

This way of knowing is transferable to all cultures and beliefs and by forming relationships this learning goes much  deeper in creating empathy and understanding others points of views. (walking in anthers shoes)  Relationship forming is key in creating a differential learning environment; with acceptance of all; when the teacher/ TL and student trusts each other and can capitalize on their strengths and  accommodate their weaknesses. Check out The Goals Differentiated Learning.

Nokum is my Teacher; By David Bouchard is an example of storytelling passed on by an elder(grandma-Nokum) to his grandson written and illustrated by Indigenous author/illustrator.

 Storytelling Northern Cree Indigenous author

  I really appreciated going deeper in my learning from comprehension  intellectually knowing the importance of Indigenous ways of learning but not really  understanding them in order to begin considering applying and analyzing why  to embrace them. I can see now how Indigenous ways are aligned with student led learning  with the goal of reaching their  differential potentials and varying learning strengths with and emphasis on observation scaffolding to doing; relationships, storytelling,visuals/symbols and a non-linear (as is IBL) way of learning.


 References:
Rheingold, Howard. "The New Power Of Collaboration". Ted.Com, 2019, https://www.ted.com/talks/howard_rheingold_on_collaboration?language=en.

"UBC Library | Ezproxy Login". Web.A.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=ea31c0ff-3d73-4398-bbca-a863310cb504%40sessionmgr4007.

"Introduction To Inquiry - Opener". Library Supported Inquiry, 2019, https://librarysupportedinquiry.weebly.com/introduction-to-inquiry---opener.html.

Bctf.Ca, 2019, https://bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalWaysofKnowing.pdf.

Bctf.Ca, 2019, https://bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalLens.pdf.

"UBC Library | Ezproxy Login". Web.B.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=725faf70-bbb6-4364-93bc-679f053aed90%40sessionmgr101.