Slide 2 Building Confidence and Competence In Using Local
Resources for Experiential Learning Curriculum Development
Experiences of Pre-Service Teachers Applying the XLearning Process
in a Rural Community Slide 3 South Dakota Teacher Certification
Requirements South Dakota Indian Studies INED 411 Human Relations
EDFN 475 Both classes focus on groups of people, the impact of the
groups on the past, present and future, and the need to maintain
the cultural integrity of the groups in a classroom setting. Slide
4 Undergraduate students enrolled in INED 411 and EDFN 475 during
the 2012 spring semester All were education students Slide 5 High
Plains Western Heritage Center Spearfish, SD Vore Buffalo Jump
northeastern Wyoming Volunteers and staff from both facilities
Slide 6 Jace DeCory Assistant Professor of American Indian Studies
cultural advisor Faculty from the BHSU School of Education and
Behavioral Sciences project evaluators Staff from Center for
American Indian Studies - project evaluator Slide 7 Contacted
Western Heritage Center (WHC) Established expectations of the WHC
Director as to the facility use for educational purposes Developed
a timeline for process including visits to WHC, due dates for
research and project review, Local History Day presentations Slide
8 Basic introduction of process Pre-Process evaluation of knowledge
and experience James Banks cultural curriculum model Visited WHC
and formed working groups Research Project Presentation on campus
and at WHC Post-Process evaluation of knowledge and experience
Slide 9 Gathering Data Students, Topic Experts, Teacher, Community
Staff and Volunteers Slide 10 Process evaluation of knowledge and
experience using a scale of 1-5 (strongly disagree strongly agree)
1. I am not familiar with experiential design in curriculum
development using local resources. 2. I understand experiential
design in curriculum development using local resources. 3. I am
confident in my ability to effectively develop and apply
experiential design in curriculum development using local
resources. 4. Additional comments Slide 11 Topic Group Members / In
Progress / Completed / Next Group leaders submitted the Progress
Reports on specified dates Required accountability for group
members Detailed progress, possible points of concern, and areas to
assist group for the teacher Slide 12 Journal of observations in
class and at WHC Discussions with groups and individuals Slide 13
Interviews with staff and volunteers at WHC Interview with project
cultural advisor Slide 14 Data Collection Results Pre-Process
Student Evaluation Slide 15 INED 411 students I am not familiar
with experiential design in curriculum development using local
resources. Strongly disagree or somewhat disagree = 5 Neutral = 2
Somewhat agree or strongly agree = 18 Slide 16 INED 411 students I
understand experiential design in curriculum development using
local resources. Strongly disagree or somewhat disagree = 15
Neutral = 3 Somewhat agree or strongly agree = 7 Slide 17 INED 411
students I am confident in my ability to effectively develop and
apply experiential design in curriculum development using local
resources. Strongly disagree or somewhat disagree = 9 Neutral = 6
Somewhat agree or strongly agree = 11 Slide 18 The majority of
students responding to the survey were not familiar with
experiential design or using local resources in curriculum
development The majority of students responding to the survey did
not feel prepared to develop experiential learning curriculum Some
expressed positive attitudes about learning the process Slide 19
Starting the Classroom Process Introduction to James Banks and
Applying Multicultural Curriculum Reform to XLearning Slide 20
Based upon research by Banks, the majority of classroom teachers do
not explore culture in-depth Many cultural lessons are based on
food, festivals and purchased generic material Few challenges are
presented for the students to immerse themselves in the culture
Slide 21 http://www.edchange.org/multicultural/
curriculum/steps.html http://www.edchange.org/multicultural/
curriculum/steps.html http://www.learner.org/workshops/social
studies/pdf/session3/3.Multiculturalism.p df
http://www.learner.org/workshops/social
studies/pdf/session3/3.Multiculturalism.p df
http://people.ucsc.edu/~marches/PDFs/
Approaches%20to%20Multicultural%20Refo rm,%20Banks.PDF
http://people.ucsc.edu/~marches/PDFs/
Approaches%20to%20Multicultural%20Refo rm,%20Banks.PDF Slide 22
Education students were required to immerse themselves in a
cultural topic that was inspired by a display at the WHC. After a
field trip to WHC, students formed groups based on like interests.
Within each group, four roles were chosen Leader, Creative
Director, Researcher, Writer Roles were based on student self
identified talents Slide 23 Everyone in the group researched the
topic but the Researcher was responsible for verifying the
information, organizing the facts, and relating the information to
the inspirational display at WHC The Writer assembled the paper for
group members and topic experts to review, edited and revised for
final copy Slide 24 With topic approval, groups choose a grade
level or ability level for project Ability levels were acceptable
as the projects were for tourists as well as school groups The
Creative Director was largely responsible for this portion of the
project development The Leader submitted regular Progress Reports
The teacher regularly met with groups to review Progress Reports
Slide 25 Completed projects were displayed for peer review Groups
had one week to make changes before the topic experts from BHSU and
WHC reviewed the projects Groups had three to four days to make
additional changes before projects were displayed at WHC as part of
Local History Day Celebration Slide 26 Peer Evaluation Slide 27
Slide 28 Topic Expert Evaluation Slide 29 Slide 30 Slide 31
Ghostowns that flourished and faded Slide 32 Recording a Winter
Count Using traditional methods Slide 33 Can You Dig It? - The
hazards and rewards of mining Slide 34 Star Quilts Three levels of
design challenge Slide 35 Lakota Games - Building skills needed for
hunting Slide 36 Managing Pine Beetle Infestation in the Black
Hills Slide 37 Using a drop spindle processing wool Slide 38
Archeology Using clues from the past to explore a culture Slide 39
Vore Buffalo Jump Permanent Display Researched and Designed by INED
411 Students Slide 40 Traditional Uses of the Buffalo Permanent
display VBJ Slide 41 Traditional Uses of the Buffalo Slide 42 Pre
Process /Post Process Evaluations Slide 43 INED 411 students I am
not familiar with experiential design in curriculum development
using local resources. Strongly disagree or somewhat disagree =
5/12 Neutral = 2/2 Somewhat agree or strongly agree = 18/4 Slide 44
INED 411 students I understand experiential design in curriculum
development using local resources. Strongly disagree or somewhat
disagree = 15/2 Neutral = 3/3 Somewhat agree or strongly agree =
7/12 Slide 45 INED 411 students I am confident in my ability to
effectively develop and apply experiential design in curriculum
development using local resources. Strongly disagree or somewhat
disagree = 9/3 Neutral = 6/0 Somewhat agree or strongly agree =
11/14 Slide 46 Post-Process Evaluations Summary The majority of the
students responding to the survey did understand the theory of
experiential design. The majority of students responding to the
survey did feel more confident and competent about finding and
using local resources to develop experiential learning curriculum.
Slide 47 Post-Process Comments I dont think experiential learning
is a very effective method. The work can be done but it isn't worth
it as a teacher or a student. I have enjoyed working on this
project. I didnt like parts of the group project activity. I think
this is an extremely beneficial technique learning and teaching.
The process was a journey but a rewarding one. Slide 48
Post-Process Comments I learned lots from doing a project and
sharing it with the community. I learned how to improve over and
over, which hopefully improved the overall clarity and
historical/contemporary learning outcome. This will be very helpful
as a future educator. I feel more comfortable with this material
now than I did at the start of the class, but I still do not feel
fully confident. Slide 49 Post-Process Comments This was a very
enlightening project. I thoroughly enjoyed all aspects of working
on the project, with the exceptions of a few group difficulties. I
am learning a lot. Enjoyed learning about outside research
material. Beginning to see and get how this works. Not too
confident yet. Slide 50 Initial confusion and a frustration about
the new topic Interest and excitement built during the visit to WHC
Group selection went well but in both classes there were students
left over and they formed their own groups by default More
commitment by some individuals than others in a group Slide 51 Many
projects were still unstructured until days before peer evaluations
but were ready on the due date One group was not ready and based on
peer evaluation, started over with a new idea Topic experts were
impressed with the finished products BH students were in the role
of teachers when presenting their information Slide 52 One student
in particular expressed disinterest in the class, the project and
the group through body language and comments Student was in the
group that had to redo the project but had a shift of attitude when
the new project was positively evaluated by peers and topic experts
Many students were not comfortable with the process in their own
future classroom without more experience in the BHSU classroom
Slide 53 Exciting to students, hooked them into exploring culture
Appropriate practices in working with Lakota youth Attitude when
sharing the information was respectful and maintained the cultural
integrity of the people We are more alike than we are different.
Slide 54 Most groups put heart and soul into project and viewed it
as learning for the future but some groups looked at the process as
an assignment Prepares students for the global community Using the
SD Indian Studies Standards will emphasize the responsibilities of
future teachers Slide 55 Using community resources is the most
important part of the process. Students were out of comfort zone
and had to brainstorm with staff to develop project. Assignment is
a challenging perspective WHC was considered an extension of the BH
classroom. Students were respectful, polite and were trusted with
the access to exhibits. Slide 56 Would like to see more classes
from other areas of study involved with WHC Students will use what
they are doing getting them involved is important. Slide 57
Evaluations for group and self contributions to the process
supported teacher observations and discussion with the groups Very
positive and professional comments Honest evaluations, more direct
than in person discussions Slide 58 INED students will write lesson
plans based on South Dakota Indian Studies Standards for grades
K-12 and donate them to the Vore Buffalo Jump EDFN students will
design education kits for contemporary issues in cultures Both
classes will continue to visit the WHC and INED students will also
tour the Vore Buffalo Jump Slide 59
http://www.edchange.org/multicultural/curricul um/steps.html
http://www.edchange.org/multicultural/curricul um/steps.html
http://www.learner.org/workshops/socialstudies
/pdf/session3/3.Multiculturalism.pdf
http://www.learner.org/workshops/socialstudies
/pdf/session3/3.Multiculturalism.pdf
http://people.ucsc.edu/~marches/PDFs/Approac
hes%20to%20Multicultural%20Reform,%20Banks.PD F
http://people.ucsc.edu/~marches/PDFs/Approac
hes%20to%20Multicultural%20Reform,%20Banks.PD F Resource Book for
South Dakota Indian Studies by Mary L. Jones, Ed.D. (Black Hills
State University Bookstore) Teaching for Diversity by Ricardo L.
Garcia
