KINA WAABGE
THE CIRCLE OF LEARNING
LEARNING STYLES IN NATIVE ADULT EDUCATION PROGRAMS

Nokee Kwe
Occupational Skills
Development Program
340 Saskatoon St.
London, Ont.,
N5R 4R3
519-451-6980

prepared by
Carol Brooks, Ph.D.
1987

FUNDED BY THE ONTARIO MINISTRY OF SKILLS DEVELOPME27I

PHYSICAL

EMOTIONAL

Doing

Relating

Inclusiveness

Connecting

Detail

Feeling

Concreteness

Planning

Practicality

Assessing

SPIRITUAL

MENTAL

Balance

Thinking

Harmony

Vision

Wholeness

Focus

Culture

Structure

Timing

Values

KINA WAABGE - is a term with several meanings
regarding the circle of

learning.

One is by observation and learning--

understanding and applying it.

Another

meaning is the learning that starts
within us in the spiritual and emotional

basis personally.

We take everything

into consideration before we leap.

Literally translated means

’Seeing All.’

--Dorothy Wassegijig Kennedy

ACKNOWLEDGEMENTS
MUCH APPRECIATION IS EXTENDED TO
--Dr.

Sandra Seagal for her constructive feedback
to students during the year and for her
contribution to this manual;

--Deb

Skye,
Susan
MacPhail,
Colleen
Johnson
and Carolyn Newell o £ Nokee Kwe who offered
direction and counsel;

--Joy

and John Campbell,
Meg Houk,
and Kathy
Jenniskins for their suggestions regarding
physically-centred learning.

— Susan Booth, Nutan Joy and Paul
their
suggestions
regarding
centred learning;

Doucette for
emotionally-

--Diane
Hill-Miller
and
Bob
Antone
of
Tribal
Sovereignty Associates for their creative
help throughout the year;

--Priscilla Hewitt of Wanepuhnud for her con­
structive work in instructional techniques.
--Lyn

Gillespie and the
staff of Parry Sound
High School for their sensitive commentary
on this work;

--Students of the Anishinabek Club, Nokee Kwe,
Wanepuhnud,
Key North,
Fanshawe College,
Georgian
College, Mohawk College and the
Program in Journalism for Native People at
the University of Western Ontario.
--Women’s Preparatory Programs at Fanshawe College
for loan of video equipment.

TABLE OF CONTENTS
Acknowledgements

Introduction

1

The Nokee Kwe Study

What This Manual Is For and How To Use It

2
3

Overview of Learning Styles

10

Physically-Centred Learning
Emotionally-Centred Learning

17
36

Mentally-Centred Learning

46

How to Present Learning Styles Information
In the Classroom

Program Evaluation

49
57

Definition of Success

Internal Evaluations and Educating
Evaluators
Checklist for Program Evaluation

Future Research

64

Appendices

65

Selected Books for Classroom Use

The First Principles
Selected Bibliography

INTRODUCTION
This manual on learning styles
FOR

PROGRAMS

WAS

PEOPLE

NATIVE

in adult education
TO

PREPARED

ENCOURAGE

Native programs to clarify and document their success­
ful EDUCATIONAL INITIATIVES.
The impetus for this manual grew out of a pattern
of

events

which

of

Native

programs.

to

develop

methods

and

terest

are

as

adapted

have

worked

hard

of

instruction

which

meet

their

draw

out

skills.

Instructors

in

these

that

directly
to

opposed

programs

Some

effectiveness

successfully

acknowledge

often

the

and

needs

students’

threaten

sometimes

their

their

in­

programs

methodology

and

content

the

student

of

conven­

only

tradi­

to

the

context

reflecting

the

methodology

of

tional educational systems.
When

come

evaluators

external

tional

educational

may

filtered

through

the

American

culture.

be

North

miss

the

dynamic

blend

in

programs.

these

missing

that

the

the

of

see what they expect to see,

assessments

expectations

and

is

their

experience,

tion

discreet

with

of

conven­

Evaluators

pragmatic

they

Because

often

and

the

do

not

they think that something

and

they

make

their

program

is

lacking

and

to

funders

make

changes.

report

must

What is needed is a way of pointing out and validating

effective
in

many

educational

Native

evaluations.

programs

measures
and

a

in

practice

making

accurate

already
way

of

2

THE NOKEE KWE STUDY
In 1985 Nokee Kwe Occupational Skills Development

Program,
adult

Native

in

new work
and

staff

employment

provides

which

learning

members

introduced

first

women,

styles.(1)

found

preparation

this

to

students

Program

work

for

participants

in learning styles

personally useful because
1)

it drew on information about themselves and others
which many already understood intuitively or instinc­
tively;

2)

it provided a vocabulary and a framework for further
discussion and understanding of students1 ways of
learning;

3)

and it allowed students to re-define their past exper­
iences in public and federal schools whose instruc­
tional styles had not addressed their learning needs.

In 1986 Nokee Kwe sponsored a study (2)

introduce

this

particular

to

Native

programs

other

learning
in

which would

styles

Ontario

and

system

develop

a

profile of students’

learning needs to support special

culturally-sensitive

content

and

instructional

deliv­

in

London,

ery in programs.
Participants

Muncey,

(1)
(2)

Hamilton,

came

from

Toronto,

programs

Parry

based

Sound,

Sudbury

and

Sandra Seagal and David Home, The Human Technology, Life Actions, Topanga.
Canyon, Ca., 1985.
This study was funded by the Ministry of Skills Development.

3

the Thunder Bay area.
pants

and

the

the

from

were

Oneida,

94

Ontario

Manitoba

(6),

North

Columbia

(2),

the

tives

of

were

Assessments

consultant

The

tant.

designer

States

New

(2),

a

on

based

on

with

worked

styles

analysis

an

British
Brunswick

video-taped

short

the

consul­

Sandra

Seagal,

and

Dr.

system,

to

learning styles attributes and strengths.

were

from

(1).

participant

learning

the

of

Thames

numbers
(3),

based

the

between

conversation

small

Territories

West

and Prince Edward Island

(1),

the

There were representa­

and

bands

United

of

Chippewa

Reserves.

Nations

Six

The largest numbers of partici­

Assessments

and

voice

of

determine

interactive

patterns.
Participants
of

the

assured

were

the

of

conversations.

video-taped

groups

wanted

to

view

the

style

consultant

met

individually

to

review

the

shared

dialogue

Some

tape

feedback

often,

participants

other

group

their

learning

were

video-taped,

but

by

the

was

often

a

greater

a

result

again,

there

themselves

as

learning

Most

participants

being

A

together.

participants

with

about

continued

some

However,

with

feedback.

the

confidentiality

shy

initially

time

processes.

or nervous

about

saw the

tape

they

understanding

having

of

and

members

gone

about

through

the

process.

Two
in

the

hundred
study,

community

found

that

three

and
160

students

developers.
104

participants were

(65%)

Of

and

the

were

43

160

involved

instructors
students,

and

Seagal

emotionally-centred

and

4

physically-centred.(1)

56

(35%)

in

striking
at

assessment
women

to

contrast

in

previous

College

in

Technology

and

Fanshawe

students

a

These

figures

learning

which

style
of

93%

Trades

are

the

programs

were emotionally-centred and 7% physically-centred.(2)

no

There

were

study,

a fact that is,

A

small

very

tion,

3-5%,

would

be

of

study

percentage
is

in itself,
of

the

in

either

not too surprising.

Ameican

popula­

these

students

abstract

courses

North

mentally-centred

and

to

select

more

those

offered

in

inclined

than

learners

mentally-centred

adult

preparatory

programs.

NOKEE KWE STUDY
EmotionallyCentred

PhysicallyCentred

Total

104 (65%)
16 (80%)

56 (35%)
4 (20%)

160
20

Community Developers
(Native)

10 (83%)

2 (17%)

12

Instructors/Staff
(Non-Native)

11

Students

Instructors/Staff
(Native)

11

(1)
For a description of these styles of learning, see the next four sections
of this manual, beginning with "Overview of Learning Styles."
(2)
Carol Brooks, Instructor's Handbook: Working with Female Relational
Learners in Technology and Trades Training, 1986.

5

COMPARISON OF NOKEE KWE, FANSHAWE COLLEGE AND GENERAL
NORTH AMERICAN POPULATIONS
Emotionally- Physically- Mentally
Centred
Centred
Centred

Students in
Native Programs

104 (65%)

56 (35%)

77 (93%)

7 (7%)

(85-90%)

(5-10%)

Students in
College Trades
& Technology
Programs
General North Amer­
ican Population

Most
were

A

urban.

reserve

of

the

of

29% to

50%

enrolled

programs

in

visited,

developers

physically-centred

of

them

Instructors

learners

that

on

study

Kwe

programs.

one

suggested

have

Nokee

physically-centred

urban

learners.

physically-centred

munity

in

programs

range

were

students

two

the

of

(3-5%)

the

reserves

Of

the

had

82%
com­

and

percentage

is

higher

than in city programs.

Some

participants

if

wondered

the

conditions

of life and environment influenced the learning style;

for

example,

does

reserve

incline

learner?

These

(1)

Sandra

Seagal,

a

up

growing

person

to

conditions

Training Materials,

Topanga. Canyon, Ca,, 1984.

on

be

a

a

farm

or

on

the

physically-centred

might

Predictive

account

Profiles

for

the

International,

6

development
sarily

of

certain

skills,

the

learning

is

almost

determine

population,

which

would

not

neces­

style.(1)

The

Asian

but

exclusively

physically-

lives in both urban and rural regions.

centred,
Most

the

of

programs

visited

so

the

geared

to

women

students—136

to

co-ed

programs

were

women,

that

there

numbers

male

27

specifically

were

students.

numbers

comparable

more

reflect
In

the

of

phy­

sically and emotionally-centred male and female

students.

On

there

a

that

is

top
patina

influences

the

of

style

basic

socialization

of

to

learning

the

learning,

of

extent

roles

gender

in

it estab­

that

lishes certain gender-specific expectations and

behaviours.

had

hoped

male

behaviours.

tructors

to

the

planning

In

with

work

gender-specific

these

Experience

adjusted

this

data

study,

with

highly

consultants

specific

as

so

and

female

students

objective

is

the

much

sensitive

ins­

and
of

the

takes

and

second place at this time to issues of Native identity,
Seagal

sical.(2)

also

saw

characteristics

Native

learners

have

physical

of

the

strong

sense

of

concern

with

cultural

some

Therefore

tionally-centred

a

of

group

the

overlay

that

is

phy­

people

who

are

emo­

developed

certain

for

example,

learners;

identification,

comprehensive,

the

inclusive

depth
and

practical.

North American
primarily

for

the

school

systems

have

mentally-centred

been

designed

learner.

This

(1)
Sandra Seagal/ Workshop Notes, Predictive Profiles International, Topanga
Canyon, Ca., 1984.
(2)
Sandra Seagal, Student Assessment Notes, London, Ont., Apr.-Sept. 1986.

7

information

more directly

to accommodate

learning

and

needs

general.

Because

American

population

in

educational

the

needs

that
of

of

styles

the

is

across

their

need

systems

differences

in

the

population

in

85%

of

the

North

emotionally-centred,

changes

likely

reflect

greatest

examine

and

the

to

approximately

approaches

programs

students

educational

that

suggests

will

very

number.

It

implicit

their

provision of

is

imperative

expectations

service.

As Diane

Knight writes in her study,

For many Native students..., it is not a case
of the student
having learning problems, but
rather a situation where a
learning
style,
dictated by the student's cultural background
is in conflict with a foreign teaching style.
When the processes by which one is taught are
out of phase with the processes by which
one thinks and learns,
then successful
learning is not likely to occur.(1)

Learning

is

initiated

nition of students’
ing

process.

STUDENTS

ARE

APPLY THEM

(1)

and sustained by a recog­

strengths operating

Using Seagal’s
ABLE

TO

approach

IDENTIFY

THEIR

in the learn­
to

learning,

STRENGTHS

AND

IN THE LEARNING PROCESS.

Diane Kinght, "A Study of Learning Style and Its Implications for Education

of Indian People," for Health Sciences Dept., Sask. Indian Community College,
Aug. 1985.

WHAT THIS MANUAL IS FOR ’
AND HOW TO USE IT
The

collected

This

following

visits

from

manual

pages
with

provides

drawn

are

students

certain

from

and

the

data

instructors.

Native

for

resources

programs:

A SYSTEM OF LEARNING STYLES

1)

which allows Native programs

to articulate and document

needs and charac­

students’

teristics.
DESCRIPTIVE EXPERIENCES OF

2)

STUDENTS AND INSTRUCTORS re­

flecting the learning process.

SAMPLE INSTRUCTIONAL STRATEGIES

3)

used by instructors.
A DEFINITION OF SUCCESS based

4)

on learning styles data and

GUIDELINES FOR PROGRAM EVALUATION.

This
which

can

manual

to

put

a

offers

rest

way

of

obsolete

looking

at

stereotypes

talize neglected strengths and attributes.

learning

revi­

and

In fact,

seeing certain characteristics as part of a stereotype
has

often

teristics
When

kept

as

viewed

people

valid

from

strengths

positively,

structively for them.

these

using

these

of

a

same

charac­

particular

style.

traits

can

work

con­

9

This

the

that

suggests

manual

RESOURCE TOOL FOR EDUCATORS AT THIS TIME

THEIR

PROCESSES, a.
of

The

manual

respectfully

equally,

OF

OBSERVATION

IN

SKILLS

important

most

IS TO DEVELOP

STUDENTS*

a

proposes

DISCREET

way

particular

observing

people's

different

styles

valuing

certain

personal

traits

without

above others.

strategies

The

with
of

the

stated

following

part

or

they

may

the

reader

each

has

margin

be

in

note

a

in

the

their

use

the

year,

when

visits

that

many

instructors

and

methods

which

reading.

to

reflect

to

have

the

help

To

the

left-hand

instructor

classroom.

programs

and

strategies,

practical

the

is

subtly

anecdote

or

up

It

discussions

sometimes

in

text.

in working

use

the

successively

elaborate

clear

first

these

of

numbered

the

are

"experience”

overlooked

been

of

an

of

make

They

pages.

to

within

embedded

are

students

instructors

for

to

Throughout

developed

principles

was

it

occurred,

techniques
fundamental

to the learning styles information.

The
what

Native

learning
on

manual

as

learning

posed

by

a

itself

people

they

have

styles.

as

said

about

have

interacted
In

collective

its

observes

this
of

focus

education

and

with the information

sense,
200

basic

it

has

people

and

been

com­

suggests

not one prescription but many pathways to learning.

10

OVERVIEW OF LEARNING STYLES
INTRODUCTION
The learning styles assessments were based on
analysis

Sandra

vocal

of

Seagal

students

responded

interactive

patterns.

this

system

of

to

format--informal

and

developed

an

positively

the

Dr.

analysis

and

conversation and feedback.

quencies

identified

has

Seagal
in

the

sounds

with

higher

pitched

nine

voice

human

the MENTAL dimension.

has

and

frequencies

sound

fre­

linked

these

The

three

processes.(2)

psychological
sound

different

are

linked

with

Some examples of the accompany­

ing mental processes are

THEORIES,

IDEAS,

OVERVIEW,

The

three

OBJECTIVITY,

middle

VALUES,

VISION,

STRUCTURE,

FOCUS, ETC.

frequencies

reflect

the

EMOTIONAL

dimension and the following processes

PERSONAL

The

COMMUNICATION,

CONNECTING,

ASSESSMENT,

CREATIVITY,

SUBJECTIVITY, Etc.

three

physical

(1)

FEELINGS,

deeper

sound

PLANNING,

frequencies

RELATING,

ORGANIZATION,

connect

with

the

system and its attendant processes,

This chapter is on "Overview" and the following three chapters on the

three learning styles covered in this report are directly attributable to Dr.
Seagal.
It would be impossible to footnote each statement.
Footnotes have
been reserved for the major references.
(2)

Seagal, Training Materials, Life Actions, May 1986.

11

IMPLEMENTATION,
INSTRUMENTATION,

to

Seagal,

in

the

learning

to

be

consistently

styles

take

DOING,

INCLUSIVITY,

CONCRETENESS,

DETAIL,

REPETITION, Etc.

PRACTICALITY,

According

COMPREHENSIVENESS ,

these

process,

their

three
but

dimensions

interact

dimension

appears

one

prominent.

The

three

learning

names

the

most

prominent

from

feature-PHYSICALLY-CENTRED LEARNING,

EMOTIONALLY-CENTRED LEARNING,
MENTALLY-CENTRED LEARNING.

12

PHYSICALLY-CENTRED LEARNING

OVERVIEW:

students

Physically-centred

learning

their

context.

on

the

task,

on

said

that

if

they

can

do

practice

and

repetition.

them

is

part

concentrate
have

something,

for

They

whole

Many

time

when

the

to

do

best

of

prefer
of

learn

they can watch someone
themselves

it

doing.

the

enough

given

Comprehensiveness

is a prime value in the process.

Verbal communication does not appear to be neces­
sarily

verbally,

but

when

duce a lesson,

and

to

than

in

words

intro­

overload students.

gather

to

with

students

chosen

instructor uses words to

an

non-

or

it is helpful if the words are concrete

appear

students

Information

indirectly

discreetly,

point and do not

the

process.

learning

the

in

transmitted

be

may

1

central

other

more

considerably

learning

explanations

These

data

carefully

styles;

facilitate

the

learning

practice

and

complete

process.

Having

enough

time

to

is

essential

for

these

tasks

an

inclusive,

in

what

is

thorough-going

undertaken

that

learners.

aspect,

may

more

be

pacing

styles.

The

American

schools

needs

of

Sometimes
in

the
these

remedial

measured
of

often

learning
does

not

physically-centred

students

classes.

support their learning,
and excel.

than

may

Given

be

it

is

require

The physical

for

exercises
suit

the

the, other

in

North

style

learning
mistakenly

correct

is

largeness

a

sometimes

may

more time than for the other two styles.

rhythm

There

and

process.

placed

conditions

to

these students work effectively

13

learning

in

the

of

belonging

environment

when

a

community,

group

Their

identity

to

knowledged.

is

positively

or

not

experience
two

3

effected;

integrated

for

First,

into

group

the

learning

the

the

in

readily

when

their

class

techniques

and

small

task-group

strong

this

sense

of

learn-

bonded;

life
are

formats

addition

to

issue

of

there

incorporated

in

In

identity,

to

respond

has

issue.

positive

by

ing

students

are

There

enhanced

is

identity

identity

Second,

of

the

students

content.

enhancement

with

process,

cultural

helpful.

ac­

injured

disruption.

and

consideration

particularly

is

is

identity

skills

sense

family

or

students’

more

strong

students’

these

when

discontinuity

aspects

ease

congruent

is

environment,

learning

the

their

at

When the group is appreciated

group they are part of.

in

most

are

students

Physically-centred

belonging

is

a

the

to

need

their

have

learning be of practical use to their group.

OVERVIEW:

EMOTIONALLY-CENTRED LEARNING

Emotionally-centred

to

faculty
6

forth

sustain

by

the

learning

with

the

instructor or

process;

other

and

involvement.

from

the

personal

experience

lives.

These

attention

speaking

about

learning.

in

interaction
and

7

intensify

it

of

what

and

the

When

they

they

are

difference
are

the

use

learners

students

need

conversing

back

students helps

This

point

group

of

starts

view—their

learning,

their

it

make

feeling

in

their

encouraged,

they

will

personally

auditory

14

g

Personal stories from instructors

respond positively.

about how they learned stimulate these students.

Because

feelings

are

a

vital

to

learning,

it

is

important

openness

about
9

is

When

learn.

at

heightens

the

degree

Emotionally-centred

10

to

group

and

to

centred,

which

threatened

is

sensitivity

their

good

this

ease

to

they
or

is

learning is more difficult.

vulnerable,

11

feel

them

feel

of

students

When

sensitivity

sensitivity

to

their

of

for

and

environment

The

themselves.

notable.

this

the

in

relaxed

feel

aspect

and

variety

accommodate

learners

diversity.

art

Creative

well

processes

are often effective routes to learning for this group.

OVERVIEW:

stimulate

learning.

idea,

theory

the

They

action.

or

to

They

appear

than

on

personal

what

is

important

worked

with

learners

These

the

or

tend

depend

students

on

the

they

value.

their

value

system

feelings

in

more

on

help

focus

to

people

learn

or

visual

on

to

them,.

to

rather

data

experience
to

the

use

learners

Mentally-centred

12

13

MENTALLY-CENTRED LEARNING

what

Some

them

than

deciding

instructors

expand

their

have

value

system and thereby increase their effective participa­

tion

a

in

subject

educational

to

be

experiences.

learned,

these

Once

they

value

learners, more than

15

other

the

two

many

manner;

tary

content

are

groups,

to

have

students

no

a

in

work

soli­

in

difficulty

remaining focused on what they are learning,

no matter

how long it takes.
These

learners

respond

which

are

validated

by

Their

objectivity

ideas and content

to

well

documentation

to

them

allows

authorities.

or

develop

overviews

and abstracts of what they are learning.

In

tion

the

learning

used

are

to

ask

language

process,

and

probe

questions,

communica­
debate

issues,

and discuss theories and ideas.

SUMMARY
the

While

is

experienced

is

important

cludes

all

initial

processing
by

the

three

groups,

it

that

the

whole

process

in­

differently

remember

to

three

information

of

emotional

dimensions--physical,

and mental--fully interactive.

following

The
prominent

chapters

dimensions

interacting

with

of

these

other

two.

each

illustrate

the

Each section can be read as a discussion on the dimen­
sion

itself.

example,

For

physically-centred learners

might read about the emotionally-centred and mentally-

centred

learning

experience

and

receive

some

sugges­

tions on developing those dimensions in themselves.
The

to

help

purpose
people

to

of

this

develop

learning

all

styles

aspects

of

work

is

themselves

by understanding more clearly their own processes.

16

INSTRUCTORS

READING

THE___ NEXT

THREE

CHAPTERS

SKills IN OBSERVA­
TION OF DISCREET DATA AND THEIR OWN INTUITED UNDER­
STANDINGS OF STUDENTS.
Instructors may recognize

ARE

ADVISED

TO

CONSIDER

THEIR

OWN

THAT THEY HAVE ALREADY DEVELOPED CERTAIN

STRATEGIES
PHYSICAL,

INSTRUCTIONAL

IN RESPONSE TO THE THREE DIMENSIONS-EMOTIONAL, MENTAL.

17

PHYSICALLY-CENTRED LEARNING
physically-centred

For

the

learners,

physical

dimension may be most apparent initially in the learn­

ing

process.

be

seen

system

with

the

mental

and

emotional

the

three

dimensions

interact,

interacting
more

The

there

more

whole

part

dimensions.

the

a

is

It

harmony;

is

of

the more there

and

can

is harmony,

the more fluidly the dimensions work together.(1)

not

to

They

have

edge

which

they

gain

to

learn

and

ability

value

to

the

physical

learn

have

people

Physically-centred

to

in

perspective

recognize

through

to

sometimes

value

themselves.
the

knowl­

dimension.

Their

and

this

learned

do well with a

sense of well­

being depends on this primary recognition.
Emotionally
read

and

following

the

mentally-centred

pages

may

gather

people

directions

who

for

themselves in developing their physical dimension.

In

this

physically-centred

learning

process

there are certain

KEY CONDITIONS WHICH SUPPORT LEARNING

I.

INITIATING LEARNING
CONTEXT
EXPLORING

THE

IN ITS PRACTICAL

ENVIRONMENT

RELATED

TO

WHAT

IS BEING LEARNED.

(1)
Sandra Seagal and David Home, "Overview," Video documentary, Predictive
Profiles, Topanga Canyon, Ca., 1985.

18

II.

LEARNING BY DOING:
TINKERING.
REPEATING

A

PATTERN

OBSERVING, TOUCHING,

OF

ACTION

UNTIL

IT

BECOMES NATURAL/PRODUCTIVE.

III.

ATTUNING TO THE RHYTHM OF THE PHYSICAL
DIMENSION.

IV.

IDENTIFYING LEARNING WITH ONE'S GROUP,
COMMUNITY OR FAMILY (GROUP CONSCIOUSNESS.)

V.

COMMUNICATING FOR BALANCE AND HARMONY.

19

INITIATING LEARNING IN ITS PRACTICAL CONTEXT
EXPLORING

THE

ENVIRONMENT

RELATED

TO

WHAT

IS

BEING

LEARNED.

In

the

what

is

being

life

experiences.

consider

the

following

learned
It

practical

two

descriptions

is

not

is

important

separated

context

of

learning,

from

everyday

that

related

instructors
to

classroom

topics.
Description

14

1:

Excerpt from a letter written by a mother
to her child's teacher:
He is not accustomed
to having to ask permission to do the ordinary
things
that
are
part of
a normal
living.
He's
seldom forbidden to do anything; more
usually
the
consequences of
an action are
explained to him and he is allowed to decide
for himself whether or not to act.
His entire
existence since he has been old enough to
see and hear has been an experimental learning
situation arranged to provide him with the
opportunity
to
develop his
own
skills
and
confidence in his capacities.
Didactic teach­
ing will be an alien experience for him.(l)

Description 2;

15

It
was
a
very different kind of
learning
situation that we were in as children.
In
fact, all the things we did related to our
way
of
life.
Everything had to
fit
into
the whole; we didn't learn things in parts.
As an example:
if we watched someone running
an outboard motor, we would learn everything
that
was
involved
in
working
that
motor.

(1)
"A Mother to a Teacher," from Northian Newsletter, 1986.
(Submitted by
Jock Smith, Surrey School Trustee and Educational Counsellor for the Department
of Indian Affairs.)

20

PRACTICAL CONTEXT

If someone taught someone here to do that,
after he was finished he might add a safety
program on top of it.
This would be an addi­
tional thing.
The way Indians learned it,
they built in a safety program while they
were
learning
through
their
observations
and
because
their
very
lives
depended
on
their doing it right.
And just as we didn’t separate our learnfrom our way
of
life,
we didn't
separate
our work from it either.(1)

Suggested exercises:

—Field trips

16
17
18

—On the job interviews

—-Job placements

19

—Team

projects

with

small

groups

of

compa­

tible students working together
20

—Designated activity centres in the classroom

21

—Simulations through

story-telling

role playing and skits
sculpturing(2)

(1)

Wilfred Pelletier, "Childhood in an Indian Village."

(2)
Examples of simulation exercises can be found in the manuals produced
by the Participatory Research Group.

21

LEARNING BY DOING:

OBSERVING, TOUCHING, TINKERING.

REPEATING A PATTERN UNTIL IT IS NATURAL/PRODUCT 1VE.

--'Doing’

makes

sense,

especially

if

the

student

can

first

WATCH THE WHOLE PROCEDURE.

Example 1:
’’Most times, if I watch someone else do something,
I can turn around and do it, as long as I watch
the whole procedure.
But if I don’t watch them
I might as well forget it.
Like if you gave me
a book with everything from A to Z, I’d still
say, well, this doesn’t seem right, it seems too
complicated.
But, all of a sudden, if somebody
shows you, you say, ’Oh, that’s easy.’
It s all
the big words in between.
You think 'Gee that
seems like a lot.'" (Oneida Student)

22

Example 2:
"You don’t have a plan or a scheme in your mind
to follow.
It’s more like your fingers know;
your brain or your organizing function aren't
what know first."(1)

Example 3:
"A person, nine times out of ten, can learn more
at the job than writing it up on paper.
1 think
I learn faster that way."(2) (Oneida Student)

(1)

Meg Houk, Consultant Notes, London, Ont. Sept. 1986.
Modern Physics appears to back this statement. Ken Wilbur cites studies
by Karl Pribram on "distribution of information throughout the system,"
The Holographic Paradigm and Other Paradoxes, London, 1982, p. 7.

(2)

An emotionally-centred learner might prefer to go back and forth between
something written and the task while a mentally-centred learner might
prefer to work out the task abstractly on paper.

22

LEARNING BY DOING

--Use concise, brief, concrete words to get students
started.
These students take in so much information
IN
EVERY
MOMENT THAT
TEACHERS
SOMETIMES
INTO OVERLOAD WITH TOO MANY WORDS.

PUT

THEM

Example 1:
”1 just shut down when there are too many words.”
(Toronto student)
Example 2:
When scheduling courses, balance textually demanding
courses with courses requiring other skills (be- "
cause of the tendency to comprehensiveness of
detail): ”1 can’t read 5 books at a time.” (Parry
Sound student)

22

--Allow time at first for tinkering and then for repetition.
Physically-centred learners do not necessarily move sequentially
FROM ONE POINT TO ANOTHER UNTIL COMPLETION.
.

Example 1:
Instructors repeat a visual demonstration several
times (science, math, trades and tech shop, grammar
etc.) sometimes changing it slightly each time.

25

Example 2;
Students will try what the teacher has just shown
when the group as a whole is going to try it.
Example 3:
One math instructor monitors her class and finds
she may demonstrate a problem 3 or 4 times illus­
trating the same principle and then she asks the
students to tell her the steps.
The next time
they do the problem themselves, using 3 or 4 exam­
ples.
She then gives them enough time to work
on the problems themselves.
This instructor gives speed drills from the
beginning of the week to the end and notices that
students’ scores vastly improve during the week.(l)

25

Example 4:
One instructor asks students to monitor how many
repetitions it takes before they really learn
the task.
Then the instructor and student gradu­
ally aim at working with 3 to 5 repetitions.

27

(1)

Priscilla Hewitt, Wanepuhnud Native Women's Program, Toronto.

LEARNING BY DOING

28

23

Example 5:
Students need to ’’digest” information over a period
of time, often short passages must be re-read,
digested and assimilated before they are known.
Think of certain Native
songs or poems as you
prepare yourclassroom presentation.

--Routine supports learning.
29

30

Example 1:
New learning or new routines are best introduced
as ’’not new" but part of a whole picture or con­
nected with a familiar routine.
Also introduce students to the first 3 principles of "First Principles" (Appendix), a statement
compiled by elders and educators for The Four
Worlds Project.
Discuss "wholeness, process and
change" in light of ROUTINE.

—Incorporate computers into the curriculum. They allow con­
crete, HANDS-ON WORK AND AS MANY REPETITIONS AS NECESSARY.
31

Example 1:
Good results have been found with computer instruc­
tion in English, math and other subjects.

24

ATTUNING TO THE RHYTHM OF THE PHYSICAL DIMENSION-

--Permitting the measured pacing or rhythm of physi­
cally-centred LEARNERS ALLOWS THEM TO WORK WITH THE
COMPREHENSIVENESS,
INCLUSIVITY OF DETAIL AND LARGE­
NESS OF SPAN WHICH ARE CHARACTERISTIC OF THEIR PRO­
DUCTIVITY.

32

33

Example 1:
Life skills exercises which focus attention on
people’s differing rhythms are essential.
One
instructor asks the women to pass around a drum
and beat it until they have commuicated their
own individual rhythm.
Throughout the exercise,
the group comments and encourages each player,
offering nuances,
from their own knowledge of
the student.
Example 2;
Instructors
pauses.

--Support the
34

can

speak

interaction

more

more

slowly

the

mental,

emotional

FOR

COMPLETE

of

AND PHYSICAL RHYTHMS BY
.ALLOWING
SUFFICIENT
PROCESSING,

TIME

with

and

.Giving time to formulate responses,
.Learning to be comfortable in the silence
.Not

REQUIRED TO GIVE THIS TIME,

answering

for

them

SENTENCES FOR THEM.

or

AND

completing

RHYTHM

25

--Rushing the process results in incompleted tasks,
low self-confidence and lack of belief in their poten­
tial.
Example 1:
A Chippewa woman in a self-directed academic up­
grading program, an exceptional student who plans
to continue her training—"School is more fun
now.
It’s not as serious as it used to be.
It
helps if you’re at ease.
There’s nobody behind
you pressing you.
Years ago there was always
somebody standing behind you telling you, ’You’ve
got to get this done.’
Now we can work at our
own pace and when we need help, we can cal 1 the
teacher to help us."

26

--Expect

and

utilize

identification

with

the

group

THROUGH DISCREET SIGNALS.

Example 1:
”I remember as a child a different kind of organi­
zation existing, and I have come to call it now
’community consciousness.’
That
community
can
exist and function and solve all its problems
without any kinds of signals, like a school of
fish.
All of a sudden you see them move; they
shift all together.”(1)
Example 2:
Some
instructors
build
a
learning environment
on this trait by a)being sure the class bonds
as a community and b)utilizing small work groups for
problem solving, etc.

35
36

NOTE:
Attributes associated with group identification
may sometimes be misinterpreted by people who
are not familiar with the usefulness of discreet
signals.
Often these very constructive and posi­
tive attributes have been wrongly stereotyped.
Instructors must exercise their finest, most cir­
cumspect skills of observation in their inter­
actions with students.

--Motivation,

competition

and

drive

at

the

service

OF GROUP CONSCIOUSNESS HAVE A DIFFERENT LOOK FROM
THEIR APPEARANCE IN GENERAL NORTH AMERICAN CULTURE.

Description 1:
You could see
them.
There

(1)

it in our games.
Nobody organized
weren’t
any
competitive
sports.

Wilfred Pelletier, "Childhood in an Indian Village."

27

IDENTIFYING WITH THE GROUP

But we were involved in lots of activity...and
we were organized, but not in the sense that there
were ways of finding out who had won and who had
lost.
We played ball like everyone else, but
no one kept score.
In fact, you would stay up
at bat until you hit the ball.
If somebody hap­
pened to walk by on the street, an old guy, we’d
tease him and bug him to come over and try to
hit the ball, and he would come over and he’d
swing away.
If they threw us out on first, we’d
stay on first anyway.
We ran to second, and they
would throw us out there, and sometimes we'd get
thrown out all the way around.(1)
Description 2:
A sixteen-year old Mohawk student was excellent
at football.
His mother, who related this story,
spoke of how he was such a hard worker that she
encouraged him to play on the football team as
an outlet.
After a few weeks, he left the team
and would not return. He told her that
it was
more important for him to spend the time
helping
his grandparents who were getting old and needed
help with the chores. Despite his mother’s encour­
agement to play, his decision was based on the
usefulness of his role to his identified group,
his grandparents. His mother, who was emotionallycentred recognized that she had projected onto
him expectations associated with her own style.

--Some

physically-centred

students

have

the

OF
EFFICIENCY
EXPERT--THEY
SEE
CLEARLY
HOW
COULD
BE
DONE
BETTER
BY ASSIGNING
CERTAIN
TO SPECIFIC TASKS.

gift
THINGS
PEOPLE

Example 1:
Some instructors ask these students to assign
teams or certain people to tasks; this allows
students to develop and practice their skills.

37

(1)

Wilfred Pelletier, "Childhood in an Indian Village."

28

IDENTIFYING WITH THE GROUP

--The leadership or directive role is often shared.
One person will direct action from time to time as
needed.
Teachers can make effective use of this.
Description 1:
...there wasn’t any kind of a vertical structure
in the community.
In these communities, what
existed was a sharing of power.
In spite of what
everybody says, we really didn’t have chiefs,
that is, people who were bosses.
We had medicine
men, who were wise men.
The rest were leaders
as we look at them today.
It was a different
kind of leadership in that the person who was
leader had special abilities, say in fishing or
hunting.
He took the leadership that day, and
then discarded the leadership when he finished
with the job.
He had the power only for the time
he wanted to do something.
That power came in
all forms of all the things he did in the community
so that he used power only for the thing he wanted
to do, and then he immediately shed it so that
someone else could pick it up and it could change
hands several times in the community in a day
or a week or whatever.(1)

Example 1:
One instructor leads the group as much as possible
from the seated position, equal to the students.
When she works with individual students, she always
sits beside them.
She feels that they respond
positively to her because she is not taking a
different position from them.
It is also possible
that students may be more willing to assume leader­
ship under these conditions.(2)

38

Because

physically-centred

people

see

themselves

FIRST THROUGH THEIR IDENTIFIED GROUP, THEY MAY NEED
TO WORK ON SEEING THEMSELVES AS SEPARATE INDIVIDUALS
WITH
SEPARATE
FEELINGS.
BALANCING BOTH
INDIVIDUAL
AND GROUP IDENTIFICATION IS IMPORTANT TO THE LEARNING
PROCESS,
__FOR ENHANCING INDIVIDUAL ABILITIES,

__For

establishing a sound plan for training
AND CAREER.

(1)

Wilfred Pelletier, "Childhood in an Indian Village."

(2)
Priscilla Hewitt, Wanepuhnud Instructor, Workshop Notes on Instructional
Methods, Fanshawe College, London, Ont., Dec., 1986.

29

IDENTIFYING WITH THE GROUP

Example 1:
Life skills exercises and group discussions
which highlight individualized preferences
and
priorities
stimulate
belief
in
self
and instill a keenness for the future.

39

Example 2 :
As Seagal has pointed out, "a curriculum
could make all these steps operational:
- -this is my group;
- -this is a group;
- -this is me within the group;
- -this is me apart from the group;
— this
is
me
apart
from
the
group
and honouring the group."(1)

--For

greater

self-confidence

students

can

explore

AND VERBALIZE FEELINGS.

Example 1:
One
instructor
has
indicated a
sequence
to the questions she uses to stimulate self expres­
sion. (2)
At first she asks "What do you know?"
instead of the questions "What do you feel?" or
"What do you think?"
"What do you know in your­
self?" elicits a response of what is deeply or
quietly known.
Later, when students are at ease
with this question, it is possible to move on
to "What do you feel?" or "What do you think?"
which require greater differentiation of informa­
tion.

41

Example 2;
Another instructor has coined the phrase "quiet
watching" which she explains as the process by
which many students take in information.
She
asks students to talk about a) when they ’quiet­
watch,’ b) what kinds of things they ’quiet-watch’
tor, and c) what they know as a result,(8 )

42

(1)

Sandra Seagal, Student Assessment Notes, Sept. 1987.

(2)

Susan MacPhail, Life Skills Instructor, Nokee Kwe, 1987.

(3)

Elizabeth Reilly-Grzyb, Women’s Workshop, 1987.

IDENTIFYING WITH THE GROUP

43

44

30

Example 3;
An instructor in a native journalism program uses
the question "What is your opinion?" repeatedly
throughout the year to prompt students to express
themselves.(1)
Example 4:
As students move to an expression that is more
personal, they may find vocabulary lists of feel­
ings helpful.(2)
These lists are often useful
as students differentiate one feeling from another.
One physically-centred woman who read a draft
of this manual said that for her, this exercise
is the most important of all.
She spoke about
her experience:
"I used to go to a counsellor who would ask me
what my feelings are.
I wouldn’t know what to
say.
I would go home and look up words for feel­
ings in the dictionary to get the right descrip­
tion.
I’d go back the next time and tell him
the description of my feeling and he’d say, ’is
that really your feeling, or is it your husband’s
or daughter’s?’
Then I’d go home again and use
the dictionary to get clearer about the words.
Gradually it all came together and I could talk
about which feelings I was having and which ones
belonged to other people.1'

(1)
Rhonda Hustler, Program in Journalism for Native People,
Western Ontario, Sept. 1986.

University of

(2)
Vocabulary lists or glossaries of feelings are common in life skills texts
and materials.

31

COMMUNICATING FOR BALANCE AND HARMONY.

--Communication is often concrete, concise, balanced.
Some meaning or extraneous detail is transmitted
NON-VERBALLY.
WORDS
EITHER
OR ACKNOWLEDGE THAT SOMETHING

COMMUNICATE A FUNCTION
IS UNDERSTOOD WHOLLY.

Example 1:
One community developer spoke of asking a young
man a question—the direction to a building on
the reserve.
He said he didn't know and yet the
community developer was sure that he had some
information.
When she knew him better, she rea­
lized that he hadn’t given her an answer because
he didn’t know the complete directions to the
building.
He only knew which road to start off
on, but to him that information was not the answer
to her question.
This anecdote reflects other
experiences related by teachers.
Example 2:
"If you will take the time...to listen and observe
carefully, you will see that he and the other
Indian children communicate very well, both among
themselves and with other Indians.
They speak
"functional" english /sic/, very effectively aug­
mented by their fluency in the silent language,
the subtle, unspoken communication of facial ex­
pressions, gestures, body movement and the use
of personal spacel’(l)

--Balance

of

COMMUNICATION
PERSPECTIVE.

the

positive

ALLOWS

A

and

DEPTH

points

in

INCLUSIVENESS

OF

negative
AND

Example 1:
"In the slide show which Anishnawbe Health Re­
sources uses in workshops about diabetes, there
is a slide with a skinny man and a fat man.
The
slide conies in the part of the workshop telling
about who can get diabetes.
Using the direct
(1)

"A Mother to a Teacher," Northian Newsletter, 1986.

32

COMMUNICATING

approach, a professional would likely say something
like ’Obesity is the single most important causa­
tive factor in Type II diabetes.
You have much
more chance of having diabetes if you are obese.’
For most Natives this is too direct (mentioning
the word you), and too negative.
The way /Elder
Joe Sylvester talks about this slide is a good
example of the indirect approach.
He may say,
’Thin or fat can get diabetes, but more likely
somebody (we don’t use the word you) could get
it if they are overweight.
If we balance our
food and our exercise, we can control our weight
and our blood sugar.’
So the negative idea of
someone getting diabetes must be balanced with
the positive idea that they can control it.
And
nobody is pointed out or put on the spot for having
diabetes, or for being overweight.
Respect and
balance are maintained, and yet the information
about a very tense and difficult subject gets
across.”(1)

45

--Communication

is often indirect.

Example 1:
’’Indian people don’t want to hurt or embarrass
anyone.
The way they try to avoid this is they
don’t use words to point to that person directly.
They will not ask direct questions such as ’where
do you work?’, ’Are you married?’, 'How much do you
drink in one week?’.
These questions put people
on the spot.
Part of their identity is being
peeled off by each question.
Indians show respect
for the other person by showing interest rather
than putting them on the spot by demanding answers
to questions.
So instead of the direct questions,
someone could say:
’Perhaps you have been working
hard these days?’, 'Maybe your wife is finding
it difficult too?’.
These expressions of interest
are only acceptable if they follow along naturally
in the conversation.
If there are too many of
them, and if the point is to extract answers rather
than be in harmony with the person, the effect
is bound to be discomfort and embarrassment."(2)

45

(1)
Rebecca Hagey, "Anishnawbe Health Resources and the Indirect Approach," *
Nutrition Newsletter, Health and Welfare Canada, #7, Summer/Fall 1986.
(2)

Rebecca Hagey quoting Elder Sylvester.

COMMUNICATING

33

Example 2:
Dr. Seagal has suggested that creating a collage
and telling about it is one way of initiating
talk about personal views.
The process of collage
is to put the whole on paper without having to
priorize or separate out certain themes.
Working
visually with an expression of the whole provides
an effective bridge to talking about what the
collage shows and why the student made certain
arrangements.

Example 3:
One urban program video-tapes students and plays
the tape on fast-forward so students can see how
they use expressive body movement.
Many of the
students discover that they are very still and
need to work on becoming more expressive.
For
the
students
this exercise is appropriate—it
is visual, concrete and technical.
If students
want to work on expressiveness, the exercise can
be very practical.
Example 4:
Exercises that allow students to express through
body movement or action with a group are also
effective.(1)
First the students move, and then
they talk about it, and generally words flow more
easily.

49

--Recognizing the usefulness to oneself and to others
OFTEN
OUT.

PROMPTS

PHYSICALLY-CENTRED

PEOPLE

TO

SPEAK

Example 1:
Physically-centred people have sometimes expressed
difficulty speaking outside the family or community
group.
One Cape Croker woman said that she never
used to speak in public until two years ago; then
she looked around and saw that it wasn’t that diffi­
cult.
She said that she wasn’t shy; she was just
quiet.
She recognized that there was a usefulness

(1)

Popular Education has provided many useful exercises.

See manuals devel­

oped by the Participatory Research Group, 229 College St., Suite 309, Toronto,
Ont. M5T 1R4.

34

COMMUNICATING

in speaking more and that by speaking she could
get more things done.
She also said that even
if she has something to say, she will often wait
to see if anyone will say it first; if not, then
she speaks.

Example 2:
Some instructors encourage students to give answers
even when the responses ’feel’ partial by repeat­
edly reminding students that their contribution
is important for everyone in the group to hear.

--Practical, concrete tools help
expression AND SELF-CONFIDENCE.

51

52

to

self­

initiate

Example 1:
’’The life skills made me more aware of everyday
things-just things I’d always seen and thought
were a part of life
but when you sit down and
look at them, you can change them.
Like when
I went to the education committee.
I’ve been
there before and just sat there, but this time
I went again on Monday and I noticed that some
of the educational committee members weren't asking
the 5 W’s.
I use the 5 W’s and I find I speak
more in groups now.’’(Oneida student)

--Formality is sometimes necessary
cally CENTRED STUDENTS TO SPEAK.

in

--Talking

together

together

while

working

inviting physi­

on

a

task

ENHANCES COMMUNICATION SKILLS.

53

Example 1;
Some
instructors
encourage
physically-centred
students to speak by working alongside
them and
allowing speech to relate to what they are working
on.
It may be easier to talk during the action
or
the
function—an
in-movement
communication.

COMMUNICATING

54

55

35

Example 2;
A need for communication may? occur when physicallycentred people see someone else or something else
in difficulty.
At this time they may speak out
in order to help someone else function. Teachers
can be aware of this helpfulness and can assign
physically-centred learners to help other students
having difficulty.
Example 3:
A physically-centred consultant has observed that
the pronoun ”it” is frequently used.
Students
assume that others automatically know what they
are talking about.
This grammatical usage is
characteristic of closely-knit communities
where
meaning is often transmitted through the context.
As students interact with a society which does
not have a consistent context, there is a need
for explicit descriptive words.
This consultant
presents appropriate nouns to students when they
use ”it,” and asks that they repeat and practice
the specific terminology.

36

EMOTIONALLY-CENTRED LEARNING
people

Emotionally-centred

feeling,
a

physical

Native

culture

students

of

given

many

emotionally-centred

certain

ease

with

physical

the

consciousness,

concreteness

and

with

have

their

learning

have

held

and

may

be

developed

work

back

the

Until

out.

may

and

it is difficult

the

influence

inclusivity,

life,

it

The

relating.

through

with

they

sion

a

They

When

may

has

chiefly

conversant

dimension.

group

and

assessing

learn

need
the

are

harmonious.

personal,

special

emotional

or

dimension,

Some

people

emotional,

dimen­

to

bring

encouragement

emotional

doing.

aspect

is

developed,

to initiate or sustain learning.

Physically

and

following

pages

mentally-centred
for

guides

to

people

may

developing

read
their

own emotional dimensions.

There

are

certain

KEY

CONDITIONS

LEARNING for emotionally-centred Native

I.
II.

WHICH

SUPPORT

learners:

RELATING AND MAKING CONNECTIONS WITH OTHERS
IN THE LEARNING PROCESS.
SELF-UNDERSTANDING.
AWARENESS OF FEELINGS AND SENSITIVITY.

POSITIVE,

III.

CONSTRUCTIVE IDENTITY.

TALKING ABOUT WHAT IS BEING LEARNED.

RELATING AND MAKING CONNECTIONS WITH OTHERS IN THE
LEARNING PROCESS,

--Relating

personally

to

the

instructor

and

other

STUDENTS ACCELERATES LEARNING.
Example 1:
Many of the students interviewed during this pro­
ject spoke of dropping out of schools where they
felt there was nothing in common with instructors
or other students.
The
emotionally-centred
students
in
this
study spoke positively about their experiences
in their present programs;
they were remaining
in these programs because they and instructors
related well together or they had family members
or friends with them in the course.
Many students
were in the course because relatives or friends
had told them about it.

55

57

58

Example 2:
A few emotionally-centred students spoke about,
wanting to go on for further training, but feeling
hesitant about going into unfamiliar settings.
If these students receive personal encouragement
and support, or can make personal contact with
new instructors they will be more apt to try and
stay with new experiences.
They will also be
more likely to go on if they know that they can
continue to be in touch with instructors in their
preparatory programs.

Example 3;
Several programs have made it clear to students
that they are welcome to drop into the program
once they have gone on for further training or
employment; in this way, continued support can
be given to help them adapt to new settings and
expectations. One very successful program reported
approximately 40% of their students return until

38

RELATING

they have finished with training. At Wanepuhnud(l)
graduates commit themselves to holding two open
houses per year.
Trainees have the opportunity
of talking with them and exploring some positive
options.

59

Example 4;
A young woman told about never thinking she was
any good in math in school until her instructor
began to encourage her and make her feel like
she could do well. In the beginning of the learn­
ing process students may work to please an instruc­
tor and then as they find themselves improving,
they will work to please themselves.

60

61

--Students’

learning

BY
LINKING
TO THEM.

NEW

is

prompted

MATERIALS

TO

if

THINGS

they

can

relate

ALREADY

KNOWN

Example 1:
Many
instructors
are
successfully
linking
new
concepts to examples from students’ personal or
cultural experiences. A list of culturally sensi­
tive books can be found in the Appendix.

Example 2;
One grammar teacher gives spelling
sentences about members of the class.

tests

using

Example 3;
A Wanepuhnud instructor spends as much time writing
positive,
constructive comments on compositions
as she does on the actual grading. (1)

--Instructors personnify course content to make tasks
AND MATERIAL

63

IMMEDIATELY RELEVANT.

Example 1:
Telling stories helps students relate to material.

(1)
Priscilla Hewitt, Instructor at Wanepuhnud, Workshop Notes presented at
Fanshawe College, London, Ont., Dec. 1986.

RELATING

—In

the beginning of the learning process,

39

students respond

TO POSITIVE FEEDBACK.
At FIRST STUDENTS MAY WORK TO PLEASE
AN INSTRUCTOR AND THEN AS THEY FIND THEMSELVES IMPROVING, THEY
WILL WORK TO PLEASE THEMSELVES.

64

Example 1:
In the shift from external to internal motivation,
the transition may feel threatening to a student.
Instructors can be watchful and explain that the
feelings of upheaval, change and uncertainty are
normal and natural during this time.

Example 2:
Once a strength is pointed out, many students
will use it to launch them into developing other
areas. They build around their identified strength,
adding related skills.

—When there is a personal sense of ease with a subject, stu­
dents WILL ASK FOR CRITIQUES AND REFINEMENTS.
Example 1:
First, encouragement motivates students and helps
them focus on their work.
Then, as they improve, they can receive
help
through criticism.
Finally, as they take responsibility, they ask
for criticism.

67

Example 2:
It is helpful to ask students to monitor themselves
regarding encouragement and criticism.
When they
are aware of this process, they take responsibility
more quickly.

40

SELF-UNDERSTANDING.
AWARENESS OF FEELINGS AND SENSITIVITY.

POSITIVE,

CONSTRUCTIVE IDENTITY.

--When emotionally-centred learners are relaxed and
calm, they are open to learning and positive about
engaging in new experiences.
68

69

Example 1:
As one Medicine Woman put it, "Relax and make
yourself comfortable...if you aren't relaxed your
ears get plugged up and you might miss something
you’ve been waiting to hear for a long time."(l)

Example 2:
An entry point for instructors working with emo­
tionally-centred students is to find their common
ground, talk about it, and refer to it during
lessons.

--Recognition of

feelings

is

central

to

initiating

THE LEARNING PROCESS.

70

Example 1:
One student was assigned to write a composition
on her hometown.
She enters the subject through
her feelings and weaves a story in which feelings
(emotional dimension), concrete detail (physical
dimension), and overview (mental dimension) are
all ingredients:
"I will write about the people because they
are the main reason I liked or disliked a
city.
I will also write what I liked and
disliked about a city, other than its citi­
zens."
Once this personal statement is issued, she can
move into the other facets of her composition.

(1)
Reported by Bryan Loucks, from the Dakota~Ojibwa Elders Gathering, Brandon,
Manitoba, 1975. See Loucks in Bibliography.

41

SELF-UNDERSTANDING

Example 2:
Some instructors in math, science, trades shop,
etc. ask their students to talk about their feel­
ings toward the course, then find the relevancy
of the subject to their personal lives and poten­
tial careers.

71

--Sometimes learning

is

blocked by too many feelings

HELD-IN, BY FEELINGS PICKED UP FROM
AROUND THEM AND BY SELF-BLAME.(1 )

THE

ENVIRONMENT

Example 1;
As Dr. Seagal indicated about one emotion­
ally-centred learner,
’’Her instincts are excellent.
These
instincts speak to her of her environment,
including
people
and
things.
She
must
pay
attention
to
her
’gut’
reactions.
She has a lot of feelings which she is
’sitting
on.’
Her
impatience
relates
more to these feelings and instincts which
may not be expressed appropriately.”(2 )
Example 2:
Emotionally-centred learners need to learn assessment skills that work constructively for them.
When they are able to distinguish their feelings
from others, to protect themselves from any nega­
tive feelings of people around, and to find a
balance, they are able to facilitate their own
learning.

72

Example 3;
Besides group discussion, physical exercise
charges built up feelings; some programs
success with yoga or tai chi exercises.

73

dis­
have

(1)
An excellent manual which looks at this issue is. Tribal Sovereignty Asso­
ciates, The Power Within People: A Community Organizing Perspective, June 1986.

(2)

Sandra Seagal, Student Assessment Notes, London, Ont., Sept. 1986.

42

SELF-UNDERSTANDING

--Developing

sensitivity

constructively

can

be

use­

ful

FOR EMOTIONALLY-CENTRED LEARNERS.
IT IS A ROUTE
TO TAPPING DISCREET INFORMATION WHICH CAN MAKE THE
LEARNING PROCESS MORE RELEVANT TO THEM.
Example 1:
Constructive sensitivity can provide a route to
tapping of intuition or discreet information which
can make the learning process more relevant and
interesting
to
students.
Imagination is also
a facet of this sensitivity.
Exercises for the
right brain are useful in developing these facets
and in giving students an opportunity for expression of constructive sensitivity.

74

--Emotionally-centred

learners

must

uncover

areas

OF
IDENTITY
LINKED
WITH
SELF-ACCEPTANCE.
STRESS
TIED TO ECONOMIC AND SOCIAL DISPLACEMENT HAS SOMETIMES
ERASED A SENSE OF INDIVIDUAL IDENTITY.

Example 1:
One community developer in Northern Ontario spoke
of growing up isolated from her heritage.
Being
suicidal in her early twenties, she was desperate
until she was prompted by a dream to seek out
some wise, older people who could help her recon­
nect with her culture.
The positive understanding
of her heritage was critical to her initiating
a sense of identity for herself.(1)

75

Example 2:
Many students spoke of the value of life-skills
courses—
"I didn’t know how to say what I was feeling,
I blamed myself a lot.”
”1 didn’t know who I was or where I was going.
I didn’t seem to have any direction until
we started talking in life-skills.
I saw
I felt the same as other people and I started
to appreciate myself more.
After a while
I connected with a purpose in life.” (Toronto
student)

76

(1)

For a sensitive treatment of the role of culture, see Brian Loucks, "Native

Spiritual DEve1opment:

tion, OISE, Summer 1982.

Learning for Survival," for Program Planning and Evalua­

43

SELF-UNDERSTANDING

77

78

Example 3:
Instructors working with women were very clear
that two issues of identity which link with self­
image and self-confidence were important for stu­
dents to consider,
—their identity as Native people, and
—their identity as Native women in the 1980’s.

Example 4:
It is notable that several emotionally-centred
women mentioned the importance of the creation
stories to their sense of identity and purpose.
Example 5:
”1 found out I could do math really well.
I feel
happy about myself and I want to go on and do
something with it on the job.” (Toronto student)

--Students

need

to learn

to differentiate

themselves

FROM OTHERS.

79

80

Example 1:
Life skills exercises which allow students to
explore both their similarities to and differences
from others are critical.
Example 2:
One English teacher encourages students to write
especially about their personal experiences, to
write or speak their personal stories.
Some in­
structors work with students on a Re-vision exer­
cise, seeing a difficult experience and re-vising
it positively in light of their strengths, and
and then telling the story.

44

TALKING ABOUT WHAT IS BEING LEARNED.

--Emotionally-centred learners need to talk
press THEMSELVES IN THE LEARNING ENVIRONMENT.

and

ex­

Example 1:
Seagal has said about these learners—"They some­
times don’t know what they know until they say

Example 2:
Emotionally-centred people can often help physi­
cally and mentally-centred learners with self­
expression.
Sometimes
students with
different
learning styles are paired together to help each
other naturally with such issues.

81

Example 3;
Instructors have noted that they are careful to
use stories or novels by Native writers about
Native experience.(2) Students relate to the char­
acters and their lives and are more open to dis­
cussing their own opinions and feelings.

82

--Instructors can monitor the way they speak to stu­
dents.
Example 1:
Some instructors find that giving constant feedback
keep students focused, for example, ’’Good
question,” ’’Good point,” ”I’m glad you said that."(3)

,

83

(1)

Sandra Seagal, Workshop Notes, 1984.

(2)

See Appendix for list of suggested readings to be used in class.

(3)
Priscilla Hewitt, Wanepuhnud Instructor, Workshop Notes, Fanshawe College,
London, Ont., Dec. 1986.

45

--Some students need practice

in speaking in class.

Example 1:
In English class, start with basic lists of words
most commonly in print, from General Educational
Development .
Of the lists, start with the easiest
and work to more difficult.
Include words from
previous lists repeatedly. In exercises, give whole
sentences about things going on in class.
Repeat
slowly 3 or 4 times.
Wait until everyone has
finished.
This instructor notes that students
will be sensitive to exasperation in the voice.1

Example 2:

85

In vocabulary and grammar exercises, use words
and examples from Native literature.
In the first
round of questions ask for straight facts.
In
the second round, ask students' opinion, for ex­
ample—"Why did she do this?”
"How would you
have done it differently?” (1)

(1)
Priscilla Hewitt, Wanepuhnud,
Ont., Dec. 1986.

Workshop Notes,

Fanshawe College,

London,

46

MENTALLY-CENTRED LEARNING
There

Nokee

Kwe

were

the

or

of

the

themselves
programs

mentally-centred
Fanshawe

learners

tally-centred
tage

no

in

courses

participating

in

the
Men­

College(l)

studies.

a

small

percen­

represent

population

learners

very

and

very

likely

have

placed

more

theoretical

than

those

in

these

two

studies.

The mental dimension interacts with the emotional
and

physical

dimensions

and

requires

development

and refinement for balance and harmony of all three.
Psychological

processes which are connected with

the mental dimension are

--ideas,
—theories,
—focus,

--vision,
—values,
--structure,

—overview,
--abstraction,

--objectivity.

DEVELOPING ABSTRACT PROCESSES,
Much of the content of academic upgrading and
adult education programs is related to mental
processes. Instructors who present a lot of ideas,
theories and abstract concepts must remember to
assist students in finding their personal rele­
vance and must provide examples or opportunities

(1)
Carol Brooks, Instructor’s Handbook: Working with Female Relational Learn­
ers in Technology and Trades Training, Fanshawe College, Ministry of Skills
Development, 1986.

47

86

87

for practical applications.
Often case studies
or problem solving exercises linked with mental
processes are helpful. Sometimes, instructors borrow
from Popular Education(l) in asking students to
role play or enact an idea or an abstract principle.
Creating a play, a story or an exercise around
an idea, a theory or a value also gives students
the opportunity to develop a taste for abstract
processes.

DEVELOPING AN OVERVIEW POSITION-

88

89

Sometimes cultural traditions can acquaint students
with a world view which provides a framework for
beliefs, values and direction.
Developing a world
view allows practice in constructing an overview
in given situations.
Overview skills help people
to create options or to look at issues from a
different point of view. One woman spoke of always
being aware of the overview since she has recog­
nized her responsibility to look seven generations
ahead.
This point of view has given her a new
dimension, a new way of reasoning. Overview and vi­
sion are two mental processes which allow people
to consider and create alternatives and to recog­
nize what is positive or negative for them and
their communities.

IDENTIFYING AND CREATING WITH STRUCTURES-

91

Discernment of structures and the ability to create
structures can be practiced through asking students
to write outlines, create guidelines or to parti­
cipate in creating policy statements for the classroom or student group they belong to.

(1)
Popular Education exercises can be found in manuals produced by the Parti­
cipatory Research Group, 229 College St., Suite 309, Toronto, Ont. M5T 1R4.

48

DEVELOPING VISUAL SKILLS.

92

93

Some Native adult education programs are beginning
to use visualization exercises which may tap stu­
dents’
abilities to create
ideas,
issues and
solutions to problems.
Visualizations are also
being used in life skills, math, communication,
computer training, career planning, etc. As vision
and overview are developed, students find that
they may become more objective, not taking things
too personally or being afraid to attempt the
unfamiliar.
Focus exercises are varied,
from
showing students how to monitor their attention
span
to visualizations which require
probing,
more probing and continued probing until the soughtfor point is found.

IDENTIFYING VALUES.
94

96

96

Identification of values provides an impor­
tant focal point for individuals in career planning
and for working through obstacles created by cultural contradictions.
It is important to be clear
about values associated with Native culture and
to understand that cultures carry within them
different value systems.
Instructors often ask
students to create lists of values, charts, stories
and plays enabling greater clarification.
Some
skilled instructors insert values statements into
math problems, spelling dictations or composition
assignments.

NO MATTER WHAT THE LEARNING STYLE OF THE STUDENT,
IT IS IMPORTANT TO TRAIN AND STIMULATE THE MENTAL
PROCESSES
IN
UPGRADING
AND
EMPLOYMENT
PREPARATION
COURSES.

49

HOW TO PRESENT LEARNING STYLES
INFORMATION IN THE CLASSROOM
THE. CIRCLE OF LEARNING.,.
There are certain

cultural principles which are con­

tinuously

DYNAMIC
IN
THE ADULT
EDUCATION PROGRAMS
WHICH CONTRIBUTED TO THIS STUDY.
STUDENTS WERE VOCAL
ABOUT
THE
SIMILARITY
BETWEEN
THE
LEARNING
STYLES
INFORMATION AND THE MEDICINE WHEEL.

The
Medicine
Wheel
demonstrates wholeness and
balance.
Within
it
are
’’the
four
dimensions
of human potentiality... the physical, emotional,
mental and spiritual dimensions.”(1)

Because students are familiar with the Medicine
Wheel, it may be an apt starting point of stu­
dents
to
begin
to
examine
the
dimensions
themselves.

97

'Physical

Emotional

Spiritual

Mental

EXERCISE;
Think
of the
last week and of
things that you have done which contributed to your physi­
cal, emotional, mental or spiritual
balance.
Note
them around each of the parts of the wheel.
Divide into
small groups and talk about what you see about balance.
(1)
"Overview. The Four Worlds Development Project," Native Education, Faculty
of Education, Univ, of Lethbridge, Alta., Oct. 1983, p. 9.

50

PRESENTING THE CONCEPT OF LEARNING STYLES
Following are

ways

in

which

instructors

have

begun

TO PRESENT THE LEARNING STYLES WORK TO STUDENTS:

In 1979 Dr. Sandra Seagal first heard nine dif­
ferent sound frequencies in the human voice.
Since
that time she has linked these sounds with the dif­
ferent ways we approach life.
The three higher pitched
sound
frequencies are
linked with the mental part
of ourselves.
Examples of the functions of the mental
dimension are-ideas, theories, vision, values, structure,
overview, objectivity,
focus, etc.

The three middle
functions—

frequencies

reflect

the

emotional

personal feelings, communication, relating,
connecting,
assessment,
planning,
crea­
tivity, subjectivity, etc.
The three deeper sound frequencies connect
functions of the physical dimension--

with

the

implementation, comprehensiveness, inclusi­
vity,
instrumentation,
doing,
detail,
concreteness,
practicality,
repetition,
e t c.

58

NOTE:
Some
instructors
have
asked
students
to
work
with
this
list
of
words and circle one word
in
each
list
which
they
want
to
work
on
in
the
next six months.(1)

(1)
This list of words and the exercise were developed by Sandra Seagal, Train­
ing Materials, London, Ont., May 1986.

51

Tribal
Sovereignty
Associates(1)
the work with the sound frequencies in
way:

has
adapted
the following

1.

An individual is born into the world
the potential for balance and harmony.

2.

The
of

harmony

can

be

understood

with

by a balance

--the
mental:
high
pitched
frequency,
like
the
sound
MOSQUITO;

sound
of
a

--the emotional:
mid sound frequency,
like the sound of a FLY;
—the
physical:
a
deep
sound
fre­
quency, like the sound of a BUMBLE
BEE.

All
frequencies
are
together
to
achieve
natural world.

connected
and
work
the
balance
in
the

3.

When a person gets stuck in one of these
areas (frequencies) or experiences a dis­
tortion, the harmony within is broken.

4.

To regain harmony, these three frequencies
and
the
dimensions
they
stand
for
have
to become balanced within the individual
like — the MOSQUITO, the FLY, and the BUM­
BLE BEE sounds of the natural world.

(1)
Tribal Sovereignty Associates, "A Network for Native Futures," Oneida
Settlement, Southwold, Ont. NOL 2G0; or 700 Richmond St., Ste. 314, London,
Ont.

52

THE BRIGHT IDEA, PLANNING AND DOINGThe

way

frequencies

that

may

interact

be

described

VERY SIMPLY.
THE FOLLOWING EXPLANATION WAS DEVELOPED
IN
CONVERSATIONS
WITH STUDENTS
AND
HAS
PROVEN
TO
BE QUICKLY GRASPED AND APPLIED.

IDEA
Consider
idea:

the

people

experience

is

experience

the

feeling

ideal,

to

kind

refer

this

or

on,’’etc.

People

speak

Some

a

vision

that

almost

shimmering.

They

may

experience

flash”

light.

idea

of

sudden

a

bright

bright

the

positive,

excited,

fast,

is

a

getting

of

”The
of

as

saying,

by

light

bulb

this

experience

”1

had

suddenly

went

as

being

moves

into

on a ’’high. ’’

PLAN

Then,

the

planning

less

clear,

gone.

the

happens

what

phase?
and

slowing

Things

stop

people

down

as

a

the

idea

slow down,

the

of

some

Sometimes

when

negative

excitement

’’high”

here;

become

seem to

they

is

misinterpret

signal.

ACTION

When
their

plan

perhaps

do

into

action

difficult

Sometimes

continue,

people

people

or

do

it

may

awkward,

not

however,

and

carry

feel

incredibly

slow,

and

even

complete

an

less

action

clear.

because

53

do

they

understand

not

one

frequency

one.

People

to

are

frequencies

another.

associated

process

This

the

with

is

a

from

normal

mid and

the high,

experiencing

moving

of

process

the

original

lower

the

idea,

original idea,

the assessment and planning and finally

the doing.

MORE

THE

TOGETHER

IN

PEOPLE,

THE

TO

THE

IDEA

THREE

THE

THE

PLAN

THE MOTIVATION OF THE

IT

EASIER

THE

TO

MOVE

TO

IS

WORKING

ARE

DIMENSIONS

WITHOUT

ACTION

FROM

LOSING

INITIAL VISION.

MISINTERPRETATIONS

change

uncomfortable
other

This

to

with

frequency,

with

also

one

they

to

plan

the

way

people

a

bearing

on

ACTION,

PLAN,

may

feel

with

the

misinterpret

people

inability

the

the

people

If

associated

Sometimes

for

has

another.

tasks

the

frequencies.

unfamiliarity

misinterpret

people

frequency

familiar

more

are

one

from

when

comes

Difficulty

to

do.

work

to­

or

gether in groups.

Some
they

don’t

the doing,
with.

to

move

At

to

seem

need

some

into

in

point

assessing

to

what

they

be

to

assess

or

to

get

a

plan

or deeper frequency,

related

able

to

like

people

IDEA

their

work

idea.

an

or

right

away;
It

is

that they are familiar
work,

they

may

need

into

the

idea

or

planning

or

are

doing.

They

conceptualize

in

what they are doing with other people.

may

order

need

to

to

share

The unfamiliar

54

tasks

frequencies may feel scary,

or

Sometimes

ening.

doing

not

and

people

other

the

develop

get

may

It

or idea parts—of themselves.

WE

THAT

DERSTAND

POSSESS

THE

shakey or threat­

in

stuck

planning

parts--the
IS

the

just

IMPORTANT TO UN­
TO

DEVELOP

upgrading

student

POTENTIAL

ALL THREE STYLES.

PROCESS

day

One

"Why

asked,
I

their

they’re

thing
of

is

always

things

doing

people

just

sitting and

ideas

and

they

think

they’re

talking

and

this

comment

only

Out

done?"

circle

I’m

that

it

see

really

looking

academic

Oneida

and

around

look

about

an

of

came

talking

doing,

but

get

any­

another

way

don’t

they

at

these

three

dimensions.

Picture

divided

into

three

parts

represent

physical,

which

and

a

the

emotional and mental parts of ourselves.

Planning,

\ Assessing

■Thinking
Doing

This
other

Oneida
people

or plans,

student

start

starts

with

with

doing

talking

but not moving into doing.

and

about

sees

their

that
ideas

Sometimes people

55

do

only

one

to

do

is

can

move

part

what

they

to

check

whether

the

circle

themselves

observe

one

from

whole;

the

of

part

of

to

need

to

they

another,

no matter where they start.

Not EVERYONE STARTS TO LEARN WITH AN
the

start

people

learning

process

by

IDEA.

Some

doing

first,

then thinking about it and then assessing it.

they

may

do,

then

assess,

they

may

start

first

by

Or

then

and

think

about it.

Or

and

weighing

information,

then

venture

into

assessing,

making

perhaps

gathering

plan

a

only later come

doing and

and

to under­

standing or developing an idea about it.

On
I

another

start

in

different

depending

on

what

I

think

times,

are

student

a

occasion,

certain

when

times

different

BUT

there

support than

other

said,

"You

necessary.

is

know,

"You

at

places

need more

I

said,

times. ’’

RELATIONSHIPS

another

On

understand

can

start
has

by

to

Nokee

Kwe

talk

and

doing,

about

the

plan

things.

only

way

to

do

always

felt

like

a

waste

to

I

think

I

can

me.

now."

Another

teacher

about

person
it,

way.

up

the

sense

student

this

relationships
getting

always

that’s

has

just

a

day

see

wanted

because

the

of

first.

my

husband

thinks

Talking

first

never

points

of

made
view

her

child’s

needed

to learn

tell

child

like

He

time,

both

to

but

to

I

by doing first and the teacher was primarily emphasiz­

ing ideas.

56

BALANCE

Wherever

people

that

all

three

parts

part

must

be

balanced

for

harmony

look

at

the

start,

it

make

is
up

to

important

the

and

whole

and

remember

that

each

wholeness

to

process

in

be experienced.

When

people

this

way,

they

often

They

also

begin

to

and

they

stop

understand

tolerate

putting

learning

each

themselves

themselves
other’s
down

for

better.

differences

being

dif­

ferent.

MOST OF THE NORTH AMERICAN SCHOOL SYSTEMS HAVE RECOG­
NIZED IDEAS AS THE BEGINNING OF THE LEARNING PROCESS.
BUT FOR MANY PEOPLE THE IDEA IS NOT WHAT HELPS THEM
ACTUALLY GET STARTED. THESE PEOPLE HAVE SOMETIMES
HAD A HARDER TIME WITH SCHOOL. AS PEOPLE COME TO
KNOW MORE ABOUT LEARNING, THEY SEE THAT THEY HAVE
HAD ABILITIES ALL ALONG. AS THEY RECOGNIZE THEIR
ABILITIES, THEY ADAPT LEARNING TO SUIT THEMSELVES.

99

EXERCISE:
a)
Look
at
the
three
parts
of
the
circle.
Where do you like to start?
Where do people in your family
like
to
start?
Do you
see
any differences?

Is there any place where you
ever
feel
blocked?
What
do
you do to get around it?
b) Make a collage showing the
way you go about doing, plan­
ning and thinking.
c)
Show the collage to the
small
group
and
talk
about
what you have seen for yourself.

NEEDS OF GROUP

EVALUATION OF PROGRAM

Sustaining of focus so that
students can become more
selective and effective.

Are focus and visualization

FORMAT OF
PRESENTATION

% OF TOTAL

exercises used?

Are students given tools and skills
which help them to sustain a focus
or an activity?

•

Understanding of one’s own
process of learning.

•

.

•

•

...»

Are students provided with informa­
tion about learning?
Are there opportunities for discus­
sing and monitoring one’s own process?
•

Awareness of the body in the
learning process.
a) to clear the body of storedup feelings & data
b) to learn to relax

Continuity—tracking or follow-up
of graduates.

•

....

Are relaxation tools taught early in
the class?
Are students taught tools and exercises for clearing out stored-up
feelings and data?

Do students keep in touch with program staff?
to

Are systems in place to provide
continuity of support: to students?

64

FUTURE RESEARCH

dating

1979

from

There

Canada.

in

work

Seagal’s

the

in

These

investigation.

United

certain

are

very

new,
in

States

and

1983

which

bear

further

areas

to

have

areas

is

styles

learning

with

do

the

physically-centred learners and their observed

brain activity,

--right

--field dependency

low verbal performance

—high spatial,
--simultaneous

Further

research

learning.

might

examine

these

in

areas

light

of particular learning styles.

Roland
regarding

ChrisJohn

research

on

has

sounded

intelligence

a

note

caution

of

testing

in

parti­

cular and all research in general,

The fundamental problem with theory, whether
Bannatyne’s, Horn’s, or Jensen’s, is that it
is external to Indian thought on the problem.
Theory of Indian intelligence must eventually
be constructed from within Indian ranks, with
Indian
perspectives
and
concerns
reflected
in' its
development.
Otherwise,
we
continue
to run the risk of producing trivial research
with post-hoc constructions and recommendations
being based on models and concerns insensitive
to Indian people.(1)
Researchers

document

the

must

exercise

experiences

care
of

to

listen

individuals,

to

and

allowing

them to inform and shape the outcome of the research.

(1)

Roland Chrisjohn and Cynthia B. Lanigan, "Research on Indian Intelligence

Testing: Review and Prospects," Mokakit Indian Education Research Association,
July 1986, p. 54.

57

PROGRAM EVALUATION
DEFINITION OF SUCCESS.

by

lated

is

the

"how

jobs

program

in

Distortions

training?’

current criterion

to

advance

students

stipu­

are

programs

the most

body;

funding

many

in many

success

for

Criteria

further

or

evaluation

when this criterion is interpreted as

occur

’advance immedi­

ately at the end of the course.'

Because of grave economic and social displacement

among

Native

people,

students

in

preparatory

ble

that

all

of

can

be

to

possible.

for

from

deprivation

a

preparatory

of

students

to

work

satisfy

life

skills

components

tackle

as

many

of

the

strategic

to

skills

Life

is

if

blocks

and

period

impossi­

It

and

objectives

included,

hurdles

program

facing

obstacles

deriving

brief

the

many

programs.

issues

the

During

curricular

tools

in

resolved

program.

are

the

are

there

the

insuring

and

achievement

provide

practical,
and

success

success

eventual

as

concrete

achieve­

ment of these students.

Many

of

will

continue

the

preparatory

these

to

social

be

and

experienced

course

has

economic

by

obstacles

students

terminated.

Some

after

students

are unable to proceed immediately to jobs or training,
but

must

take

three

months,

six

adjusting family circumstances,

months

or

two

years

upgrading their health,

58

contacts

relocating,

building

support

encourage

the

and

conditions

them,

will

who

people

short,

in

ensure

will

which

with

constructing

their

continuing

success.
To

conditions

create

success

for

which

include

the bridging of cultures requires that students exhibit

a particular set of refinements as they leave prepara­
tory programs,
into

whether they move directly or gradually

employment

or criteria,

training.

or

These

refinements,

for success are--

1)

SKILLS

2)

PERSONAL,,AND PROFESSIONAL. RESOURCES for
CONTINUING EMPLOYMENT OR TRAINING; PERSONAL

FOR LOOKING FOR AND SECURING
PLOYMENT OR SEATS IN ADVANCED TRAINING;

RESOURCES
INCLUDE
SELF-CONFIDENCE
BELIEF IN ONE’S ABILITY;

EM­

AND

PROBLEM-SOLVING

3)

for a) combining the de­
mands OF FAMILY AND COMMUNITY WITH INDIVI­
DUAL goals; b) overcoming social ALIENATION
AND CULTURAL DISCONTINUITY;

AND C) BRIDGING

two cultures;

4)

ONGOING CONTACTS

These

criteria

they

refer

to

are

based

on

the

criteria

to

with

support

people

who

ARE
COMMITTED
TO STUDENTS*
PROGRESS AND
CAN
HELP
STUDENTS
STRATEGIZE
IN
AREAS
RELATED TO ETHNO-STRESS.

measure

implies

enduring.

program

strong

concrete

are

and

success.

back-up

of

the

and

Students can

dynamics

be assessed

numerical

data

gathered

of

these

criteria

Each

life

skills

programs

espe­

cially adapted to the needs of Native people.(1)

(1)

A three year study of pre-, mid- and post-testing of the Nokee Kwe program

attests to the importance of the life skills component in an employment prepara­

tion program.
March 1985.

Dr.

Roma

Harris,

Univ.

Western

Ontario,

Evaluation

Report,

59

INTERNAL EVALUATIONS

COLLECTING DATA AND INTERVIEWING EVALUATORS
It

for

important

is

gathering

numerical

tracking

system

program

up

data

on

an

accurate

thods

of

of

of

graduates.

program

devise

to

and

data

employment

graduates'
picture

program

each

to

up

set

a

follow­

With

and/or

me­

training,

can

be

devel­

program

has

ready

success

oped.

is

It

to

access

external

information

evaluators.

about

know

helpful

very

each

if

which

can

Often

evaluators

who

do

not

or

are

sent

to

learning

Native

culture

evaluate

programs.

They

may

programs

assessment

tools

and/or

based

tions

learning.

in

other

cultures

program

Each

to

try

to

used

be

educate

to

apply

educational

other

and

expecta­

modes

of

be

alert

start

their

must

administration

Native

in recognizing this problem and correcting it.
Interview

work

and

record

so

that

on

authentic

your

help

you

to

that

you

can

before

evaluators
their

of

information.

to

work

to

responses

judgement

get

they

know

your

questions

the

evaluators is

based

This

process

will

also

evaluators

harmoniously

more

so

quickly

Examples

together.

of questions to ask evaluators are

1)

What do you know about Native learning?

2)

Do

you

have

some

ideas

about

strategies

for correcting ethno-stress?
3)

How

do

you

successfully

see

Native

within

the

general North American

4)

culture

existing

framework

of

the

culture?

Have you evaluated other Native programs?

60

Demographics

A thorough-going system for gathering demographic

from

data
of

on

students

to

benefit

great

to

entry

program

the

design

program

can

be

can

help

to

and

assess

the

match

between

a)

the

and

b)

the

appropriateness

of

curriculum.

of

description

also

is

useful

population

served

This

type

educate

external

effective

internal

to

evaluators.
Wanepuhnud(1)

evaluation

which

composed

has

educated

an
both

government

funders

program.

Demo­

public

at

large

about

their

graphic

data,

learning

style

assessments,

program

history,

curriculum

performance

indica­

and

the

tors,

representative

rial

served

description,

case

provide

to

studies
a

and

mate­

anecdotal

convincing

statement

of

the success and potential of this program.
Some

of

the

demographic

data

to

drawn

be

from

initial surveys examines
—age of participants

—family conditions and responsibilities

—past educational history

—past employment history

—relocations

—urban or reserve upbringing/affiliaticn

—languages spoken

—economic condition

—students’ own perceived

—students' own perceived obstacles

skills

—existing support networks

—students' goals

Sometimes

responding
assure

to

students
such

students

of

express

surveys.

both

the

Care

vulnerability

in

must

to

be

taken

confidentiality

of

the

information and the help it gives to the program.(2)

(1)

"Wanepuhnud Evaluation Report," Toronto, Ont., June 1986.

(2)
Other information can also be helpful in establishing a profile of students
in the program; for example, Native Women: A Statistical Overview, Department
of the Secretary of State, Government of Canada, Ottawa, Sept. 1985.

61

PERFORMANCE ASSESSMENTS

Documentation

determined

pre-,

through

programs

Some

students'

of

consider

performance

and

mid-

to

grades

be

can

post-testing.

reflect

progress.

Other programs provide personal statements of observed
progress.

three

For

Roma

to

Harris(l)

control,

information

has

been

components

program

battery

to

students’

pre-,

mid-

maturity,

the

locus

community

roles.

This

Kwe

staff

Nokee

to

response

making

in

and

of

gender

of

helpful

tracking

Dr.

communication,

perception

in

with

arranged

career

self-esteem,
and

board

a

including

resources,

and

Kwe

Nokee

conduct

post-tests

and
of

years

different

adjustments

in

the

program.

LEARNING STYLE ASSESSMENTS
A

drawn

general

the

from

profile
in

data

students’

of

this manual

styles

learning

can be

very useful

in determining program design and delivery techniques.
Since

the

of

most

emotionally-

programs

are

learners,

certain

striking
skills
of

are

group

the
to

in

Native

and

physically-centred
be

can

small

program

and

component

individual

or

and

assessing

The
how

life

as

ways

Clarifi­

identification

identification--are

sustaining

evaluators

and

and

courses.

technical

must

be

following
closely

a

the learning
made

aware

checklist

program

the needs of learners.
(1)

Most

made.

work

group

issues--whether

differences.

these

helpful

a

stimulating

External

process.
of

as

identity

of

critical

for

need

preparatory

in

assumptions

academic

teaching

with

the

techniques

cation

students

Roma Harris, "Evaluation Report, Nokee Kwe Project," March 1985.

is

meets

CHECKLIST FOR PROGRAM EVALUATION BASED ON LEARNING STYLES CRITERIA
NEEDS OF.GROUP

EVALUATION OF PROGRAM

Practice speaking and working
in a group one trusts and
feels part of.

is the community or bonding aspect
of each program emphasized early
in the curriculum?

% OF TOTAL
CURRICULUM

FORMAT OF
PRESENTATION

Is there information about
a) Native culture
b) being a Native woman
in the 1980‘s
c) being a Native man
in the 1980's

Time for speaking about what
students are doing.
a) physical: helps them
develop a sense of their
individuality
b) emotional: helps them know
what they know

Is each person encourage to
about what they know?

speak

Is the pace/rhythm appropriate to
allow each person to speak?

Time to practice and repeat until
the student feels good about what
they are doing.

Is enough time given for completion
of tasks so that the student develops
a sense of being in control of their
own skills?

A brief overview, concrete terms,
demonstration and doing.

Are concrete terms used?
Do instructors speak slowly & clearly?
Do instructors teach new vocabulary?

62

65

APPENDICES

66

SELECTED BOOKS—RECOMMENDED FOR USE IN THE CLASSROOM
Benton-Banai, Edward, Mishomis Book, Indian Country Press, 1979.

Boyd, Doug, Rolling Thunder, Dell, 1976.
Cameron, Ann, Daughters of Copperwoman, Press Gang, 1981.

Campbell, Maria, Half Breed, University of Nebraska Press,
1982.
Culleton, Beatrice, In Search of April Raintree, Manitoba
Metis Federation Press, 1982.
Erdrich, Louise, Love Medicine, Bantam, New York, 1984.
Storm, H., Seven Arrows, Ballantyne, 1972.

_________ , Song of the Heyoehbah, Ballantyne, 1981.
Sun Bear and Wabun, (Series of books), Prentice Hall,
Englewood Cliffs, New Jersey.
Waldo, Anna Lee, Sacajawea, Avon, 1979.

67

THE FIRST PRINCIPLES*

1.

Wholeness. All things are interrelated. This
connectedness derives from the reality that every­
thing is a part of a single whole which is greater
than the sum of its parts. Hence any given
phenomenon can only be understood in terms of the
wholeness out of which it comes.

2.

Change. All of creation is engaged in a process
of constant change. There are two general cate­
gories of change: development or integration and
disintegration. Both are necessary and inseparably
linked.

3.

Process. The course of change generally follows
observable patterns which occur in cycles or
stages. There is a direction... to all change
that leads to some outcome which can only be fully
understood in relationship to the context within
which the process is taking place.

4.

All of creation may be understood in terms of two
categories of existence: material reality and
spiritual reality. These two categories of existence
are functionally inseparble....

5.

Human beings exist in connection with all other aspects
of creation.

6.

Human beings are material and spiritual beings.

* ’’Overview.

The Four Worlds Development Project," p. 10.

68

7.

Human beings are in process of becoming (i.e. actu­
alizing potentiality from conception to eternity.)
This is true of individuals as well as human collec­
tives such as the family and the community.

8.

Human beings have the capacity to create further
potentiality through the cummulative effects of learning
and culture. Hence human potential may be regarded
as infinite.

9.

As human beings, we transcend the limitations of mere
materiality by virtue of our ability to direct the
process of our own becoming.

10.

The spiritual dimensions of human development may be
understood in terms of four related capacities.
First,

the capacity to formulate and/or to
respond to non-material realities
such as dreams, visions, ideals,
spiritual teachings, aims, purposes,
and theories.

Second,

the capacity to accept these realities
as representations... of unknown
human potential.

Third,

the capacity to give these non-material
realities symbolic expression (through
art, mathematics or language).

Fourth,

the capacity to use this symbolic
expression to guide action....

11.

Human spirituality is expressed and developed through
the practice of life preserving, life enhancing values....
The realization of these values in human affairs is an
indispensable component of human development.

12.

The essence of human actualization is the process of
coming to know and to love the ultimate unknowns under­
lying the ordering of the universe. This is an infinite
process. It may be expressed by individuals as well as
by human collectives.

69

SELECTED BIBLIOGRAPHY

Alexander, William E. et al., "Evaluation Research: Some
Problems and a Possible Solution," Canadian Journal of
Education, 6:2, 1981.
Allen, Paula Gunn, The Sacred Hoop, 1986.
Benton-Banai, Edward, Mishomis Book, Indian Country Press, 1979.

Blakemore, Thomas et al., A Guide to Learning Style Assessment,
U. of Wisconsin-Stout, no date.

Boyd, Doug, Rolling Thunder, Dell, 1976.

Bracken, Patricia, Educational Materials, The Focusing Centre
for the Marginal Child, the Parent, the Teacher, Los Angeles,
1986.
Brooks, Carol, Instructor's Handbook: Working with Female
Relational Learners in Technology and Trades Training,
Fanshawe College and the Ontario Ministry of Skills Develop­
ment, 19 86.

Campbell, Maria, Half Breed, University of Nebraska Press,
1982.

Cameron, Ann, Daughters of Copperwoman, Press Gang, 1981.
Chrisjohn, Roland and Cynthia Lanigan, "Research on Indian
Intelligence Testing: Review and Prospects," Mokakit
Indian Education Research Association, 1984, pp. 50-57.
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