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Lessons Taught, Lessons Learned Vol. I
BUILDING THE DREAM
HOUSE
by
Mary W.
Moses-Mails
McGrath
When a beaver comes to a new
location and decides to stay, the first thing he does is start to
build a place for himself and his family-a place to educate the
children, if you will. The water area may be completely new,
created recently by changing patterns of sloughs, and previously
used only by a wandering otter or so. Or, it may be older and
already well inhabited by muskrats and a host of other water
animals. However this may be, the beaver will build a place for
himself that is suited for a beaver, and he will use beaver ways
to do so. If that means building a dam that completely changes the
environment for the other inhabitants of the pond, perhaps
flooding nests and killing incipient water fowl, the beaver will
still do it. The beaver will never build a place specifically
suited for any of the other water residents (cultures); he may
tolerate their presence within his creation, if they don't disturb
his affairs too much.
The Alaskan school system is like
the beaver's habitat. Its builders and current occupants follow a
pattern that seems to be so deeply ingrained that it is hard for
anyone to even imagine true alternatives to these established
ways. Most available educational alternatives are either like the
beaver's choice to use an established pond (the subject-centered,
traditional curriculum) or like his decision to dam a running
stream to create a new pond (the process-oriented,
project-centered curriculum). It is almost as hard to convince
communities and educators to try any other truly different
approach to education as it is to get a beaver to live in a
crane's nest. Yet, it may be possible to get the beaver to
consider modifications that make his home look more like the
muskrats' houses.
Now in education, how could we go
about this process of changing the beaver? For a start, it would
probably help to have some sort of idea of what kind of
educational system we want to be the outcome of this process-and
then to realize that the end product most likely won't resemble
this ideal much more than the beaver's house will ever resemble
the muskrat's. The goal is to cause some change in the desired
direction. The focus is on the adjusting process and not on a
specified end product.
With this in mind, we need to look
at the curriculum, teaching approach, physical setting, and
school/community relationship which we would consider ideal, and
then develop a process with which we will adjust the school.
However, once we have started this adjustment process, we need to
keep in mind that the original direction may change, so that at
any given time, the school may not resemble what we first had in
mind. The important thing is to have the adjustment process in
place so that the school system can grow and adapt to fit the
needs of the changing society.
The Ideal
House
In his paper "Culture,
Community and the Curriculum," (see this publication) Ray Barnhardt stresses
the need for experiential learning. The ideal rural Alaskan school would employ
experiential learning to the fullest extent possible, using a
process-oriented, project-centered curriculum. The structured
content of this curriculum could be patterned after Ron and
Suzanne Scollon's "Axe
Handle" curriculum (see
this publication). This curriculum could be graphically presented
by three intersecting circles, representing bioregional, cultural,
and communication skills. Most of the learning process would be
represented by the intersecting parts of the circles, reflecting
the integration of the three skill areas in a project-centered
curriculum. However, the ideal curriculum for rural Alaska would
need to incorporate a fourth circle, encompassing the three
previous curriculum descriptors and representing personal survival
skills (see diagram). This area includes all skills and knowledge
necessary for the individual to survive in the ever changing
environment of rural Alaska.
In addition to representing
everything included in the areas of the three inner circles, the
fourth circle would encompass issues of self-care, such as health,
physical fimess, and mental health. Learning in these areas is, of
course, interrelated with learning in all the other curriculum
areas, and is very much influenced by the teaching approach of the
school. However, in the changing social and cultural environment
of rural Alaska, it needs to be especially emphasized that
children learn how to keep adjusting their ways of developing
their self-identities, dealing with life events, and taking care
of their physical and mental well-being. These very basic issues
are more important to the survival of the student than all other
curriculum content. If the school does not deal with the issues of
personal survival, everything else taught is for naught! (There is
no use in teaching a relocated beaver to push a button to get his
food from a trap door if the beaver then swims into an oil slick
and drowns.)
Another way in which the "Axe
Handle" curriculum would
have to be modified is by including mathematical and technical
competence within the section for communications skills. Like
other communications skills, mathematical competence is necessary
for any individual to survive in any imaginable (or unimaginable)
future. To gain true fluency in either bioregional or cultural
skills, the student needs to be able not only to apply the
calculation skills required by the cash and by the subsistence
economy, but also to understand the basics of mathematical logic.
Mathematics should be considered as simply another language or
aspect of language and should be taught like a language, with
adequate time, concrete experiences, and applications. It should
also be integrated with all other aspects of the
curriculum.
Competent adults also need to know
something about current world technology, which is changing
extremely rapidly and will likely continue to do so. As the
Scollons point out, technology learning needs to include both
learning the immediate technology of a given area and its cultural
past and learning the technology of the world at large. In other
words, communication skills require competence in using state of
the art technology as it grows. This includes, in 1987,
understanding of and ability to use computers (with modems for
research and communication), international telephone lines and
airports, and a myriad of other things (maybe even the ability to
play video games?).
At the same time, the students
need to know the technology of their cultural past. Not only does
this afford them the choice of remaining in the rural communities
or returning to them in times of economic depression, it also
prepares the students for those future scenarios predicted by less
optimistic prophets. In addition, this knowledge helps individuals
to form a positive self-image, thus contributing to their kind of
learning represented by the outer circle of the
curriculum.
Teaching
Approach
The best curriculum is
worthless if the teachers who deliver it do not understand and
agree with its overall philosophy, goals, and implementation
procedures. The teachers also need to have some understanding of
the students, their learning styles, cultural background, and
current living conditions.
In an ideal education system for
rural Alaska the teachers must view each student as an individual
and focus on that student's present and ultimate competence in all
four curricular areas. The teacher must agree that experiential
education is the only education that makes sense to the students
and therefore the only education that will be interesting and
relevant to them. The teachers must believe that the process of
learning to learn is the end product of education, and that the
curriculum content is for the students to use to practice this
process. For example, the outcome of science instruction is the
students' ability to use the scientific method rather than their
ability to display knowledge of the anatomy of a frog.
Mathematical logic and fluency in mathematical reasoning become
vastly more important than knowledge of timetables. In addition,
the teachers in such an ideal system should agree that
project-centered instruction is the best currently known vehicle
for experiential education and they should be aware that
student-generated projects are often more valuable than
teacher-generated projects. (See
Corwin, et al, this
publication) The teacher's role, then, becomes one of a
facilitator, guide, coordinator, counselor, and tutor who makes
sure that each student masters the necessary basic skills and that
help is available.
The teacher should expect each
student to learn all necessary skills to the best of his or her
abilities, and to a level which makes that student a competent
member of his or her age group. The teacher should make sure that
the students are always motivated and interested, viewing their
education as their own concern and responsibility.
The Physical
Setting
In an urban environment a "school without walls" may be the ideal
setting for the kind of education proposed in this paper. However, in the transitional
cultural environment of rural Alaska it might be difficult to
support such a concept. Whereas in many communities, the
traditional community house or kashim would be available for
gatherings, this structure usually does not include the facilities
necessary for implementing the Western portion of the curriculum.
Therefore, it seems practical at this time to retain some type of
school building.
What, then should this school
building include? Several things are necessary to create an
experiential learning situation which focuses on processes through
implementing projects. There must be areas in which individuals or
small groups can meet with a teacher/tutor. Books, media,
audio-visual equipment, and computer terminals should be
available. One or more large unobstructed work areas, with water
supply and easy-to-clean furnishings, would accomodate art and
construction projects. A shop area equipped for working with wood,
metals, and engines would be needed in communities that don't have
such a shop. An area for presentations and artistic performances
would be nice, although these activities could usually be
accomodated by the kashim. The students would probably like some
individual space to keep their possessions and small projects. A
gymnasium is a cherished feature of most present rural Alaskan
schools, and the attendant shower/locker rooms is especially
important in communities whose public facilities don't include
this feature. Most parents also appreciate the school building as
a warm, well-lighted, safe and monitored place for children to go
during the colder winter days.
In addition, the school building
would need to house those learning materials which are not
available elsewhere in the community. All these features and
functions might be best represented by a school building that
would center around a circular library with a large, sunken,
carpeted area in the center. In this library, students could read,
seated on beanbags, foam chairs or on the steps. Dramas and
presentations could be given in the sunken area with the audience
seated around the edges. Computer terminals and other audio-visual
equipment would be available at the periphery of the library. A
section of several smaller "offices" would join the library area
to a larger, open, and uncarpeted "multipurpose" area; which would
be equipped with water, cooking, and refrigeration facilities.
This area could be attached to a gymnasium and/or shop area.
Individual student possessions and projects would be kept in
lockers and cubbies housed in the multipurpose area. Smaller
portable storage areas could be reconfigured to fit current usage
needs.
The Community
This ideal school would not
be separated from the community. It would be a part of the
community, and the community would be part of the school. The
school facilities would be equally shared between adults,
children, and adolescents, and students would constantly use
community facilities to carry out their learning projects. For
example, adults would work in the shop at their own projects (such
as, repairing snow machines and chainsaws, or building sleds) next
to students who might either be assisting the adults and thus
learning from them, or working on their own projects and receiving
assistance from the adults. In the library area, adults might
read, view a video film, use a computer, or even sew-again, eithcr
together with students or simply next to the students who work on
their own projects, from time to time seeking the advice of the
adults. Similarly, all other areas of the school would be used by
students and adults together.
Students would be in the community
to learn from and with adults. A small group of girls might visit
a home to watch the tanning of hides, or sit and sew with an adult
artist. Applied home economics might require one or more students
to spend time taking care of the household needs of an elder.
Students would go trapping; run dog teams; make traditional items;
work in corporate, city, and health offices; attend meetings-in
short, participate fully in the life of the community.
Of course, this intertwining of
the school and the community would require a lot of planning,
scheduling, monitoring, and coordinating. The community would need
to feel almost total ownership of the school and be willing to
regulate the use of school and community facilities in a way that
would give priority to the education of the children. Educators
and community members would need to communicate openly and
frequently. The educators would have to give up their fear of
losing control over the education of the children, the use of the
school building, and the entire process of schooling. The current
lines between school and community would definitely have to be
erased.
The Ideal Day
So in this ideal school with
this ideal curriculum, what would happen during any randomly
selected ideal day? The following scenario considers a group of
seventeen students, K-l2:
At about 9 o'clock in the morning,
students would gather in the library, each recording the time at
which he or she arrived. These time records would be kept,
increasing in complexity with grade level, in order to satisfy
American institutional requirements as well as to help the
students learn that some cultures and some employers pay a great
deal of attention to clock times. The first activity of the day
would consist of a general meeting of the teacher(s), students,
and any others present to talk about events of the past day(s),
the morning newscast, and events planned, both long term and for
the specific day. General housekeeping matters would be taken care
of. Then the students would work individually or in small groups
on their ongoing projects and write in their journals, while the
teacher would meet with individual students to review plans for
the day. Students would have individual learning plans which
outline broad objectives, and progress would be reviewed at least
once a week. Most students, especially the younger ones, would
also have daily or weekly work plans (contracts) which would be
reviewed every day and revised as necessary.
After the students would have met
with the teacher, they would either return to their ongoing
projects or pursue other learning activities, either in school or
in the community. These activities would be scheduled at the
morning meeting, with the schedules including definite time and
space arrangements and back-up plans. Teacher aides or adult
volunteers would be available to help students carry out their
daily work plans.
On this particular ideal day, one
of the first graders brought to school a collection of frog eggs
which he scooped out of a nearby stream. He presented his find at
the morning meeting, and the teacher agreed to help all students
who wished to know more about frogs. Since a group of primary
students showed great interest, the teacher arranged a time for
frog research right after the individual meetings.
During the frog research time, the
students listed what they wished to know about frogs, and planned
how to take care of the frogs and how to learn more about them.
The teacher helped the students to find resource materials in the
library, and she assisted them in writing a group-experience
story, outlining the events and plans of the morning. The students
then wrote/drew individual stories, made word-bank cards, and
continued their research either individually or with friends.
Within a week, the students were making books of frog stories,
displays of the life cycle of frogs, folded paper frogs, a habitat
for frogs in an aquarium, clay frogs, and various other artistic
representations of frogs. They were telling frog jokes, singing
frog songs, counting frog eggs, predicting how many tadpoles would
hatch, playing leapfrog, looking at frog eggs under the microscope
and drawing what they saw, and reading at least ten new "frog" words, even
the kindergartners!
While the teacher worked with the
frog research team, a group of intermediate students worked in and
around the shop. Together with an aide and an interested community
volunteer, they were assembling a small television broadcasting
studio. This involved a number of different activities and
educational objectives, ranging from basic skills (reading and
following directions, computing and measuring, writing signs and
scripts, figuring times and schedules) to higher level thinking
skills (forecasting, planning, decision making, creative
alternatives).
At the same time, the senior high
school students were working on a family history project, which
was to be presented in a museum display and in a broadcast by the
TV studio. Some of the students spent most of the day interviewing
members of the community, others using word processors to write
first drafts of their presentations. One student worked in the
photography lab developing pictures to illustrate his part of the
presentation. Another completed an ERIC search (using a computer
terminal and fax machine). At the end of the day, the students
logged their progress and their times and either went home or
continued with their projects. In this school, the school day and "free time" are
not well distinguished, and many students continue on into the evening with
their projects.
During the day, various adults
were available as tutors and/or counselors of individual students.
A variety of community members participated in gym activities that
were available at various times throughout the day. For insurance
reasons, these activities were supervised by a paid
employee.
From Reel to Ideal
The described scenario
represents a community-integrated, student-centered,
process-focused, project-oriented school as the ideal learning
environment for rural Alaska. The existing educational system,
however, is basically community-segregated, subject-focused, and
product-oriented. In many cases a workbook or worksheet exercise
represent the closest approximation to experiential learning.
Therefore, the question is, how do we start from what we have to
move in the direction of our ideal?
Some suggestions might be drawn
from a paper by Helen Roberts titled "The
Development of an Integrated Bilingual and Cross-Cultural
Curriculum in an Arctic School District" (see this publication). In this
paper, Roberts presents a triangular model of community development, curriculum
development,
and staff development, which definitely includes the necessary
components for such a process of school adjustment. Unfortunately,
the existing school system changes much more slowly than rural
Alaskan communities do.
Once it has been decided that the
educational system needs to be changed, it may be best to start
initiating the changes in the area of community development. In
community meetings, people could discuss ways of improving the
education of the children. Advertise these meetings, offering
refreshments and door prizes. Once people are attracted and
realize that real change is about to happen, they will keep coming
back. The ones who come back are your committee to plan and
initiate the changes.
At the first community meeting,
discuss the objectives of change by addressing questions such as
what is happening now, what would be possible for the children to
achieve, what do the parents want for their children. Let the
community members discuss this and iron it out, but offer certain
key ideas and moderate the discussion to lead it into the desired
directions. Inform the community that the next meetings will
present some ideas for improving the school for them to consider.
Make them aware that they will be the ones who will have to decide
which suggestions to use.
This process of community
development will require a series of meetings. It may well take up
to a year before the community is ready for any significant
changes in the school. Small changes may occur sooner, but don't
expect an overnight transformation.
While the community meetings are
going on, educational leaders need to be visiting community
members to talk about the proposed changes. A lot of personal
footwork is needed to initiate a change in a small rural community
where all social relationships are at the primary level and
secondary roles are not easily distinguished from personalities
and families.
While the community is discussing
approaches to changing the school, similar efforts need to be made
by the school staff. Staff members need to agree that change will
happen, that they will participate in it, and that they will stay
long enough to make the process effective (that is, to start and
establish a new pattern). Staff members need to participate in the
efforts at community development so that the community can "develop" the staff. Changing the educational system to fit the
needs of rural communities is a two-way process of cultural
transition. Most likely, the result of this process will fall
somewhere between the two cultures, perhaps near the "ideal" described in
this paper, or perhaps somewhere on either side of that ideal.
The third component of Roberts'
triangular model of school adjustment is curriculum development.
Community development and staff development are a part of
curriculum development since the community and the school staff
will jointly develop the goals of the curriculum. Educators will
add specific learning objectives, but will cooperate with the
community in establishing methods of implementing the goals and
objectives of the curriculum.
The process of curriculum
development is lengthy and intensive. It requires a lot of work
outside the regular teaching day, and a lot of interaction between
the community and the school staff. To insure that the curriculum
is responsive to the needs of the community, this interface
between the school and the community cannot stop once the
curriculum is completed, but must continue while it is implemented
and adjusted to the requirements of the changing educational
system. Throughout this ongoing process, the community members
must feel that they own and control the school, and the school
staff must feel they are a part of the community. Given the close
relationships existing in a small community and the intense
interactions suggested by this model, disagreements, tiffs, and
even feuds will be unavoidable. Therefore, there must be a forum
and a process for working out such problems. A local school board
or committee could constitute such a forum, provided it is awarded
respect and authority by both the school and the community so that
its decisions can become binding for both sides. This way
disagreements could be avoided that cause one side to withdraw
during the most crucial phases of the development
process.
Summary
This paper points out that
although the existing educational system is not always well suited
to meet the needs of rural Alaskan communities, it is extremely
hard to change. A model, or ideal school system for rural Alaska
is described as one that fosters experiential learning through a
process-focused, project-centered curriculum geared toward the
development of individual students. The content of learning is
categorized into four major areas: bioregional skills, cultural
skills, communications skills, and personal survival skills. An
integrated school-community relationship is described as one in
which the school and community are closely intertwined while
student learning is structured and monitored to insure mastery of
skills. The paper includes a description of an ideal school
facility to fit contemporary needs of rural Alaskan communities. A
narrative of an "ideal day" illustrates how all elements of this
ideal school system work together.
Finally, the paper includes
suggestions for transforming the present school system. These
suggestions address the transformation of individual schools in
individual communities. It is assumed that such individual
adjustments will eventually result in change of the entire
educational system. It is emphasized that the adjustment process
must be viewed as multidirectional process of cultural change
which affects all parties involved. It is further pointed out that
this process must be ongoing, continually adjusting the system to
the changing needs of the people it serves. At any given moment
along the continuum, the school system will differ from the ideal
model in that it will reflect the combination of all the cultural
forces at work at that time.
Foreword
J. Kelly Tonsmiere
Introduction
Ray Barnhardt
Section
I
Some Thoughts on Village
Schooling
"Appropriate
Schools in Rural Alaska"
Todd Bergman, New Stuyahok
"Learning
Through Experience"
Judy Hoeldt, Kaltag
"The
Medium Is The Message For Village
Schools"
Steve Byrd, Wainwright
"Multiple
Intelligences: A Community Learning
Campaign"
Raymond Stein, Sitka
"Obstacles
To A Community-Based Curriculum"
Jim Vait, Eek
"Building
the Dream House"
Mary Moses-Marks, McGrath
"Community
Participation in Rural Education"
George Olana, Shishmaref
"Secondary
Education in Rural Alaska"
Pennee Reinhart, Kiana
"Reflections
on Teaching in the Kuskokwim Delta"
Christine Anderson, Kasigluk
"Some
Thoughts on Curriculum"
Marilyn Harmon, Kotzebue
Section
II
Some Suggestions for the
Curriculum
"Rabbit
Snaring and Language Arts"
Judy Hoeldt, Kaltag
"A Senior
Research Project for Rural High Schools"
Dave Ringle, St. Mary's
"Curriculum
Projects for the Pacific Region,"
Roberta Hogue Davis, College
"Resources
for Exploring Japan's Cultural Heritage"
Raymond Stein, Sitka
"Alaskans
Experience Japanese Culture Through
Music"
Rosemary Branham, Kenai
Section
III
Some Alternative
Perspectives
"The
Axe Handle Academy: A Proposal for a Bioregional, Thematic
Humanities Education"
Ron and Suzanne Scollon
"Culture,
Community and the Curriculum"
Ray Barnhardt
"The
Development of an Integrated Bilingual and Cross-Cultural
Curriculum in an Arctic School District"
Helen Roberts
"Weaving
Curriculum Webs: The Structure of Nonlinear
Curriculum"
Rebecca Corwin, George E. Hem and Diane Levin
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Last
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August 17, 2006
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