NS+Practicum

Summative Assessment – Do traditional skills matter in today’s world? (They do as their is always a place for the skills and they are interconnected or find a place in modern society as the skills learned on the land can be transferred to modern ways of knowing..vi) Draws from DK 9. Can …ie: the Page Program qualify?(An aspect of leadership & awareness of governance practices vi) Needs to be flexible year to year, student to student? Does it need to be land-based? Arctic Winter Games Learning a traditional game? Scientific consultations and TK learning – could that be an element of a practicum? Needs to be student driven. Their interests. In the first year, perhaps the menu of choices might be more limited (choose among these 4). As the experience and infrastructure is built, more choices might be made available. Do traditional skills have to be part of every choice?, and then can also have a ‘modern’ component – or just go deeper with the traditional skill. Exploration of students’ talents. Mentorship as an optional component of practicum - //Some componet of mentorship should be included in any rubric developed - either as mentor or mentee(?) - ted// NS students become integrated within the leadership/planning of land-based programmes that the school is offering for younger students. (NS students join in with Aboriginal language instructors/planners & have input along with responsibility for some part of the program delivery. Instruct students on setting rabbit snares, muskrat push ups, mink traps,safety in the bush. vi) Traditional skills need to be a part of the practicum (yes can be oratory, kinetic or hands on-demonstration, presentation formats vi) When NS is offered might then be matched to what the school is/should do around cultural activities. (Which semester).(either semester as most schools have events occurring. vi) Presenting to an authentic audience… parents, community - //also should be part of assessment rubric - lots of opportunity to integrate ICT stuff here - ted// Rubric needs to have some planning included in its development, a publishing component, a process of learning piece. //- planning and goal setting pieces will be important given need to be flexible and adapt to existing programs - ted// Student participation in developing the rubric necessary.(we can have either format-teacher or student selection. If students have input they appear to do better..vi) How does learning in practicum tie into the other RIs of course? (opportunity for students to demonstrate their knowledge/experience and ties into their practice it is all relevant to holistic learning to being a nothern person..vi) Clue and conclusion - ‘What is the evidence I can demonstrate that proves what I’ve learned?’ Self-reflection needs to be part ‘How has this contributed to me becoming a more capable person?
 * **__Practicum Discussion__** (Denise K, Velma I, Mattie M, Ted M)
 * __Rubric__** – How do we measure students’ practicum learning? (pending on student's selection-design of rubric will be based around this vi)
 * __Prep :__** Inventory of students (interest inventory). //The concept of "inventory" could be expanded to school/community/district/territorial assets - this might work as a "one off" process and updated as part of the planning process. Included might be curriculum based activities (Northern studies, experiential science, language programs; trades and construction (i.e, make snowshoes or ice jiggers); other school based programs and activities (culture days/camps; jigging/fiddling; feasts; outdoor safety; ice fishing; traditional crafts); interagency activities (Keepers program; MACA funded activities; cariou/moose hunts) externally funded programs (MACA supported; Parks Canada sponsored activities; Sportnorth); district level initiatives (language dictionaries, etc); community assests (band funded initiatives - esteem building activites, etc), as well as the community members who support these initiatives - those who have the wisdom and traditional knowledge to mentor young people. Having this knowledge handy will assist in students/teachers in planning and selecting practicul projects and provide more "bang for the buck" for extant programs - ted//




 * Greetings! I am in the process of organizing a pilot practicum - I will post what I have shortly - I would appreciate any feedback, suggestions or sharp warning that I am totally on the wrong track or working under dubious assumptions - mindy, are you there? I am involving the whole staff and some district level personal in the process, and will be involving community members shortly. . .**


 * Essentially, work done to date includes:**
 * developing student questionaire/checklist to aid in developing (negotiating) appropriate practicum activity**
 * developing planning checklist to capture as much of school and community assets and competancies as possible (this is, in our case, surprisiongly extensive)**
 * planning sessions involving SS teachers, aboriginal language teacher, lit coach, principal, PST, relevent PST's etc. - with the thought of embedding process in school events and extant (culture) programs . . .**


 * cheers, ted**

Hi guys...I'm here now. I've been away for a bit. Ted, how is it going now? Mindy
 * __**Practicum Group #2**__ ||
 * __**Practicum Group #3**__ ||
 * __**Practicum Group #3**__ ||