Indigenous and Mainstream Learning Styles

Because the exploration of land, identity, story, and language is something that can be very complex and potentially controversial (not to mention the issues of making these cultural teachings fundable within the CALP framework), we have created opportunities for students to explore their own identity.

The following is an excerpt from Indigenous Learning and Foundational Learning for Indigenous Learners:

Ways of Learning – A Snapshot of Learning Styles

Indigenous	Mainstream
Visions and Dreams: The importance of dreams was addressed by Virgil Bullshoe, “Dreams are telling you something.” He considers dreams a part of the learning process related to participation in ceremonies as it provides a way of remembering.	Four Developmental Stages by Jean Piaget are based on the idea that the developing child builds cognitive structures - in other words, mental maps, schemes, or networked concepts for understanding and responding to physical experiences within his or her environment.
Origin Stories: Origin and creation stories are elemental to the process of learning in ceremonies. “Without knowledge of the stories behind the ritual one will be lost in understanding the ways of the Blackfoot.” Dr. Reg Crowshoe believes that Blackfoot oral tradition and learning process is documented through ceremony.	Behaviorism by B. F. Skinner, holds a theory of animal and human learning that only focuses on objectively observable behaviours and discounts mental activities. Behaviour theorists define learning as nothing more than the acquisition of new behaviour.
Language: According to Hungry Wolf, the language has influence on the learning process. “…the learner doesn’t grasp the full implications of ceremonial knowledge without knowing the language.”	Control Theory by William Glasser, which holds that behaviour is never caused by a response to an outside stimulus. Instead, the control theory states that behaviour is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.
Elders: Shade revealed that the Elders were careful in the kinds of advances imposed upon the learner. “It seems like you not only had one main teacher but you had a lot of other teachers. Each teacher brought in a different perspective to the whole.” He related that the teachers taught in both group and individual situations. Although the learner had one principal instructor, other teachers assisted in the learning process. Shade believes that the multiplicity of teachers added to a more rounded out understanding.	Observational Learning by Albert Bandura, a social learning theory which states that learning occurs when an observer changes after viewing the behaviour of a model.
Rite of Transfer: In the learning process of ceremony one obtains knowledge through a rite of passage. Ritual is used as a method to bestow the entitlement of the individual to obtain certain knowledge within distinct parameters. The qualification to begin learning within the select boundaries is commonly called the right of transfer.	Social Cognition by L. S. Vygotsky, which asserts that culture is the prime determinant of individual development. Humans are the only species to have created culture, and every human child develops in the context of a culture
Experiential Learning: The learning process of ceremony is a hands-on approach. Since much of the learning process is experiential, the learner must gain sharp observational and listening skills. Developmental Learning: Ceremonial learning process is best achieved when the children are provided the opportunity to learn the traditional ways. Beverly Hungry Wolf said infants are nurtured in a serene environment to insure the “spirit” of the baby is ensured. Taking care of the spirit is transmitted during the raising of the children.	Brain-based Learning that is based on the structure of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur
Holistic Concepts: The concept of an integrated whole of ceremonies is expressed through the assertion that everything is related. Acceptance of humanism as part of the learning process is expressed in the interviews. Intellectual and emotional aspects of being human are accepted in ceremonial learning and activity as part of the process. Although reverential spirituality is upmost in ceremony, contextual humanness is accepted to the point of mirth and jesting.	Neuroscience states that the nervous system and brain are the physical foundation of the human learning process. It links our observations about cognitive behaviour with the actual physical processes that support such behaviour. This theory is still “young” and is undergoing rapid controversial development.
Critical Thinking: Critical thinking is tied to story telling and metaphor used in the learning process. The Elders’ teaching methodology causes the learner to analyze information for meaning. The Elder is more of a helper in the learning process. “...the Elder will help the learner find needed information by presenting a series of discussions on matters related to the situation. The learner must then draw their own conclusions from the information presented.”	Right Brain vs. Left Brain is a theory of the structure and functions of the mind that suggests the two different sides of the brain control two different modes of thinking. It also suggests that each of us prefers or uses one mode more than the other.
Environmental Learning: Learning from the environment involved a communication with nature and the animals. The environment was our classroom.	Learning Styles is an approach to learning that emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are smart.
Protocols and Taboos: Obtaining knowledge of protocol and taboos is important to the learning process. Protocol also involves the status of the learner being eligible to receive certain information. “...unless the individual has obtained the appropriate rite of transfer, the elder will probably not divulge certain kinds of things. The learner also finds that certain types of information can only be discussed in particular contexts with specific people. There are a multitude of taboos associated with individuals and the societies and ceremonies with which they are involved. The learner will usually be provided with the taboos related to their status in certain societies. The reason or the meaning of the taboo in most times is part of the learning process for the individual.”	Multiple Intelligences is a theory of human intelligence, developed by psychologist Howard Gardner, which suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct intelligence–in other words, a set of skills allowing individuals to find and resolve genuine problems they face.
Extended Family & Community: The impact of extended families living apart from one another has an effect on learning culture and language. Living within close proximity of members of the extended family who spoke traditional languages and lived the culture went a long way to teaching the youth.	Constructivism, a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world. Each of us generates our own rules and mental models we use to make sense of our experiences. Learning is simply a process of adjusting our mental models to accommodate new experiences.
Symbolism: “Everything has a purpose, a meaning, every action reflects something.” Pard said that very few Indians today understand the meaning of the existence of things in their life as a Native person. “According to Crowshoe, the stone effigies found throughout the traditional Blackfoot territory are actually boundary markers. The effigies, especially those of the human figure, were a representation of foreign people who were being held back from entering Blackfoot territory.
Spirituality: “There is a divine force present with the bundle keepers,” disclosed Little Wolf. “There is energy in those songs, meaning keeping up their spirit. They know that the spirits are living with them.” The concept of inherent sanctity within a person is a phenomenon accepted in native cultures as part a part of the way of knowledge.
Revitalization: “The positive thing in this situation, is the fact that the middle-aged people are supporting revitalization of the language and the culture.” This has caused some of the older people to come forth and support learning who heretofore withheld information. (Revitalization) has created a new group of people now willing to consider practicing the old ways.
Philosophy: Dr. Reg Crowshoe considers ceremony as the way of documenting oral traditions. “...ceremony is a way of transmitting knowledge.” In essence, Crowshoe believes that the symbolic concentric circle grid of teepees overlaid by social groupings represents the process of learning.

Retrieved from http://www.calgarylearns.com/wp-content/uploads/Foundational-Document-and-Investment-Guide-Final.pdf. March 29, 2019.

Indigenous Literacy and Foundational Learning for Indigenous Adults. Susanne McLeod M.A. PHD candidate and Métis Calgary Family Services Society for Calgary Learns. July 2016)