Indigenizing course outcomes: Updating your syllabus to use the Medicine Wheel as a curriculum design framework

Bring your course syllabus to this workshop to examine ways you can indigenize course outcome goals and activities. In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions for educators include incorporation of indigenous ways of knowing and learning. Current curriculum design practices have primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom’s taxonomy. This workshop uses the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in designing course outcome statements. Bloom’s taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual.

Workshop  content is based on peer review publications recently published:
LaFever, M. (2016). Switching from Bloom to the Medicine Wheel: Creating learning outcomes that support Indigenous ways of knowing in post-secondary education. In Intercultural Education 27(5), 409-424. ISSN: 1467-5986 (Print) 1469-8439 (Online)

LaFever, M. (2016). Using the Medicine Wheel for Curriculum Design in Intercultural Communication: Rethinking Learning Outcomes. In Garcia-Perez, G & Rojas-Primus, C. (Eds.). Promoting Intercultural Communication Competencies in Higher Education. Hershey, PS: IGI Global. 168-199. ISBN-13: 978-1522517320

March 15, 2019 Thompson Rivers University; Learning at Intercultural Intersections III Conference

March 22, 2019; Simon Fraser University; Effective Teaching Series;  Halpern Centre 126;Burnaby, BC; 12:30-4:00 w/complimentary lunch


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