Switching from Bloom to the Medicine Wheel: Creating Learning Outcomes That Support Indigenous Ways of Knowing in Post-Secondary Education

Autor/in	LaFever, Marcella
Titel	Switching from Bloom to the Medicine Wheel: Creating Learning Outcomes That Support Indigenous Ways of Knowing in Post-Secondary Education
Quelle	In: Intercultural Education, 27 (2016) 5, S.409-424 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2016.1240496
Schlagwörter	American Indians; Canada Natives; Psychomotor Skills; Spiritual Development; Indigenous Knowledge; Teaching Methods; Curriculum Design; Eskimos; Student Empowerment; Teacher Attitudes; Affective Behavior; Cognitive Processes; Educational Objectives; Outcomes of Education; Learning Processes; Verbs; Higher Education; Foreign Countries + Suchen Sie Ihr Suchwort? American Indian; Indianer; Psychomotorische Aktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Studienberechtigung; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Learning process; Lernprozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	Based on a review of works by Indigenous educators, this paper suggests a four-domain framework for developing course outcome statements that will serve all students, with a focus on better supporting the educational empowerment of Indigenous students. The framework expands the three domains of learning, pioneered by Bloom to a four-domain construction based on the four quadrants of the Medicine Wheel, a teaching/learning framework that has widespread use in the Indigenous communities of North America (Native American, First Nation, Metis, Inuit, etc.). This paper expands on the cognitive (mental), psychomotor (physical) and affective (emotional) domains to add the fourth quadrant, spiritual, as being essential for balance in curricular design that supports students in their learning goals. The description of the spiritual quadrant includes a progression of learning outcomes and suggested verbs for developing learning outcome statements. Evaluation and practical implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01