Page 15 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Teachers
Teachers and students have complementary responsibilities. Teachers develop appropriate and effective instructional strategies to help students achieve the curriculum expectations, as well as appropriate methods for assessing and evaluating student learning. Teachers are also responsible for ensuring that the classroom is a culturally safe environment that enables students from diverse backgrounds to feel respected and comfortable expressing their opinions, thoughts, and needs. Teachers bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. Teachers reflect on the results of the learning opportunities they provide, and make adjustments to them as necessary to help every student achieve the curriculum expectations to the best of their ability.
Using a variety of instructional, assessment, and evaluation strategies, teachers provide numerous opportunities for students to develop and refine their critical-thinking, problem- solving, and communication skills as they investigate topics related to First Nations, Métis, and Inuit studies. These activities should give students opportunities to relate their knowledge and skills in First Nations, Métis, and Inuit studies to the social, cultural, environmental, and economic conditions and concerns of the world in which they live. Such opportunities will motivate students to participate in their communities as respon- sible and engaged citizens and to become lifelong learners.
First Nations, Métis, and Inuit studies teachers provide students with frequent opportunities to practise their skills and apply new learning and, through regular and varied assessment, give them the specific, descriptive feedback they need in order to further their learning and refine their skills. Teachers can also help students understand that applying specific inquiry processes when studying First Nations, Métis, and Inuit histories, governance, and nation-to-nation relationships often requires a considerable expenditure of time and energy and a good deal of perseverance. In First Nations, Métis, and Inuit studies, teachers can encourage students to explore alternative solutions and to take appropriate risks to become successful problem solvers, especially with respect to any social justice issues they encounter. By assigning tasks that promote the development of higher-order thinking skills, teachers help students assess information, develop informed opinions, draw con- clusions, and become thoughtful and effective communicators.
It is the teacher’s responsibility to help students see the connections between the know- ledge and skills they develop in the First Nations, Métis, and Inuit studies classroom and their lived realities. First Nations, Métis, and Inuit studies can play a key role in shaping students’ views about life and learning. By developing an understanding of the context- ualized nature of their ideas, values, and ways of life, students come to appreciate and honour the diversity they encounter. Teachers should also encourage students to under- stand the importance of the transferable skills they develop in First Nations, Métis, and Inuit studies, and to make use of these skills in other contexts.
As part of effective teaching practice, teachers communicate with parents about what their children are learning. This communication occurs through the sharing of course outlines, ongoing formal and informal conversations, curriculum events, and other means of regu- lar communication, such as newsletters, website postings, and blogs. Communication enables parents to work in partnership with the school, promoting discussion, follow-up at home, and student learning in a family context. Stronger connections between home and school support student learning, achievement, and well-being.
INTRODUCTION
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