Instructional Strategies
My unit will include the traditional Diné perspective on using, acquiring, and preparing native plants for healing purposes. There will be some information that can be shared on the sacredness of the plants from a ceremonial perspective and its uses. Of course, other plants that are used more generally will be studied and researched by students to determine how the plant can and is used for healing and medicinal purposes by Diné for generations. The discussion will focus on sage brush, juniper, pinon trees, and possibly include other plants and herbs.
The unit will also include some information on western medicine, its history, purpose, affects, side effects, and future research. Students will acquire knowledge on how western medicine works with the human body to fight infection, relieve pain, as recreational drugs, and other areas. Students will acquire this knowledge through research using various media and technology.
The unit will compare and contrast Diné traditional medicines and western medicines used in human health and to protect or enhance life. Students will accomplish this through research, interviews of western medical doctors at the local medical center and local traditional medicine people and herbalists (who are willing to share their knowledge). They will conduct simple experiments while incorporating the scientific process, fieldtrips to locate and collect native plants used for medicines by Diné still use today.
The instructional strategies I will implement are second language acquisition strategies: Accountable Talk, Balanced Instructional Approach/modeling strategy and cooperative learning strategies.
Native language acquisition strategies generate/produce language learning when: English is omitted (not used); use of non–verbal communication such as gesture, facial expressions, pictures and objects are used to convey meaning; taught in full sentences by embedding words in sentences and paragraphs, and avoid teaching isolated word lists; planned for real communication in speaking for comprehension; language is also understood as culture by teacher and learner so customs, values and appropriate social language is learned; language is learned and taught through hands–on, interactive activities by doing daily life activities such as eating, walking, reading, etc. and traditional activities are included; learners are helped to be active learners while in the process by taking cues about what to teach from the learners themselves so teacher is the facilitator; there is sensitivity to learner needs, patience, and encouragement because language learning takes time and will vary according to different learners. It is important to respect personalities and language needs, and avoid being overly critical of mistakes, because mistakes in learning language are natural as students try out the language in their attempts to use what they have learned.
Accountable talk strategies are implemented with developing speakers of second language learners. Daily talking or discussion session allow students to share feelings, ideas, and problems. Discussion topics are real life situations either selected by the teacher or student(s). Through discussion, teachers introduce vocabulary words on the topic. Students listen and use vocabulary words in speaking (and writing). Each student has the opportunity to speak using appropriate grammar and vocabulary to present information on selected topic.
Balanced Instructional Approach or Modeling is demonstrated by the teacher to show students how to appropriately use vocabulary words and grammar in Diné language. The teacher utilizes vocabulary words repeatedly along with gestures, pictures, acting out, and repeating for students to comprehend meaning of vocabulary words. The teacher uses vocabulary words and grammar in various situations to show students how to use the words in speaking. Sentence patterns are used to assist students with forming proper sentences in Diné language.
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