Keewaytinook Internet High School (KIHS)
NATIVE STUDIES PILOT PROJECT
FEBRUARY - JUNE, 2000

A NOTE TO THE TEACHER MENTOR in the ONLINE CLASSROOM

Congratulations to you for your enthusiasm in accepting the role of supporting your students in this new way of acquiring an education. By working in partnership, we can all enrich our own knowledge while we are supporting the students

Role of the Teacher Mentor

The Teacher Mentor is a consultant and facilitator who guides students in learning and helps remove barriers until the learners can establish their own successful paths of acquiring knowledge.

The Teacher Mentor is the eyes and the ears of the program delivery system. The online teacher relies on the observations and notations of the Teacher Mentor, in order to gauge the progress of the students and the program, and make appropriate changes to minimize shortcomings in program delivery.

The Content

Be aware that while this pilot project is classed as Native Studies, and uses the content that would be found in a Native Studies unit, much of the initial focus involves assisting students in acquiring the skills required to meet success in an online environment. Once we learn how to drive a vehicle, read a road map, and converse with the passengers in the vehicle, we can move quickly towards our destination of learning from others and the world around us.

The Lessons

A new lesson starts at the beginning of each week and is completed by Friday of the same week.

Silence in an Online Environment

Much has been researched and written about silence as a common form of communication among Aboriginal people. However, in an online communication system relying on two way communication, silence is deadly. When a student or classroom is silent online, the course instructor, school administration, and indeed students and teacher mentors in other centres don't know whether a student has technical problems, is in personal crisis, doesn't understand what is being said, is upset by something that has happened online, or has generally fallen off the face of the earth.

Keewaytinook Internet High School program delivery system relies on two way interaction between instructor - student; student - student; and to some degree, instructor - teacher mentor. It is imperative that students and teacher mentors communicate with the instructor on a regular basis so that we may share our collective knowledge base and maximize our growth capabilities. On line notes are preferred; telephone, fax, etc. can be used as a back-up system.

Suggested Activities of the Teacher Mentor

Here are some comments and suggestions regarding how you can help your students get the maximum benefit from this online experience.

1. Scheduling
   Schedule the KIHS Native Studies Pilot Project for one hour of class time a day, every day in the school schedule.
   • you do not have to use the same time slot (e.g. 2 PM) every day; but please do not schedule one, weekly, 5 hour time slot.
     
     
2. Hard copying the notes and assignments
   For the first few weeks, some students will benefit from seeing a paper copy of the Guest Teacher's notes and especially the week's assignments.
   • Have one student go online and print message(s) outlining the week's activities for the students.
   • Either make copies for each student or post it on the bulletin board.
     
     
3. The Role of The Classroom Assistant
   Out of respect for the skills and experience of the Teacher Mentor, many northern Classroom Assistants will not take on a task unless they are asked to do so by the teacher. Yet many Classroom Assistants are quite experienced in many areas, including computer usage; if given the time, they will learn required new skills quickly and thoroughly.
   It is suggested that you designate specific tasks involving the Pilot Project to the grade 8 Classroom Assistant. This might include:
   • assisting specific students to access notes or send notes;
   • ensure that all assignments have been submitted at the end of the week;
   • monitor students' time online (especially on the Internet) to ensure that students are staying on task, and are entering appropriate sites.
     
     
4. Time Management
   Students will need support in organizing themselves to complete tasks on a timely basis.
   • ensure that students have a copy of the week's activities on Monday;
   • assist students in organizing their time
     • keep available copies of Handbook Section 6: Weekly Planner ( a clean sheet is required weekly)
     • in a large or small group format, help students decide on the tasks for the week and what day to do each task;
     • students make a commitment to themelves by recording their plans on the Weekly Planner;
     • initially and intermittently, as a group and individually, make suggestions on the daily division of time
     • weekly planners should be revised during the week if initial plans are not proving to be feasible or attainable.
       
       
5. Submission of Assignments
   Ensure that each student has submitted the assignment(s) (to the best of their ability at the time) before the student leaves for the weekend.
   • in a large or busy class, you or your classroom assistant should visually seeing them upload the work; or
   • have them cc a copy to you and you check on the weekend to see that the upload has been completed;
   • if they are not pleased with their product, or the work is incomplete, have them submit it anyway.

   We all have "off weeks" when we are physically ill or circumstances around us make it hard to produce our best work. Inculcate the mind set of: That is the best that I could do this week." But DO have them submit it.
   Should a student be absent on a Friday, or for an extended period of time, please

   • send a note to that effect to the Guest Teacher;
   • ensure that first thing Monday Morning, - that student uploads whatever they had from the previous week.
     
     

6. Keyboarding
   Most northern students have had limited opportunity to learn correct keyboarding using 10 fingers. As such, they are behind to their southern counterparts.
   To their benefit, many Aboriginal learners tend to be kinesthetic, - learning through hands-on activities. With daily practice, it is anticipated that keyboarding skill and speed will quickly become a non-issue.
   Please note the suggestions in section 9, and help your students monitor themselves and others in order to learn time and energy saving keyboarding skills.
   A computer software program in keyboarding will be forthcoming shortly. Please have students track their progress so that we can all celebrate their developing skill.
   
   
7. Student Supplies
   Most student supplies required will take the form of resources from the Internet. We hope that the school will be able to contribute some basic art supplies for some of the later lessons.
   Students would benefit from either one section of a 3 ring binder, or a separate exercise book in which to keep track of hard copies of assignments etc.
   Initially, students may prefer to draft assignments on paper. As soon as possible, they should move towards writing notes, and drafting assignments on the computer.
   
   
8. Trouble Shooting
   You can be most helpful by watching and responding to weaknesses with a variety of corrective actions.
   • are the students using their time wisely?
     • if not, please guide them to whatever extent is required to ensure best use of time
   • are they able to access the online conferences and materials that they need?
     • if not, seek help from a fellow student; your community computer technician; K-Net technical staff in Sioux Lookout;
   • do the students understand the online directions provided to them;
     • if one student is struggling:
       • provide some 1:1 tutoring, or
       • have your teacher assistant help them initially or
       • have a student who is "ahead of the group" assist them.
     • If ALL students (and you) do not understand the directions, - get a message to the Guest Teacher or KIHS Staff
       
       
9. Collaboration with the Community Computer Technician
   The Community Computer Technicians have been trained by K-Net Services, and continue to work collaboratively with K-Net to provide computer techical support within the communities. The technicians are among the most skilled in the community in installing and maintaining computer equipment, and using the available programs. Part of their responsibility is to teach computer skills to those who need to learn; however it must be remembered that they are not trained teachers.
   By working in partnership with the community computer technician, you, an experienced teacher, may suggest ways in which the technician can effectively teach you, as well as your students, the computer usage skills that you require.
   Again, generally the technicians are hesitant to interfere unless you indicate a need or wish for their help and support.
   
   
10. Appropriate Computer Usage
    There are concerns in every part of the country regarding people accessing Internet sites that are inappropriate. The concern also exists in northern communities. Chiefs and Councils, Education Authorities and parents become concerned when students Internet sites that are not conducive to positive learning experiences.
    While the students are using computers during school time or on school property, it becomes the responsibility of those in direct contact with them to ensure that the Internet usage is on task, and that notes written on the K-Net system follow acceptable language and content. It is strongly recommended that:
    • you make students aware of community and school expectations in their Internet usage;
    • we focus on making positive choices in life including how we choose to use the Internet;
    • you and your Teacher Assistant agree upon a system of visually monitoring the Internet sites being accessed by your students to ensure that they are appropriate.
      
      

11. Program Analysis
    The Guest Teacher will assess and evaluate the progress of the students through their online contribution and assignments.
    However, you, the Teacher Mentor, play a crucial role in monitoring and making comments and recommendations regarding the system of delivery.
    
    Please consider keeping a piece of paper handy for anecdotal notations that can be forwarded to conference 32 or shared with KIHS staff.
    Please read and respond a minimum of twice weekly in conference 32. Your comments may be as brief as "I hear you". However, also please use this conference to:

    1. note good things that are happening;
    2. note general problems that your students are experiencing;
    3. suggest solutions to challenges identified by others in conference 32.
       
       
       

More formal evaluation will follow. In fact, you may be inundated with questions regarding your thoughts on the process. The more information that you share with us spontaneously, the helpful you are in helping us design a successful delivery system.

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The above comments are made to assist the fine staff within the schools in making the paradigm shift required to embrace this new exciting way of learning. By working together, we can make Keewaytinook Internet High School the enriching and satisfying experience that is envisioned.

Your time and efforts are appreciated.

Above, all, enjoy the adventure.!!!!!
It is challenging but fun to be on the cutting edge of innovation, while providing something meaningful for northern youth!!!


Margaret Fiddler
Education Advisor
Keewaytinook Okimakanak
January 28, 2000