MESOAMERICAN INDIGENOUS WAYS OF LEARNING
Xinachtli (Sheen-ach-tlee) is a Nahuatl (Aztec) describing the moment a seed germinates, reaching its “bursting” and “in between” point when it is no longer a seed and not yet the plant it will transform into. In Mesoamerican philosophy, Xinachtli is the time between night and day, one season and another, are moments of infinite possibilities. Xinachtli project, enriches and enhances student learning through their participation in an interdisciplinary curriculum that presents Mesoamerican forms of calendar systems, mathematics, use of symbol and metaphor to interpret natural phenomenon, oral storytelling of myths of origin and formation, learning about Nahuatl as a heritage language, meditation, and the construction of a dialogue community that uses symbolic interaction (such as the use of a talking stick) to ensure authentic, critical and creative listening and sharing.
What it looks like
Xinachtli enriches and enhances student learning through their participation in an interdisciplinary curriculum that presents Mesoamerican concepts of calendar systems, mathematics, use of symbol and metaphor to interpret natural phenomenon, oral storytelling of myths of origin and formation, learning about Nahuatl as a heritage language, meditation, and the construction of a dialogue community that uses symbolic interaction (such as the use of a talking stick) to insure authentic, critical and creative listening and sharing.
How its measured
Each grade will begin with one hour of Xinachtli time designed to integrate Xinachtli components which will be appropriately extended into other classroom time through learning centers, classroom projects that enrich the curriculum. In addition, a monthly school-wide cultural theme for teachers will be incorporated in their lesson planning and community events where the children will construct and exhibit examples illustrating Xinachtli aspects of their learning. Evaluation of the effectiveness of Xinachtliwill include but not be limited to observation of how much it augments learning across the curriculum, rubric assessment of Xinachtli skills, and student portfolios of their work, activities, and projects.