As an educator (Allison Balabuch) and an archaeologist (Ann Stahl), we consider how models drawn from archaeology, anthropology, and Indigenous principles of learning can help inform a shift from a “head” model of education to embodied learning through a Know-Do-Understand model. Learning in apprenticeship models has been an integral part of human history across the globe. Apprenticeship models echo Indigenous principles of learning, such as connections to place, relationality, and holistic, experiential learning. We also make a case for how learning through archaeology’s diverse and interdisciplinary subject matter can provide teachers with knowledge and skills to enrich formal classroom settings. By re-examining school pedagogy to consider models that include all of the learner—mind, body, and community—and through ongoing collaborations between archaeologists and educators, we can develop a more culturally inclusive and responsive model of education.

作为一名教育家（艾莉森·巴拉布赫）和考古学家（安·斯塔尔），我们考虑从考古学、人类学和土著学习原理中得出的模型如何帮助实现从“头脑”教育模式向通过知识的具体学习的转变。理解模型。学徒模式学习已成为全球人类历史不可或缺的一部分。学徒模式呼应了本土学习原则，例如与地方的联系、关系性以及整体性、体验式学习。我们还论证了通过考古学的多样化和跨学科主题进行学习如何为教师提供知识和技能，以丰富正式的课堂环境。通过重新审视学校教学法，考虑涵盖所有学习者——思想、身体、