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Classroom Technologies and First Peoples Principles of Learning

School District 73 (Kamloops/Thompson) & School District 28 (Quesnel)Virtual Professional Learning Workshop

December 3, 2018

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“As a Ministry of Education Provincial Outreach Program, SET-BC would like to acknowledge, at our Provincial Centre located in Vancouver, BC, that we live, work and learn on the unceded and traditional territory of the xʷməθkʷəy ̓əm (Musqueam), sel ̓íl ̓witulh (Tsleil Waututh) and sḵwx ̱wú7mesh (Squamish) Coast Salish people.

As well, we want to acknowledge and honour the collective knowledge shared by the vast number of Elders, knowledge keepers, Indigenous community members, story-tellers and teachers, who graciously provided their perspectives and wisdom through the interviews, books, articles, stories and conversations that are referenced in our workshop today.”

Traditional Territory and First Peoples Acknowledgement

Agenda

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Territorial AcknowledgementIntroductionsHousekeeping

First Peoples Principles of LearningClassroom Examples

BreakExploration Time

Wrap-upParticipant FeedbackAfterShare Resources

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Online Room Housekeeping

Introduction

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Learning requires exploration of one’s identity

Monica Lee

SET-BC Provincial Teacher

mlee@setbc.org

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SET►BC Mandate

We believe: ► All students have unique needs. Diversity should be embraced and celebrated.► All students have a place in today’s classroom. Meaningful inclusion of everystudent in the classroom community is achievable.► Technology, when carefully selected and thoughtfully implemented, can be aneffective tool in supporting meaningful inclusion and improved student outcomes.

SET-BC is a BC Ministry of Education Provincial Resource Program established to assist school districts in utilizing technology with students whose access to the curriculum is restricted. SET-BC provides school districts with three tiers of services.

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SET►BC Service Delivery

For more information please visit www.setbc.org

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Our intentions for today…

“The inclusion of Aboriginal perspectives and knowledge is based on the understanding that Aboriginal perspectives and knowledge are a part of the historical and contemporary foundation of BC and Canada. An important goal in integrating Aboriginal perspectives into curricula is to ensure that all learners have opportunities to understand and respect their own cultural heritage as well as that of others…”

BC Curriculum – Aboriginal Education

Learning recognizes the role of indigenous knowledge

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What’s in a Name?

Share the story behind your name.

Learning requires exploration of one’s identity.

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Potlatch at Jericho VillageCredit: Musqueam Language and Culture Department. Retrieved from http://www2.moa.ubc.ca/musqueamteachingkit/stories.php

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Context

Learning recognizes the role of indigenous knowledge.

“Call 63: We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: … iii. Building student capacity for intercultural understanding, empathy,and mutual respect.”

- Calls to Action, Truth and Reconciliation Commission of Canada

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Introduction to First Peoples Principles of Learning

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Authentic Sources

Learning involves recognizing that some knowledge is sacred and only

shared with permission and/or in certain situations.

SETFlix Feature: Spencer Middle School Synergy Project – Indigenized Slam Poetry

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Authentic Sources

Learning involves recognizing that some knowledge is sacred and

only shared with permission and/or in certain situations.

Resource Sample: Elder Protocol Handbook

– SD 8 (Kootenay Lake)

developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 21

• Learning ultimately supports the well-being of the self, the family, the

community, the land, the spirits, and the ancestors.

• Learning is holistic, reflexive, reflective, experiential, and relational (focused

on connectedness, on reciprocal relationships, and a sense of place.

• Learning involves recognizing the consequences of one’s actions

• Learning involves generational roles and responsibilities

• Learning recognizes the role of indigenous knowledge.

• Learning is embedded in memory, history, and story.

• Learning involves patience and time.

• Learning requires the exploration of one’s identity

• Learning involves recognizing that some knowledge is sacred and only shared

with permission and / or in certain situations.

First Peoples Principles of Learning

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Digital Storytelling

“Rendering knowledge as story is an attribute of Aboriginal ways of learning; making this happen in many ways in the classroom is desirable…”

– participant, ?Aq’am, Aboriginal Worldviews and Perspectives in the Classroom

Learning is embedded in memory, history, and story.

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Digital Storytelling

Learning ultimately supports the well-being of the self, the family,

the community, the land, the spirits, and the ancestors.

Credit: School District 8 (Kootenay Lake) – Interview with Ktunaxa Story Teller Bonnie Harvey

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Digital Storytelling

Learning is embedded in memory, history, and story.

Credit: School District 82 (Coast Mountains) - iMovie Dramatic Re-telling Student Sample: The Origin of the Skeena River.

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Digital Storytelling

Learning is embedded in memory, history, and story.

Suggested Tools:

Stop Motion First Voices Toontastic Explain Everything

GreenScreen iMovie Book Creator Garage Band

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Medicinal Garden

“Each territory has its own indigenous plants that were used by our ancestors… As more of us learn about and accept the value of our traditional medicines, we must also have those who will become the knowledge carriers to ensure that these teachings are passed on to future generations. Who has this knowledge now in our individual communities? Who are they training? Are the medicines still grown in our territories; if not, how do we reintroduce them? Are people aware of the traditional medicines from their communities?”

– Lynda Gray, First Nations 101, p. 219

Learning involves patience and time.

Learning involves generational roles and responsibilities.

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Medicinal Garden

Learning involves patience and time.

Learning involves generational roles and responsibilities.

Credit: Global News, April 13, 2018 – Winning Team in Science World Project Brings Back History

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Medicinal Garden

Learning recognizes the role of indigenous knowledge.

Credit: School District 39 (Vancouver) – Student Sample: Medicinal Garden Field Guide

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Medicinal Garden

Learning involves recognizing the consequences of one’s actions.

“On Monday aka yesterday we went to a forest biome at Stanley park (sic) to learn about invasive and native plants. We also met a native elder named Senequlia Wyss she (sic) was Squamish and she brought her daughter. She taught us about different species of plants and what their used (sic) for. It was Interesting (sic) we learned that invasive species take a lot of resources from other plants, like sunlight, water, and soil. It was very tiring pulling out the ivy and finding the roots were very, (sic) tiring but I learn that English ivy roots can grow very, (sic) long.

The invasive species had the advantage. People brought invasive species. People took things that weren’t theirs and some animals are almost extinct.” – Brianna, Grade 5

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Medicinal Garden

Learning involves patience and time.

Learning involves generational roles and responsibilities.

Suggested Tools:

Book Creator Explain Everything iMovie

First Voices Paper QR Reader

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Origin Stories

“The exploration of one’s identity includes developing an understanding of one’s place in the world…In addition to using this understanding to help one grow in life, knowing one’s own strengths and challenges is a part of the responsibility a person has to his or her family and community, as people are considered to have a duty to use them to contribute to others (family, community and land)”

– J.Chrona, First Peoples Principles of Learning Website

Learning requires exploration of one’s identity. Learning ultimately supports the

well-being of self, the family, the community, the land, the spirits, and the ancestors.

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Origin Stories

Learning requires exploration of one’s identity. Learning ultimately supports the

well-being of self, the family, the community, the land, the spirits, and the ancestors.

Credit: School District 62 (Sooke) – Student Sample: Memoir Trailer

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Origin Stories

Learning requires exploration of one’s identity. Learning ultimately supports the well-being of self, the family, the community, the land, the spirits, and the ancestors.

Suggested Tools:

Book Creator

Stop Motion Explain Everything iMovie Trailer

Comic Life Sketchbook

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Slam Poetry and ReconciliationArticle 8

• Indigenous peoples and individuals have the right not to be subjected to forced assimilation or destruction of their culture.

• States shall provide effective mechanisms for prevention of, and redress for:

a. Any action which has the aim or effect of depriving them of their integrity as distinct peoples, or of their cultural values or ethnic identities;

b. Any action which has the aim or effect of dispossessing them of their lands, territories or resources;

c. Any form of forced population transfer which has the aim or effect of violating or undermining any of their rights;

d. Any form of forced assimilation or integration;

e. Any form of propaganda designed to promote or incite racial or ethnic discrimination directed against them.

- United Nations Declaration on the Rights of Indigenous Peoples, 2008

Learning involves recognizing the consequences of one’s actions.

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Slam Poetry and Reconciliation

Article 13

• Indigenous peoples have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures, and to designate and retain their own names for communities, places and persons.

• States shall take effective measures to ensure that this right is protected and also to ensure that indigenous peoples can understand and be understood in political, legal and administrative proceedings, where necessary through the provision of interpretation or by other appropriate means.

- United Nations Declaration on the Rights of Indigenous Peoples, 2008

Learning involves generational roles and responsibilities.

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Slam Poetry and Reconciliation

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

SETFlix Feature: Spencer Middle School Synergy Project – Indigenized Slam Poetry (Part 1)

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Slam Poetry and Reconciliation

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

Indigenized Slam Poetry Student Performance: You Don’t Know Me

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Slam Poetry and Reconciliation

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

Credit: Kelly McCarthy –Twitter Post

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Place-Based Learning

“Place-based education immerses students in local heritage, cultures, landscapes, opportunities, and experiences using these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum. Place-based education emphasizes learning through participation in service projects for the local school and/or community.”

– Promise of Place

Learning is embedded in memory, history and story.

Learning is…focused on connectedness, on reciprocal relationships, and a sense of place.

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Place-Based Learning

Principles of Successful Place-Based Education (First Peoples’ Principles of Learning)•Learning takes place on-site in the school yard, and in the local community and environment. (Learning is…focused on a sense of place)

•Learning focuses on local themes, systems, and content. (Learning is…relational …focused on connectedness)

•Learning is personally relevant to the learner. (Learning ultimately supports the well-being of the self, the family, the community…)

•Learning experiences contribute to the community’s vitality and environmental quality and support the community’s role in fostering global environmental quality.(Learning ultimately supports the well-being of the self, the family, the community, the land…)

•Learning is supported by strong and varied partnerships with local organizations, agencies, businesses, and government. (Learning is…focused on connectedness, on reciprocal relationships, and a sense of place)

•Learning is interdisciplinary. (Learning is holistic, reflexive, reflective, experiential, and relational…)

•Learning experiences are tailored to the local audience. (Learning recognizes the role of Indigenous knowledge)

•Learning is grounded in and supports the development of a love for one’s place. (Learning involves recognizing the consequences of one’s actions)

•Local learning serves as the foundation for understanding and participating appropriately in regional and global issues. (Learning involves generational roles and responsibilities)

•Place-based education programs are integral to achieving other institutional goals. (Learning is embedded in memory, history, and story)

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Place-Based Learning

“Although First Peoples are very diverse, most of us have a similar respect for and connection with the land. This informs our understanding of responsibilities and roles and our sense of our relationships to all living things. How do our decisions impact the land around us? How does where we are influence what we view as important and what to learn? How do our decisions about “what is important” and “how to be” relate to community? For many people, this seems philosophical, but it is actually very pragmatic, it’s your every day, it’s practical. “Look after the land and the land will look after you.”

– participant, ?Aq’am, Aboriginal Worldviews and Perspectives in the Classroom

Learning is embedded in memory, history and story.

Learning is…focused on connectedness, on reciprocal relationships, and a sense of place.

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Endangered and Disappearing Languages

“We don’t even know what we’re losing… Once we’ve lost language, we’ve lost a mainstay of culture. All the knowledge that has gone into our languages and our cultures may be needed again sometime — and may be needed sometime soon.”

– Edward Doolittle, First Nations University of Canada

“When Aboriginal people, do not know their own language, they come to rely on foreign languages to understand their world. Relearning and reclaiming Aboriginal languages is important because they provide a unique way of describing and understanding the world.”

– Canadian Teachers’ Federation, Aboriginal Languages in Canada

Learning requires exploration of one’s identity.

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Endangered and Disappearing Languages

“Indigenous languages contain valuable information about the unique culture of a people: their values, wisdom, knowledge, world view and overall way of being. Indigenous languages are important for Indigenous peoples, as they contribute to a sense of identity and a healthy life; they inform people about their ancestors’ sacred traditional rules and teachings. Indigenous languages are also important for all people, as they help maintain cultural diversity and offer teachings about everything from alternate values to medicines, resources and other practical information rooted in the lands of the Indigenous communities that speak them.”

– First Peoples’ Cultural Council, Endangered Language Project

Learning requires exploration of one’s identity.

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Endangered and Disappearing Languages

Learning involves recognizing the consequences of one’s actions.

Credit: Isabella MacQuarrie #thelastword27 – Mother Language Meme Challenge

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Endangered and Disappearing Languages

Learning involves recognizing the consequences of one’s actions.

Credit: Isabella MacQuarrie: #thelastword27– Flipped Video Discussion

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Endangered and Disappearing Languages

Learning involves recognizing the consequences of one’s actions.

Credit: Isabella MacQuarrie – Endangered & Disappearing First Nations Languages Blendspace by TES Teach

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Endangered and Disappearing Languages

Learning involves recognizing the consequences of one’s actions.

Credit: Isabella MacQuarrie – #thelastword27 Twitter Post

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Endangered and Disappearing Languages

Learning involves recognizing the consequences of one’s actions.

Suggested Tools:

Stop Motion Flipgrid TES Teach

Pinterest Twitter

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Break

Learning ultimately supports the well-being of self...

developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY

Book Creator Demonstration

1. Go to www.bookcreator.com2. Sign up or sign in to an account3. Click on “My Books4. Click on “Join with a code”5. Enter code: SNNYP6. Click on the icon on the bottom centre left.7. Click on “Copy Book” in the pop-up menu to make

a copy of “Book Creator Basics”.

Learning is holistic, reflexive, reflective, experiential, and relational

(focused on connectedness, on reciprocal relationships, and a sense of place).

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Explain Everything Demonstration

1. Go to https://explaineverything.com/2. Click on “Try it now”3. Choose the “Whiteboard” Template

Learning is holistic, reflexive, reflective, experiential, and relational

(focused on connectedness, on reciprocal relationships, and a sense of place).

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Learning Modules

Learning is holistic, reflexive, reflective, experiential, and relational

(focused on connectedness, on reciprocal relationships, and a sense of place).

https://tinyurl.com/fppldigitalstory

DigitalStorytelling

Place-BasedEducation

EndangeredLanguages

https://tinyurl.com/fpplplacebased https://tinyurl.com/fpplendangered

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Conclusions

http://www.setbc.org/2018/07/classroom-technologies-and-first-peoples-principles-of-learning/

Learning involves patience and time.

For more resources, please visit www.setbc.org

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