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SD20 Learns Newletters
SD20 Learns Newletters
SD20 Learns Newletters
Back
Back
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KCSD LEARNs
LEARNING STANDARDS:
Factors that affect self-identity
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What factors contribute to how you see yourself?
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self-esteem
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self-efficacy
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cultural heritage
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body image
LESSONS:
Recognizing how knowing our talents and giving compliments both support self-esteem
Understanding that gender stereotypes and how they impact our self-identity
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Indigenous Pedagogies
First Peoples Principles of Learning
"The First Peoples Principles of Learning describes a set of learning principles specific to First Peoples. These were articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the the English First Peoples course created by the BC Ministry of Education and First Nations Education Steering Committee in 2006/2007.
They represent an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Nations societies. It must be recognized that they do not capture the full reality of the approach used in any single First Peoples’ society."
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Source: First Nations Education Steering Committee
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Click here to read Jo Chrona's blog about the First Peoples Principles of Learning.
Circle Pedagogy
The use of talking circles helps to nurture safe spaces for strong and diverse identities. In interviews with staff members who use circles in their practice, we heard that they foster belonging, build trust, offer practice in reflective capacity, nurture student voice and strengthen community. Click on the images below to listen to the interviews from KCSD staff.
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"Talking Circles in classrooms are usually used to demonstrate that everyone is connected and that every person in the circle has an equal voice. They also ensure that everyone can see and hear the speaker. In classrooms, they can be used for a variety of reasons and at different grade levels (i.e. be a part of consensus building for decision-making, as ways to help debrief students’ experiences, or supporting learning from each other)."
Source: BC First Nations Land, Title and Governance Teacher Resource Guide, 2019​
Click on each image to listen to the interviews with KCSD staff about why and how they use circles
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Evaluating Indigenous Resources for Classroom Use
"With the inclusion of Indigenous content and perspectives in the revised curriculum in BC, educators are scrambling to find suitable resources to use in their classrooms. Because this formal shift is relatively new, many educators have expressed that they feel ill-equipped to evaluate Indigenous resources and are seeking guidance to determine what resources to bring into their
classrooms. "
Source: Evaluating Indigenous Resources for Classroom Use by Sara Davidson
This bookmark summarizes the key questions that educators can consider as they incorporate Indigenous resources and perspectives into their learning spaces.
​Click here to read the full article by Sara Davidson in "Teacher" magazine in 2020.
Click here to view the full bookmark
Click here to learn more about how to become Indigenous Storywork ready.
Indigenous Storywork
"Stories can guide the development of our heart, mind, body, and spirit. Through Elders’ guidance and mentorship, I developed a way to appreciate and understand the beauty and power of Indigenous stories, which is called, Indigenous storywork. I invite you to join me as I reflect upon and share what I have learned about Indigenous storywork. Throughout our journey together, a few questions will guide us: What is Indigenous storywork? How can it be used in education at any level? What resources could be used and how best to use them? "
Source: Indigenous Storywork by Q’um Q’um Xiiem, also known as Dr. Jo-ann Archibald.​​
Click here to visit the Indigenous Storywork website.
Aboriginal Worldviews and Perspectives in the Classroom
What are the worldviews and perspectives that are consistent across Indigenous cultures that lead to the greatest engagement and success for learners?
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Connectedness and Relationship: Look for ways to relate learning to students' selves, to their families an communities.
Awareness of History: Ensure that any focus on the history of Canada and Canadians or on Canadian social studies include reference to the experience, situation and actions /perspectives of Aboriginal peoples, in all periods studied including and up to the present).
Local Focus: Look for opportunities to incorporate place-based learning into your practice.
Engagement with land, nature and the outdoors: Look for opportunities to get students interested and engaged with the natural world immediately available (place-based education in the area near your school).
Emphasis on Identity: Encourage student self-awareness grounded in knowledge of family origins, cultural background, place of origin, allegiance and affiliation, citizenship, and other identity "markers".
Community Involvement: Make it a priority to connect with the local Aboriginal community.
The Power of Story: Learn some of the traditional stories told within the local Aboriginal community.
Traditional Teaching: Recognize the traditional teachings of First Nations students.
Language and Culture: Expect the use of the language to be part of any educational experiences with an Aboriginal aspect that involves outdoor trips or field studies in the local Aboriginal community.
Experiential Learning: Look for ways to incorporate hands-on learning experiences for students into your practice.​
Source: Aboriginal Worldviews and Perspectives in the Classroom, 2015​​