How does Applying Foundational Knowledge about First Nations, Métis, and Inuit peoples engage ALL students and drive their learning forward?
Choosing A Focus/Secondary Question:
Within an arts integration framework, how will applying foundational knowledge about First Nations, Metis and Inuit while celebrating diversity through books engage ALL students and driving learning forward?
What's the Plan?
My plan is to implement selected indigenous focused lessons, but more importantly, focus on nature and connection to the earth and each other.
As the year went on, I was feeling that the lessons were becoming more of a box to check than true authentic learning about Indigenous culture. I decide to explore the topic more from an educational viewpoint and focus on the first of the four A's from the Walking Together resource.
As the year went on, I was feeling that the lessons were becoming more of a box to check than true authentic learning about Indigenous culture. I decide to explore the topic more from an educational viewpoint and focus on the first of the four A's from the Walking Together resource.
- Give authentic feedback to peers, asking reflective questions
- We have had conversations challenging my thinking. I know I need to continue to grow and look forward to this journey.
My Timeline
September 28
My main activity was research and discussion with colleagues. Our arts integration specialist led discussions on authentic art pieces using elements exhibited by Indigenous artists. I have also started reading resources on Indigenous Learners and watched a series of TEDx talks about Indigenous people. We also organized the library books into an Indigenous fiction section so that Indigenous stories can be easily accessible to us.
Before the next PD day, I will have purchased a number of Indigenous story books that the students can respond to during LA and art. I will also finish reading my two resources and start thinking about how I can implement lesson plans with an arts integration and Indigenous focus.
Feedback was present in the conversations that we had around the table.
October 19
My main activity was developing a lesson plan with my colleague. It is attached under "evidence of implementation." We will be teaching the lesson on October 22 while the weather is still cooperative. I have been reading Indigenous resources, as listed above and will continue to research and purchase story books that highlight Indigenous people.
Before the next PD day, we will have completed the lesson with students and will be reflecting on the process. We will continue to read research and read literature on best practices for Indigenous and all learners.
Feedback was present in our conversations.
November 23
Continuing to build awareness through articles, books and series on television. We watched the 3 episodes of First Contact in the afternoon. This built upon my understanding and awareness in a number of ways. It was shocking to see the stereotypes that these people had, but also the stereotypes that many Canadians have of Indigenous people. It was interesting to see the evolution of thoughts and feelings as these people spent 4 weeks challenging their own stereotypes and how some of the participants didn't change of the course of the experiment.
January 18
Faith Day
February 8
We took the time to review more children's literature that we have in our library. I also looked through the Walking Together website by the ATA. I ordered more books on Amazon. I also participated in the Blanket Exercise at a Leadership Academy session.
April 12
This month our school represented the stations of the cross in some form of art work. I wanted to incorporate "nature" so we created rock art. We read "He is Risen" that is a story of Jesus and all the illustrations are made through rocks. I took pictures of their creations for our station. The rocks are in a center and the students are able to create pictures or words using them. If I did this activity again, I would take the time to go and collect pieces from nature.
May 10
This month, my focus was on infusing more stories within the class libraries and centers. I have added indigenous story books to centers so that children can access them more in an organic manner. Our morning PD was presented by Laura - it was focused on bias. It was a reflective morning.