First Peoples Principles of

Learning Supporting Teacher Candidate

Experiences

Aboriginal Education in the New BC Curriculum Now, with the education transformation, the province is attempting to embed Aboriginal perspectives into all parts of the curriculum in a meaningful and authentic manner. The province has long had the goal of improving school success for all Aboriginal students. To do this requires the inclusion of the voice of Aboriginal people in all aspects of the education system, increasing the presence of Aboriginal languages, cultures, and histories in provincial curricula, and providing leadership and informed practice. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf

First Peoples Principles of Learning   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 exploration of one‘s identity.

  Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

https://firstpeoplesprinciplesoflearning.wordpress.com

EDUC 440: FPPL Workshop

October 05 and 07th

!  Overview of Principles Presentation

!  Reflecting on Our Practice Activity

!  Making Connections Activity

!  Virginia Morgan Video

!  Lesson Plan Activity

!  Making Links to the Curriculum

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

community, the land, the spirits, and the ancestors

.....

A sample rationale statement from Science

“The curriculum takes a place-based approach. Students will develop place-based knowledge about the area in which they live, learning about and building on Aboriginal knowledge and other traditional knowledge of the area. This provides a basis for an intuitive relationship with and respect for the natural world, connections to their ecosystem and community and a sense of relatedness that would encourage lifelong harmony with nature.”

Sample learning standards from Science •  Features of local plants and animals that help

them meet their basic needs.

•  First People’s use of plants and animals

•  Aboriginal knowledge of sky and landscape

•  Major local landforms

•  Aboriginal concept of interconnectedness in the environment

Learning is embedded in

memory, history, and story.

Relevant Core Competencies

Positive Personal and Cultural Identity

Involves the awareness, understanding, and appreciation of all the facets that contribute to a healthy sense of oneself. It includes awareness and understanding of one’s family background, heritage(s), language(s), beliefs, and perspectives in a pluralistic society

(2014, BC Ministry of Education).

Sample learning standards from English Language Arts

•  Appreciate the universal importance of story in

Aboriginal and other cultures

•  Demonstrate an understanding of how story supports the well-being of the self, the family, and the community in Aboriginal and other cultures

•  Read, view, and listen to a variety of text types and genres, including those of Aboriginal origin

Strategies to Support Teacher Candidates •  Encourage them to make links to the curriculum

through activities and assignments •  Collaborate, communicate, and reflect •  Inquiry and preparation for practicum experiences •  Move beyond rudimentary aspects of culture •  Share examples of First Peoples Principles in

practice: http://blogs.sd38.bc.ca/sd38mathandscience/category/first-peoples-principles/

Miigwech!