Tag Archives: #abed

Module 4 Post 5: Bear Witness

Description:

An excellent visual description and video on trophy hunting of Grizzly bear on BC’s Central Coast. I particularly appreciated the strong emphasis on the relationships between bears, people, and land. Place-based knowledge is central to understanding this important issue. Teachers should preview this 20 min video to ensure content is age-appropriate.

This my last post, but not the end of my journey. I wanted to share this as my last post because Conservation and Sustainability are personally important to me. Conservation and Sustainability present on-going issues that we, as a society must tackle in order to better our shared world. There is so much to learn from Indigenous ways. For instance, Bear Witness highlights the working collaboration between First Nation guardians and local researchers.

Link: http://www.bearsforever.ca/

Credits: Central Coast First Nations Bear Working Group.

Overview Video: https://www.youtube.com/watch?time_continue=2&v=NDg24d8fF1Q

My favorite video on Ursula: https://www.youtube.com/watch?v=vXfJiWZce88

 

 

Module 4 Post 4: Man Turned to Stone, T’xwelátse

Description:

An informative site on how teachers can use stories in their classes. Teachers may share the importance of storytelling which can be seen as continual dialogue that is passed down from Elders. Storytelling is often used to share community viewpoints, perspectives, and shared values.

Link: http://www.srrmcentre.com/StoneTxwelatse/15Sqwelqwel.html

 

Module 4 Post 2: Sierra Club of BC. Education Learning Resource: Climate Change

Description:

A pdf document by the Sierra Club of BC on Climate Change. I like the keywords (see below) that were defined the beginning. This helps students start their learning on this important topic.

The Climate Change activity was fun and engaging as students make daily life connections. They eventually develop positive and realistic ways they can help with climate change. A student of mine used this activity as an inspiration for an inquiry-based lab on water pollution.

Link: http://sierraclub.bc.ca/wp-content/uploads/2015/08/climate-change-learning-resource.pdf

Module 4 Post 1: Aboriginal Curriculum Integration Project

Description:

The Aboriginal Curriculum Integration Project created a website with an abundant amount of information and a series of videos. The sections include sharing our stories, our land, skills, and trades, games and recreation.

I particularly enjoyed the Science resource (see below) on “relating electrical energy to power consumption”. Students begin by watching an informative video on how hydroelectric power impacts our local environments.

Another engaging lesson I liked was on “factors that affect productivity and species distribution in aquatic environments”. Students completed a graphic organizer while watching a video on government policy and human activity’s effects on BC rivers.

Link: http://acip.sd79.bc.ca/category/science/

Credits: SD 79 Cowichan Valley

English Resource: http://acip.sd79.bc.ca/category/english/

Science Resource: http://acip.sd79.bc.ca/category/science/

PE Resource: http://acip.sd79.bc.ca/category/physical-education/

Social Resource: http://acip.sd79.bc.ca/category/socials/

Module 2 Post 5: Indian Horse by Richard Wagamese

Description:

An excellent e-resource guide that aligns well the Indian Horse film and book, Indian Horse. The sections in the guide include an introduction, history of residential schools, hockey, and sports culture, and finally, land, language, and hope. I like the incorporation of the truths in storytelling as students are able to self-reflect on the idea that each character is larger than their own role. In other words, they can learn through others’ experiences and challenges.

There is also a section on Orange Shirt Day which I feel can be used to introduce this important day to the students. For more information on Orange Shirt Day, go to http://www.orangeshirtday.org/

The e-learning modules are specifically designed for secondary school level discussions in reference to clips in the film. This is useful for teachers to lead in-depth discussions on important themes and motifs.

Teacher Guide: http://www.indianhorse.ca/downloads/study-guide

Resource Link: http://www.indianhorse.ca/en/education

 

 

 

Module 2 Post 4: First Nations Pedagogy Online

Description:

First Nations Pedagogy Online provides an abundance of information pertaining to online learning and programs for aboriginal learners.

The website is divided into Community, Practices, Learning, Sitemap, Circle and Participate. In each section, there are more links to relevant websites and/or videos.

In Community, there is a discussion forum as well as videos on Elders Teachings, Nourishing the Learning Spirit, What is a learning Spirit?

In Practices, we learn that ABORIGINAL KNOWLEDGE:

  • is a living process to be absorbed and understood, not a commodity to possess
  • is both empirical (based on experience) and normative (based on social values)
  • preference for experiential knowledge using a multiple intelligences approach
  • values ability to learn independently by observing, listening, and participating
  • values introspection, reflection, meditation, prayer, self-directed learning
  • is structured by language and symbolic, verbal, and unconscious order

In Learning, there are an abundance of learning materials for childhood, secondary, post-secondary and general adult learning.

In Circle, Incorporating Aboriginal Wisdom to Promote Ecoliteracy is discussed through text and a series of videos. My personal favorite is “How Wolves Change Rivers”.

 

 

Credits to Sylvia Currie and June Kaminski for the development of this online resource.

Link: http://firstnationspedagogy.ca

Module 1 Post 2: Science First Peoples

Description:

Highly recommended as a useful start to help new Science teachers embed Indigenous perspectives in the classroom. The resource guide is designed for grade five to nine, but applicable to higher grades.

Resources and lessons reflect the 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 the exploration of one’s identity.
  • Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

Link: http://www.fnesc.ca/science-first-peoples/