Tag Archives: FNESC

Post 3- First Peoples Principles of Learning

This week I have become more inspired by the First Peoples Principles of Learning (FNESC). I appreciate how this describes what learning is and the emphasis on relationships and what learning involves. The knowledge shared in this poster is great, but the broad reach of it can be daunting when considering how to utilize this information when creating unit plans and a classroom culture. Being aware of how our own experiences, beliefs and identities impacts our classrooms and students is an important first step to embracing these principles.

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/

FNESC – First Peoples Principles of Learning #3

http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11×17.pdf

The First Peoples Principles of Learning has been developed by the First Nations Education Steering Committee (FNESC).  The purpose of this document it to have teachers reflect on how to approach the inclusion of Indigenous perspectives in a respectful and holistic way.

All these principles speak to me, but one that I constantly connect with is: “learning involves generational roles and responsibilities”.  I honour my elders and knowledge keepers who help guide me in the important work I am doing as the Indigenous Education Consultant for the Vancouver School Board.

I have shared this document with teachers, and they have embraced it, using it to help guide them in planning and facilitating Indigenous perspectives and content within BC’s new revised curriculum.