Tag Archives: FPPL

M4, P5: The Role Educators Play Towards Reconciliation

The First Peoples Principle of Learning, “Learning recognizes the role of Indigenous knowledge” highlights the importance of us as educators making sure we educate ourselves first when it comes to Indigenous knowledge before trying to integrate Indigenous perspectives and content in our teaching practices. Jo Chrona (2016), who is the Curriculum Manager for the First Nations Education Steering Committee, when explaining the significance of this principle, states that there needs to be a “willingness of educators to see themselves as learners, and seek to develop their own understandings first.” I think taking this course, for me, is one way I can do that, as well as through my own research, but that is not enough. I realize this learning continues. I found that there is a free 6-week MOOC available through UBC on Reconciliation through Indigenous Education, which seems to offer much value through the course description. I see there are also similar courses offered at other universities in Canada as well.

Have any of you taken this course or a similar MOOC—if so, how did you find it?

Chrona, J. (2016). First Peoples Principles of Learning. https://firstpeoplesprinciplesoflearning.wordpress.com/

Reconciliation through Indigenous Education. (2021). Reconciliation MOOC. UBC. https://pdce.educ.ubc.ca/reconciliation/

M4, P4: Culturally Responsive Inquiry Learning

Illustration showing the outline of a human head with a question mark and other icons symbolizing thinking

Image: ©Shutterstock.com/BadBrother

Critically examining the information we obtain, taking ownership of our learning, and gaining insight into out identities are aspects of the First Peoples Principles, “Learning requires exploration of one’s identity” and “Leaning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.” These are also aspects involved in “culturally responsive inquiry learning,” as discussed in Jeffrey Hinton’s recent Edutopia article, “Culturally Responsive Inquiry Learning.” I found this to be a useful read because it illustrates how we can aid in students growing into independent thinkers by actively participating in their own learning through choice, inquiry, and skill-building. I thought it was particularly important touching on Geneva Gay’s culturally responsive teaching framework that reveals the importance of “giv[ing] students the opportunity to identify, analyze, and solve real-world problems, particularly those that have resulted in legacies of privilege and oppression.” I think as educators we need to give space and opportunity for learners to make learning meaningful by being part of the process and choosing what it is they wish to learn more about, rather than trying to teach at our students. I think technology can aid in this inquiry process through the internet, for example, being a vast resource centre.

Hinton, J. (2021, July 8). Culturally responsive inquiry learning. Edutopia. https://www.edutopia.org/article/culturally-responsive-inquiry-learning

M4, P1: FPPL & Technology Implementation with Place Based Learning

When conducting research for my final project about whether or not technology could help implement the First Peoples Principles of Learning within the classroom, I actually found a website resource created by former students in the UBC MET program that conducted similar research. In this resource, they share recommendations of incorporating technology meaningfully. I found Recommendation #1: Place Based Learning Using QR Codes and Student Voice intriguing because I was curious about how technology could factor into Place Based Learning. In this recommendation, they share a community project where students from Chase Secondary and Haldane Elementary with the help of Secwépemctsin language teacher Ivy Chelsea created a “Story Trail” in Tsútswecw park. They recorded “stories and information about the landscapes, plants, and important aspects of the local indigenous communities” and also used the Secwépemctsin language in the informative audio recordings. It is stated on the site that “visitors are able to use their smartphones to scan the QR codes and listen to the descriptions as they travel along the trails and become immersed in the rich culture and history connected to the area.” More information on this can also be found on the BC Parks Foundation website.

Monkman, K., Scott, S., Laurie, M., & Drozda, J. (2019). Recommendation #1: Place Based Learning Using QR Codes and Student Voice. First Peoples Principles of Learning. https://learningconference-fppl.trubox.ca/

M3, P5: Blogging & Self Expression

Blogging Research Wordle

“Blogging Research Wordle” by Kristina B is licensed under CC BY-NC-ND 2.0

Learning as being reflective, supporting wellbeing, and exploring one’s self are aspects that are part of the First Peoples Principles of Learning. As I have been looking into the role technology could play into incorporating the FPPL into my English Language Arts classroom, I found studies on the effects of blogging that I think were fitting as blogging is something that involves aspects of the ELA competencies as well. Hibsch and Mason’s (2020) study, “The New Age of Creative Expression: The Effect of Blogging on Emotional Wellbeing,” shares connections between reflective journaling and wellbeing and blogging for self-expression. Similarly, Hanney and Skirkeviciutey’s (2019) study “Reflection, Identity, Community: Affordances of Blogging for Social Interaction and Reflective Dialogue” reveals how blogging can support with various skills and identity formation. I think it could be interesting to incorporate blogging into my teaching practices, but there are various ways to do so. In my own past experiences with blogging, I have more so used them as portfolios rather than for regularly journaling. With this course blog, I find it so useful to share and view resources as we are learning because I feel like it adds value to the learning process overall. I am able to make connections to what I am researching as I type each blog post and others are able to share their connections as well. It would be interesting to see how blogging could be used in my classroom for reflective practices or for other forms of expression.

Hanney, R., & Skirkeviciutey, G. (2019). Reflection, identity, community: Affordances of blogging for social interaction and reflective dialogue. Education and Information Technologies, 25(3), 1553-1569. https://doi.org/10.1007/s10639-019-10030-4

Hibsch, A. N., & Mason, S. E. (2020). The new age of creative expression: The effect of blogging on emotional well-being. Haworth Press Inc. https://www.tandfonline.com/doi/full/10.1080/15401383.2020.1820925

M3, P1: Voice Matters

Speak up, make your voice heard

“Speak up, make your voice heard” by HowardLake is licensed under CC BY-SA 2.0

When exploring some of the First Peoples Principles of Learning, such as “Learning requires exploration of one’s identity” and ‘Learning is embedded in memory, history, and story,” I was looking at ways to enhance student voice within my classroom. I came across the website and organization called Unlocking Silent Histories.  This organization aims to offer support to many Indigenous youth around the world by providing access to technologies and skills that could help them create their own documentaries, sharing stories in their perspectives. Their “goal is to cultivate indigenous youth leaders and provide global access to traditional knowledge and problem-solving approaches that contribute to sustainable community-led actions.” Additionally, I found an Edutopia article that showcases some of their work and how it can be done in a classroom, which I think could be helpful as well.

DeGennaro, D. (2014, January 14). Unlocking silent histories: Critical and creative expression for Indigenous youth. Edutopia. https://www.edutopia.org/blog/unlocking-silent-histories-creative-expression-donna-degennaro

Unlocking Silent Histories. (2021). Our Work. Unlocking Silent Histories. https://www.unlockingsilenthistories.org/

M2, P5: Power of Words

In English Language Arts courses, we often discuss how important word choice is in getting our messages across effectively. The words we use reveal our intent and have the power to leave an impact on others. The same can be said when we use words to describe others or to address one another. Our Indigenous Ed. Department in our school district has created a website for us sharing helpful resources that we can embed in our teaching and share with our students. I came across a video the department posted about terminology and although it was meant for kids, I, an adult, felt it was helpful for me to understand as well. As someone who teaches Indigenous students, I should know what terms are to be used and what are instead imposed by others. This also aids in relationship building, which ties into the First Peoples Principle of Learning: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place.

CBC Kids News. (2019, March 26). The word Indigenous explained [Video]. YouTube. https://www.youtube.com/watch?v=CISeEFTsgDA&t=144s

M2, P4: Podcasts

 

Say Hello

“Say Hello” by Jeffrey is licensed under CC BY 2.0

I have shared a few podcasts in previous posts that I have listened to or come across on my journey towards learning more about Indigenous knowledge, cultures, and issues. However, while exploring if technology can be used meaningfully to support First Peoples Principles of Learning in my English Language Arts classroom, I started making connections about podcasts in my courses and how significant they can be to incorporate Indigenous voices through oral storytelling in ELA. Using podcasts can connect to the English Language Arts curricular competencies as well as the First Peoples Principles of Learning. The curricular competencies of Develop an awareness of the diversity within and across First peoples societies represented in oral texts and Recognize and appreciate the role of story narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view can be applied and can also allow students to share their own stories as well. Similarly, the First Peoples Principles of Learning: Learning is embedded in memory, history, and story and Learning recognizes the role of Indigenous knowledge are applied. This list of Indigenous podcasts on the IndigiNews website or varied. I have listened to 2 out of the 10 so far and am looking forward to the rest in order to grow in my own learning and aid in supporting my students in theirs.

Top Ten Indigenous Podcasts to Follow. (n.d.). IndigiNews. https://indiginews.com/okanagan/top-ten-indigenous-podcasts-to-follow

M2, P1: Ethics of Storytelling

Ethics

“Ethics” by masondan is licensed under CC BY-NC-SA 2.0

Dr. Regina McManigell Grijalva’s (2020) narrative analysis, “The Ethics of Storytelling: Indigenous Identity and the Death of Mangas Colaradas,” presents us with valuable information regarding the significance of ethics in storytelling. Grijalva uses the example of various retellings of the murder of Apache Chief Mangas Coloradas, comparing the dominant narratives to those from Indigenous peoples, such as the accounts from “Apaches who were there with him in the thick and thin of the many conflicts or who were part of the great chief’s band, clan, or family” (p. 46). Grijalva goes on to state that not only is it important where and who the stories are coming from, but that Indigenous peoples telling the stories have ethics to share their own history and identity as well. Overall, it is suggested that when it comes to telling Indigenous stories, “writers and readers be vigilant of the reasons, values, and actions involved in such storytelling” (p. 53).

These ideas tie well into The First Peoples Principle of Learning: Learning is embedded in memory, history, and story and Learning involves recognizing that some knowledge is sacred and only shared with permission and-or in certain situations. Stories can teach us many valuable things and they can provide voices to those who need their stories heard. At the same time, we must know for what reasons we share the stories and provide context. We must also understand what is okay to share and what is not. The Web has made it easier to find stories to share or to share our own, so we must do so with these ideas in mind. Grijalva states that the “potential for change in storytelling provides the impetus for teachers and students of writing to take care when listening to or telling stories” (p. 32). As storytelling is part of BC’s English Language Arts curriculum, both listening to/reading stories as well as creating/writing them; these ideas connect deeply to how we teach with stories in the classroom.

Grijalva, R. M. (2020). The ethics of storytelling: Indigenous identity and the death of Mangas Coloradas. College Composition and Communication, 72(1), 31-57.

M1, P4: First Peoples Principles of Learning

I have been looking into the First Peoples Principles of Learning (FPPL) and if technology can support or play a role in exercising the principles in my classroom. Through the research process, I wanted to inquire more about what the principles really mean and I came across this valuable blog by Jo Chrona, a BC Educator and Curriculum Coordinator for the First Nations Education Steering Committee (FNESC)  who is part of the Kitsumkalum First Nation and helped develop the English First Peoples 12 and the First Peoples Principles of Learning embedded within that course.

Though the blog is a couple of years old now, Jo Chrona shares with us valuable information, such as how the FPPL came to be and how they can be embedded within classrooms, as well as authentic resources and appropriation. There is also a professional development activity that goes into details of what the principles mean. I found this to be very helpful in understanding the principles and providing context.

Chrona, J. (2016). First Peoples Principles of Learning. https://firstpeoplesprinciplesoflearning.wordpress.com/

First Nations Education Steering Committee. (2021). First Peoples Principles of Learning. http://www.fnesc.ca/first-peoples-principles-of-learning/