The First People’s Principles of Learning (FPPL) “describes a set of learning principles specific to First Peoples. These were articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the the English First Peoples course created by the BC Ministry of Education and First Nations Education Steering Committee in 2006/2007.” (FNESC website)
Classroom Posters are available for download
Explore a few opportunities!
Jo Chrona explains that “an inherent interconnectedness exists between all the principles. While they are described discretely, they operate in concert with each other in a robust and healthy learning environment and education system.”
Teacher Disposition
Chrona suggests that incorporating the FPPL has as much to do with an educator’s philosophy and disposition as it has to do with curricular content. It is about much more than hanging up a poster!
Some of us will see our own values already reflected in the FPPL, and others of us will be challenged by them. Look closely at the FPPL and think about where you see them in your own life.
- When do you make time for your own elders, grandparents and mentors? How do you use their guidance to understand the world?
- How do you develop quality relationships with the people in your life so that you have a strong foundation to withstand conflict and stress?
Now how do those values help you manage your class culture?
Connections to Core Competencies
Poster: https://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/docs/courage_poster.pdf
In order to thrive, all children need the opportunity to be in schools and communities that cultivate belonging, mastery, independence, and generosity. We know about Maslow’s Hierarchy of Needs, but do you know about Martin Brokenleg’s Circle of Courage? In “The Science of Raising Courageous Kids,” Brokenleg and Van Bockern explain this model that integrates Native American philosophies of child-rearing, the heritage of early pioneers in education and youth work, and contemporary resilience research. The Circle of Courage is based in four universal growth needs of all children: belonging, mastery, independence, and generosity.
Instead of a class discussion, consider incorporating a class circle. Talking/sharing/class circles are also a great way to invite relationality into your classroom. Dr. Carolyn Roberts offers an exploration of this in her blogpost: Circle work: Being together as a relation.
Context and Perspectives
For teachers exploring the FPPL, “It’s not a set of lesson or unit plans” nor “a detailed list of criteria and specific content to match up with grades and/or subject areas.”
Consider how you can plan your lessons to:
- Highlight silent voices – use one of Harvard’s Project Zero Thinking Routines, like the Tug of War, to create a culture where quieter or silent voices are heard or bring to light issues or explore tensions of truth with the Tug for Truth.
- Bring to light issues or explore tensions of truth with the HTR, Tug for Truth.
- Relate the learning to the specific spaces and places you occupy and consider a storytelling approach. View some videos by Dr. Leyton Schnellert on his ‘Pedagogy and Participation’ website highlighting the importance of story, place based and land based learning.
Resources
The choices you make as a teacher matter. When you use a celebrity as an example, do you look for Indigenous or BIPOC people? Choosing Indigenous authors and poets and musicians to discuss in class gives everyone an opportunity to look for connections to the FPPL. Consider sharing current examples rather than relying solely on historical references so that you highlight Indigenous brilliance (see Carolyn Roberts’ blog post for a few ideas)
A deep understanding of the FPPL reflected in our disposition will guide the decisions we make about what students should learn and how they experience it.
- Delta SD 37: DeltaLearns Indigenous education resources (links to google site)
- Check your School District resource site (each district will likely have Indigenous Ed resources)
- First Nations Education Steering Committee (FNESC): Learning First Peoples Classroom Resources
For more subject specific ideas and resources, see these Sandbox Blogposts:
- A post with some background on the inclusion of Indigenous resources in BC curriculum and some videos to support Decolonizing & Indigenizing your practices,
- Resources for Indigenizing and Decolonizing Education
- Native Land (an online, interactive map that maps out the ancestral lands of Indigenous peoples all over the world)
- Indigenous Storybooks Canada (english) (french)
UBC Booklists:
The UBC Education Library booklists are available for educators and teacher candidates, offering an abundance of resources ranging from picture books to use in the classroom to lesson-planning guides. The library offers multiple booklists regarding Indigenous culture and history. These booklists cover topics such as residential schools, storytelling resources and literature written by Indigenous authors.
References
Chrona, J. (2024, April 10) Background of FPPL and Current Contexts. https://firstpeoplesprinciplesoflearning.wordpress.com/background-and-current-context/
Brokenleg, M., Van Bockern, S. (2003). The Science of Raising Courageous Kids. https://martinbrokenleg.com/wp-content/uploads/2016/02/12_1_Brokenleg_Van_Bockern.pdf
adapted from a post by Greta Bartsch, Program Manager (Practicum- Secondary), 2024; editing & contributions by Yvonne Dawydiak, Learning Design Manager, Teacher Education.
