First People’s Principles of Learning Exploring using the New Curriculum

Welcome Welcome everyone and thank you for being here. I would like to acknowledge that we are on the traditional territory of the Lheidli T’enneh First Nation

Who is this woman? Lauren (Ren) Stelmaschuk European Ancestry Born and Raised in Lheidli T'enneh territory Story telling: connecting family, learning and community B Sc, B Ed from UNBC Teacher in SD 57 since 2012 Integrating First Nations Perspectives into Math 9

Why now? The past decade has witnessed several significant developments affecting Aboriginal Education in BC. Most visible, perhaps, has been the acknowledgment on the part of both the Province of British Columbia and government of Canada of the mistreatment and disrespect that Aboriginal peoples have endured throughout much of our nation’s history. This has resulted in a new attentiveness on the part of government to long-standing demands from Aboriginal leaders for a fresh approach to the provision of formal education at all levels. Consultation and negotiation have occurred, First Nations leaders have come together to give the First Nations Education Steering Committee (FNESC) a strong mandate to advocate for quality First Nations education in BC (both on-reserve and off-reserve), and several important agreements have been reached that recognize the importance of education in improving the lives of Aboriginal people in the province Taken from “Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward, p 1

Principles for Successful Programming

Mission : Use the First Three Principles of Learning to Explore the Revised BC Curriculum

Building outwards: Core Competencies Step 3 Step 2 Step 1 Use the Action Planning Template and DLC Resources to help plan a future lesson Find an area of the Curriculum you are teaching in that provides the space to introduce the ideas Examine one of the First Peoples Principles of Learning and how it relates to the competencies

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.

Principle: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Connection Ex: Social Studies 3, Big Idea: Indigenous societies throughout the word value the wellbeing of the self, the land, spirits and ancestors Math K-9, curricular competency: - Engage in problem solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community and other cultures Connection

Principle: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Connection Ex. Science 3, Content - The knowledge of local First Peoples of ecosystems: the interconnection between living and non-living things in the local environment; our shared responsibility to care for the local environment (i.e., stewardship); information shared from the local First Peoples community and Elders, •population: all the members of the same type of living thing (species) in an area •communities: different populations in an area living together Connection

Principle: Learning involves recognizing the consequences of one’s actions.

Connection Ex. Social Studies 1-9, Curriculuar Comptency Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events Social Studies 9, Content -Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events Connection

x Personal Social Social Responsibility Competency Personal Awareness and Responsibility Positive Personal and Cultural Identity Contributing to community and caring for the environment Solving Problems in Peacful Ways Valuing Diversity Building Relationships Self Determination Self Regulation Well-Being Relationships and Cultural Contexts Personal Values and Choices Personal Strengths and Abilities Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. x 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.

x Thinking Critical Thinking Creative Thinking Analyze and Critique Question and investigate Develop and design Novelty and Value Generating Ideas Developing Ideas Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. x 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.

Communication Connect and engage with others (to share and develop ideas) Aquire, interpret, and present information (including inquiries) Collaborate to plan, carry out and review constructions and activities Explain/recount and reflect on experiences and accomplishments Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. x 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.

The revised BC Curriculum provides an opportunity to shift focus from WHAT we are teaching to HOW we are teaching it. The content becomes the avenue to explore Competencies and Big Ideas. Appendix