1. Skills, processes, + perspectives
The “to do” list

2. The “to Do” List
First Peoples Principles of Learning (Aboriginal Worldview & Perspectives)
Historical Thinking Skills (“The Big 6”/Critical Thinking Skills)
Learner-Centered Practice (Inquiry-Based + Place-Based Learning)
Habits of a Successful Learner (Life-Long Learning)
Core Competencies (Communication, Thinking, Personal & Social)

4. First peoples principles of learning
Aboriginal worldview & perspectives

5. First peoples principles of learning: Aboriginal worldview & perspectives
Finally, our education system is going where it should have began: First Peoples understandings and knowledge.
To “Indigenize the curriculum” we are:
Increasing the amount of content related to Aboriginal peoples in BC and Canada
Integrating Aboriginal worldviews and knowledge

6. Clarification of terms: who is who?
Some peoples wonder about the differences between “Aboriginal”, “First Nations”, “Metis”, “Inuit”, “First Peoples” and “Indigenous”.
Aboriginal is a term that includes First Nations, Inuit, and Métis - these are all discrete cultural and political groups of peoples within Canada.

7. Clarification of terms: who is who?
Some people prefer to use “First Peoples” or “Indigenous” instead of Aboriginal. No matter what term used they have the same meaning.
The terms “Indigenous Peoples” is an all-encompassing terms that is commonly used in an international context and includes the Aboriginal or First Peoples of Canada, and other countries.

8. Clarification of terms: Aboriginal worldview
Worldview is like an invisible set of rules, behaviours, and experiences that help us understand how the world works.
It shapes and guides our lives, helping us to understand, explain and explore the world around us and everything in it, and how these are all related to each other, by giving us a way in which we can see them.

9. Clarification of terms: Aboriginal worldview
Worldview is simply how you see the world and everything in it - you have a lens/a particular perspective dependent on your worldview.
You express your worldview in the way you think about the world, by the way you talk and act, and through the choices you make.

10. Aboriginal worldview & perspectives
Canada is made up of diverse communities and many of you have different worldviews.
Respecting a range of worldviews is an essential aspect of being a participant in our multicultural society.

11. Aboriginal worldview & perspectives
An Aboriginal worldview takes an interconnected and holistic approach to the world.
There are many nations, and therefore many worldviews.

12. Aboriginal worldview & perspectives
There are, however, some common themes that run across most Indigenous worldviews.
These are characterized by the concept of the circle, interconnectedness (holistic/relational/balance), connection to place, connection to language, and the four Rs (respect, reciprocity, responsibility, and relationships). 

13. Aboriginal worldview & perspectives
On the other hand, an Euro-Canadian/Western Worldview is based on domination, competition, and disconnectedness from the natural environment and each other.

14. Worldview video moment
The Indigenous worldview vs. Western worldview (economy- based)
5:56 minutes
Questions/Thoughts?

16. First peoples principles of learning
The First Peoples Principles of Learning reflect common values and perspectives about education held by First Peoples in BC but by no means do they capture the full reality of the approach used in any single First Peoples society.

17. First peoples principles of learning
The First Peoples Principles of Learning are being introduced into all curricular areas.
These perspectives of teaching and learning have finally gained a more prominent place in the BC education system as they promote educational practice that are effective and applicable for both Aboriginal and non-Aboriginal learners.

18. First peoples principles of learning
Aboriginal education for all learners has two central themes:
Strengths-based, learner-centred practice (connect with individual interests and strengths)
Overcoming racism (acknowledge and address proactively by individual and group)

19. First peoples principles of learning
In an effort to help our education system focus more authentically on First Peoples’ experiences, values, beliefs, and lived realities, the following set of learning principles have been created to guide the development of the curriculum, the teaching of the all courses from K-12, and to inform your understandings as students.

20. First peoples principles of learning
See the additional handout.
Read along with me as I go through each of the principles of learning.
To keep in mind: questions, comments, thoughts, etc.

21. 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.

22. First peoples principles of learning
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

23. First peoples principles of learning
Learning involves recognizing the consequences of one’s actions.

24. First peoples principles of learning
Learning involves generational roles and responsibilities.

25. First peoples principles of learning
Learning recognizes the role of Indigenous knowledge.

26. First peoples principles of learning
Learning is embedded in memory, history, and story.

27. First peoples principles of learning
Learning involves patience and time.

28. First peoples principles of learning
Learning requires exploration of one’s identity.

29. First peoples principles of learning
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or certain situations.

30. First peoples principles of learning
Small group discussion questions:
What comments, thoughts, questions do you have in regards to these principles? Share with your group.
How have you seen these principles used in previous/past classes? Explain how they were used.
What are some possible ways of incorporating these principles into what you will learn in our class? Provide an example(s).

32. Historical thinking skills
“The Big 6” +Critical thinking skills

33. Historical thinking skills (Critical Thinking Skills)
We will be working with these in detail when we get into the course content.
For now, we should know that Historical Thinking Skills (“The Big 6”) are as a set of critical thinking/reasoning skills that students of history should learn as a result of studying history.

34. Historical thinking skills (Critical Thinking Skills)
Historical thinking is complex and multi-faceted; we will focus on all six key aspects in our course:
Historical Perspective
Evidence
Continuity and Change
Cause and Consequence
The Ethical Dimension

36. learner-centred practice
Inquiry-based + place-based learning

37. Learner-centred practice (Inquiry + Place-Based Learning)
Inquiry-based learning is a process used to solve problems, create new knowledge, resolve doubts, and find the “truth”.
Inquiry involves working with others and respecting a diversity of voices while seeking the best possible solutions to the problem or answer the question.

38. Learner-centred practice (Inquiry + Place-Based Learning)
Inquiry-based learning is inherently learner/student-centred learning.
It places your questions, ideas, and observations at the centre of the learning experience.

39. Learner-centred practice (Inquiry + PLace-Based Learning)
Underlying this approach is the idea that both educators and students (you) share responsibility for learning.
For you, the process will often involves open-ended investigations into a question or a problem, requiring you to engage in evidence- based reasoning and creative problem-solving, as well as “problem finding”.

40. Learner-centred practice (Inquiry + PLace-Based Learning)
Inquiry-based learning concerns itself with the creative approach of combining the best approaches to instruction, including explicit instruction and small-group and guided learning, in an attempt to build on your interests and ideas, ultimately moving you forward in their paths of intellectual curiosity and understanding.

41. Learner-centred practice (Inquiry + Place-Based Learning)
Inquiry-based learning is closely related to place-based learning.
Place-based learning or experiential learning immerses students in local heritage, cultures, landscapes, opportunities and experiences.
This project and/or “on the land” learning provides opportunities to learn outside the four walls of our classroom.

43. Habits of a successful learner
Life-long learning

44. Habits of a successful learner (Life Long Learning)
See the additional handout and follow along as I read/explain the details aloud.
Prepares
Participates
Preservers
Takes Positive Action
Questions/Thoughts?

46. Core competencies
Communication, thinking, personal & social

47. Core competencies (communication, thinking, personal & social)
The core competencies along with literacy and numeracy foundations and essential content and concepts are at the centre of the redesign of curriculum and assessment.
Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning. 

48. Core competencies (communication, thinking, personal & social)
Our education system in BC has identified three core competencies:
Communication
Thinking
Personal and Social

49. Core competencies (communication, thinking, personal & social)
The communication competency encompasses the set of abilities that you use to impart and exchange information, experiences and ideas, to explore the world around you, and to understand and effectively engage in the use of digital media.

50. Core competencies (communication, thinking, personal & social)
The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through your competency as thinkers that you take subject- specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness.

51. Core competencies (communication, thinking, personal & social)
3. Personal and Social:
Personal and social competency is the set of abilities that relate to your identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses the abilities you need to thrive as individuals, to understand and care about yourselves and others, and to find and achieve your purposes in the world.

52. Core competencies (communication, thinking, personal & social)
These three broad categories also include more specific competencies:
effective communication, critical thinking, creative thinking, personal awareness and responsibility, social responsibility, and positive personal and cultural identity.

53. Core competencies (communication, thinking, personal & social)
The increased emphasis on personalization in the new curriculum and the recognition of the importance of paying attention to more aspects of self may be new to the BC education system, but they are not new to Indigenous peoples.

54. Core competencies (communication, thinking, personal & social)
These initiatives echo what has already been known by First Peoples – that education is a complex process that is personal, holistic; embedded in relationship to each other, to self, and to the land; and is most effective when it is authentic and relevant.

55. Core competencies video moment
Core Competencies (BC Ministry of Education)
1:54 munutes

56. Core competencies (communication, thinking, personal & social)
Core competencies are evident in every area of learning; however, they manifest themselves uniquely in each discipline.
Competencies come into play when you are engaged in “doing” in any area of learning. This includes activities where you use thinking, collaboration, and communication to solve problems, address issues, or make decisions.

57. Core competencies (communication, thinking, personal & social)
The ultimate goal is for you as learners is to employ the core competencies every day in school and in life, and for the core competencies to be an integral part of the learning in all curriculum areas.

59. Any questions, comments, or thoughts?