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Allows teachers to use the Okanagan language and culture in the classroom created by Okanagan creatives.

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A podcast that you can use in the classroom that includes the voices of many Okanagan language keepers and elders as well as captikwl and other stories from Okanagan history.

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Place-Based Learning from a Syilx Perspective

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Place-Based Learning from a Syilx Perspective

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WFN - Knxcutens - Nsyilxcen Language Lesson Videos

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WFN - Knxcutens - Nsyilxcen Language Lesson Videos

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There is a video for all 45 lessons of the Nsyilxcen 1 program.

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Videos of nsyilxcen songs and language lessons online.

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This channel is dedicated to materials that support Salish language revitalization.

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En’owkin: What It Means to Be a Sustainable Community

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En’owkin, a word that comes from the high language of the Okanagan people, provides a foundation for sustainable living.

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Explanation of the Four Food Chiefs listing their leadership qualities.

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FOUR FOOD CHIEFS Posters with Characteristics

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Madeline Terbasket’s TEDx talk shows how Syilx stories, emotion, and laughter can heal. Their personal journey connects identity, vulnerability, and belonging through the medicine of captikʷɬ.

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Madeline Terbasket’s TEDx talk shows how Syilx stories, emotion, and laughter can heal. Their personal journey connects identity, vulnerability, and belonging through the medicine of captikʷɬ.

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Captíkwł is Medicine | Madeline Terbasket | TEDxYouth@DoyleAve

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I discovered the spirit of the Okanagan a week and a half ago, peering slyly out of the hills … … and promised to go and have a closer look. Today was the day. It was one steep hill, I tell y…

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What is the medicine wheel? 🟡🔴⚫️⚪️ (Medicine wheel teachings 101)

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The facilitator or Elder will open or begin the circle by holding the talking piece and welcoming the participants.

Often the facilitator will open with an introduction, land acknowledgment and comment on the topic of the discussion.
The facilitator may remind participants that:

Whoever is holding the talking piece is encouraged to speak freely about personal feelings and opinions.

Speakers are asked to be respectful of other people's time.

When the speaker is finished, the talking piece is passed in the appropriate direction to the next participant.

Listeners are not to speak, interrupt or display any reactions to the speaker's feelings or opinions.

Listeners are encouraged not to judge but be open to learning from each speaker and accept differences of opinion as valuable.

Participants do not have to speak and can pass the talking piece to the next participant.

Outside of the circle, participants are not permitted to repeat what is shared by other participants. What is said in the circle, stays in the circle.

Often at this time the facilitator or helper will walk around the circle with a bowl of medicines so that each participant has an opportunity to smudge. This may be repeated at the end of the circle before closing comments.

If there is a fire in the middle of the circle, participants may offer medicines such as tobacco or cedar to the fire from each of the four directions.

During the sharing circle process, a participant may choose not to speak and can pass the talking piece to the next participant. Often when one chooses to say nothing, they are in fact, speaking volumes.

If all participants that have chosen to speak are finished, the circle will end with the faciltator holding the talking piece.

Everyone who didn't speak should be offered another opportunity. It is okay to pass the talking piece back around the circle to that person, should they choose to speak. Keep the talking piece going in the same direction at all times.

Once everyone has had an opportunity to speak, the talking piece is back in the hands of the facilitator. Usually facilitators will close the circle with a short reflection on the subject matter and encouraging words for participants.

At this time, often the facilitator or a helper will return with the medicines and offer another smudge.

Only once the facilitator is done speaking and puts down the feather are participants able to talk freely or leave the circle.

Participants should leave the circle in the same manner as entering: single file in the same direction as the speaking process.

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Talking Feathers for Sharing and Restorative Justice Circles Value of Circles The circle influences how Indigenous people view the world. That is, how all things are connected. Balance relies on this connection and without balance, health is compromised. Everything in circles; cycles. The sun, the moon, the seasons, the journey of our lives from birth...

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Diagram representing the Circle of Courage

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Article explaining the "Circle of Courage" including a section on what it looks like to create a sense of belonging in a learning environment.

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The simpler Community Circle described above as a strategy for building peaceful relationships generally includes items 2-4 and part of item 5. Peace Circles may be used to facilitate pro-active (for instance, language arts learning) practice, using conflict examples from experience or from texts (for example, voicing the perspectives of various characters in a piece of literature or a news story, perhaps inventing a new resolution or a next scene).

Once a group has practiced the skills of peace circle dialogue as pro-active community-building and skill-building practice with non-urgent (distant or fictional) conflict examples, then they can use Peace Circles for peacemaking: addressing disagreements or tensions that arise in the classroom, online or schoolyard after they arise, or surfacing a difficult issue that has persisted underneath daily activities. The circulation of a talking piece (symbolizing who has the floor and the attention of the group) to every participant in the circle facilitates constructive communication, as each person has an opportunity to speak (or to pass) while the others listen actively.

Peace circles welcome every student's point of view, their social diversity, and their differing concerns, values and needs. In peace circles, participants may engage in critical and creative thinking as they practice listening to various points of view, and analysis and perspective-taking to understand others' proposals, responses, feelings and needs and to voice their own.

resolve conflict and foster community relationships, in school settings and beyond.

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The simpler Community Circle described above as a strategy for building peaceful relationships generally includes items 2-4 and part of item 5. Peace Circles may be used to facilitate pro-active (for instance, language arts learning) practice, using conflict examples from experience or from texts (for example, voicing the perspectives of various characters in a piece of literature or a news story, perhaps inventing a new resolution or a next scene).

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The entire Paul Creek curriculum can be accessed through this website. It's a great resource for learning the Okanagan language.

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Salish School of Spokane and The Paul Creek Language Association, along with our partners, have developed a comprehensive, sequenced fluency transfer system and curriculum (ILFTS) that is designed to help new learners become fluent in n̓səl̓xčin/n̓syilxčn̓, Colville-Okangan Salish.

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Ashnola Indigenous Protected and Conserved Area

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Captikwl Explainer: Why Story Is Essential

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Strategies for a Spiritual Sense of Belonging

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Strategies for a Spiritual Sense of Belonging

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Strategies for a Spiritual Sense of Belonging

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Our Agreements_ How Do We Want To Be Together

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Scattergories: https://swellgarfo.com/scattergories/

Wordle: https://wordleunlimited.org/

Countdown: https://incoherency.co.uk/countdown/practice/

Other no prep games that can be adapted for different classrooms/First nations languages: https://oscarlessons.com/time-killer-games/

Kahoot: https://kahoot.com/

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Brendtro et al. - The Circle of Courage Developing Resilience and C

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https://omny.fm/shows/kelty-mental-health-where-you-are/from-conflict-to-connection-restorative-practices