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10 must-reads on residential schools, reconciliation and the experience of Indigenous peoples

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10 must-reads on residential schools, reconciliation and the experience of Indigenous peoples

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Indian Residential School History and Dialogue Centre

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10 must-reads on residential schools, reconciliation and the experience of Indigenous peoples - Indian Residential School History and Dialogue Centre

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Learn more about the experience of Indigenous people, truth and reconciliation and the legacy of residential schools.

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Supporting Positive Mental Health Promotion in Saanich School District

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Mapping

We strive to map Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.

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Native Land is a resource to learn more about Indigenous territories, languages, lands, and ways of life. We welcome you to our site.

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A hook or activating strategy is intended to engage students and help them access and apply prior knowledge to the current concept, lesson or unit of study. Auseubel (1978), recognizes that the activation of prior knowledge helps to deepen learning by bridging between what was known and new material.

Creating just the right motivator or anticipatory set for your classroom is essential to engaging your particular audience. While the content of this section of your 'lesson plan' or sequence will vary, there are a number of strategies that work for a variety of audiences!

Teachers who employ a variety of strategies, modes and mediums - especially those that contain multi-media content - are more likely to engage and hold the attention of today's 'Digital Natives' (Prensky, 2007). For this reason, Digital Storytelling and the use of high interest graphics are recommended for use as hooks in lesson plans (Bernard, 2006). In particular, to grab learners in the digital age, a 'TEASe' (Technology Enhanced Anticipatory Sets) is an excellent option. Combining high interest visuals with sound and even text in a short video or presentation can activate prior knowledge and engender excitement in your audience. Slideshare presentation: When teasing is a good thing!

Read this interesting article about the inclusion of Hooks in a Secondary Science Classroom to help transform learning and engage students or this ASCD article about the value of a well designed 'TEASe'

Download this handout for a short description of the theory and practice around hooks: SandboxHooks_rev 2019

Good Hooks should capture student interest; connect to prior knowledge or experience and might introduce or explain what is to be learned (learning targets) and how it will be learned. There are so many different strategies for hooks and each individual teacher has his/her own favourites:

Download this pdf file of various 'activating strategies' for the classroom.

Use WORLD MAPPER to view simulations (a map that morphs from geographic to 'thematic' and shows population and relative size...).

Have you seen the live tweets of the world map? Tweetping shows live tweets 'as they happen' while 'OneMillionTweets' shows worldwide activity clusters - you can even filter by hashtags - where in the world are people tweeting about a specific current event? an earthquake? etc. Consider how you might garner interest in an issue or current event through a live feed of some sort on display - pick a hashtag and show the feed to your students in real time.

Guided Visualization: Have a high quality image or video displayed and engage your students in a guided visualization exercise - Alice stepping through the looking glass... a tornado for that extreme weather unit and you are Dorothy...

Hook Stations are an active and hands-on form of engagement, can you think of a tech integration opportunity for one station?

Create cognitive discord with your own mashup or present discrepant events (a demonstration that taps into common misconceptions)

Create an infographic to share some key ideas, images or questions. Try: http://visual.ly/ or http://piktochart.com/

Display an image and engage your students in a guided visualization or discussion. Searching for images:

References:

Ausubel, D. P. (1978). In defense of advance organizers: A reply to the critics. Review of Educational

Research, 48, 251-257.

Bernard, R. (2006). The Educational Uses of Digital Storytelling. Society for Information Technology & Teacher Education International Conference 2006, 2006(1), 709-716.

Brupbacher, L., & Wilson, D. (2007). Enhancing the Power of Anticipatory Sets Using Multimedia. In R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2007 (pp. 1922- 1925). San Antonio, Texas, USA: AACE. Retrieved from http://www.editlib.org/p/24858

Prensky, M. (2001). "Digital Natives, Digital Immigrants". On the Horizon 9 (5). Lincoln: NCB University Press.

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Hook 'em - Using Visuals and Multimedia to Engage Students

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A hook or activating strategy is intended to engage students and help them access and apply prior knowledge to the current concept, lesson or unit of study. Auseubel (1978), recognizes that the activation of prior knowledge helps to deepen learning by bridging between what was known and new material.

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New Indigenous Education Physical Literacy Resources

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New Indigenous Education Physical Literacy Resources

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The KDU Model - UBC Teaching and Learning Media

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Education for the 21st Century

British Columbia has one of the best education systems in the world. Teachers are skilled, facilities are sound, and students are performing near the top of international assessments. Yet it is an education system modelled on the very different circumstances of an earlier century - when change was much more gradual than it is today. Conditions in the world are changing greatly and rapidly. Today's students will grow into a world that is very different from and more connected than that of generations before.

To maintain high achievement, British Columbia must transform its education system to one that better engages students in their own learning and fosters the skills and competencies students will need to succeed. One focus for this transformation is a curriculum that enables and supports increasingly personalized learning, through quality teaching and learning, flexibility and choice, and high standards.

To guide the transformation, the province conducted reviews of trends in national and international jurisdictions and invited authorities on curriculum and assessment design to advise on proposed changes. In addition, as part of the work on core competencies, several commissioned researchers summarized the literature in critical thinking, creative thinking, and social and personal responsibility.

Student success through curriculum transformation

Today we live in a state of constant change. It is a technology-rich world, where communication is instant and information is immediately accessible. The way we interact with each other personally, socially, and at work has changed forever. Knowledge is growing at exponential rates in many domains, creating new information and possibilities. This is the world our students are entering.

British Columbia's curriculum is being redesigned to respond to this demanding world our students are entering, To develop new models, we consulted with experts in the field. They suggested that to prepare students for the future, the curriculum must be learner-centred and flexible and maintain a focus on literacy and numeracy, while supporting deeper learning through concept- based and competency-driven approaches.

The redesign of curriculum maintains a focus on sound foundations of literacy and numeracy while supporting the development of citizens who are competent thinkers and communicators, and who are personally and socially competent in all areas of their lives. British Columbia's redesigned curriculum honours the ways in which students think, learn, and grow, and prepares them for a successful lifetime of learning where ongoing change is constant.

Key features of BC's Curriculum

At the heart of British Columbia's redesigned curriculum are the Core Competencies, essential learning and literacy and numeracy foundations. All three features contribute to deeper learning.

Core competencies

Core Competencies underpin the curricular competencies in all areas of learning. They are directly related to the educated citizen and as such are what we value for all students in the system.

Essential learning

The curriculum for each subject area includes the essential learning for students, which represent society's aspirations for B.C's educated citizen. The redesigned curriculum develops around key content, concepts, skills and big ideas that foster the higher-order thinking demanded in today's world.

Literacy and numeracy foundations

Literacy is the ability to understand, critically analyze, and create a variety of forms of communication, including oral, written, visual, digital, and multimedia, in order to accomplish one's goals.

Numeracy Is the ability to understand and apply mathematical concepts, processes, and skills to solve problems in a variety of contexts.

Literacy and numeracy are fundamental to all learning. While they are commonly associated with language learning and mathematics, literacy and numeracy are applied in all areas of learning.

Curriculum model

All areas of learning are based on a "Know-Do-Understand" model to support a concept-based competency-driven approach to learning.

Three elements, the Content (Know), Curricular Competencies (Do), and Big Ideas (Understand) all work together to support deeper learning.

Concept-based, competency-driven curriculum

British Columbia's redesigned curriculum brings together two features that most educators agree are essential for 21st-century learning: a concept-based approach to learning and a focus on the development of competencies, to foster deeper, more transferable learning. These approaches complement each other because of their common focus on active engagement of students. Deeper learning is better achieved through "doing" than through passive listening or reading. Similarly, both concept-based learning and the development of competencies engage students in authentic tasks that connect learning to the real world.

Redesigned curriculum in action

When planning, it is important to begin with a broad understanding of the curriculum being used.

The rationale and goals provide the context for the area of learning and make clear its contribution to the development of educated citizens

The rationale and goals provide a broad instructional and assessment context for the area of learning

The introduction to each area of learning provides specifics about features, structure, and important considerations of the curriculum

The curriculum for each area of learning is displayed in two ways-in HTML format on the website and in PDF or Word formats.

The curriculum website will continue to evolve in ways that support planning for learning. At this point, several features are available such as:

This flexibility supports teachers to combine the learning standards in various ways. Teachers are encouraged to create courses, modules, thematic units or learning experiences that go beyond learning area borders to focus on students' needs and interests or local contexts. The curriculum design and the website features provide the flexibility to serve the unique needs of classrooms, students, and teachers.

Indigenous perspectives and knowledge

British Columbia has long had the goal of improving school success for all Indigenous students. Achieving this goal will require that the voice of Indigenous people be heard in all aspects of the education system; the presence of Indigenous languages, cultures, and histories be increased in provincial curricula; and leadership and informed practice be provided.

At the same time, Indigenous perspectives and knowledge are a part of the historical and contemporary foundation of British Columbia and Canada. British Columbia's education transformation therefore incorporates the Indigenous voice and perspective by having Indigenous expertise at all levels, ensuring that Indigenous content is a part of the learning journey for all students, and ensuring that the best information guides the work. An important goal in integrating Indigenous perspectives into curricula is to ensure that all learners have opportunities to understand and respect their own cultural heritage as well as that of others.

Over the past decade, British Columbia's curriculum has integrated Indigenous content into specific courses. The redesigned curriculum builds on what has been learned and extends Indigenous perspectives into the entire learning journey, rather than into specific courses or grade levels. This means that from Kindergarten to graduation, students will experience Indigenous perspectives and knowledge as part of what they are learning. And because Indigenous perspectives and knowledge are embedded in the curriculum, they will naturally influence the ways in which students will be assessed.

The First Peoples Principles of Learning provided a crucial lens for teacher teams when drafting curricula, and all curriculum teams included Indigenous representation. The teams put great effort into embedding Indigenous knowledge and worldviews in curriculum in authentic and meaningful ways. Curriculum material was reviewed by our staff as well as by Indigenous teachers and other experts.

References to Indigenous perspectives and knowledge are both explicit and implicit in the redesigned curriculum and are evident in the rationale statements, goals, learning standards, and some of the elaborations. Rich instructional samples to inspire teaching and learning will be collected and shared online to provide examples of relevant teaching units and place-based learning. In all of the areas of learning, teachers are encouraged to teach in ways that respect the place in which the students are - to teach from within the school and its surrounding community.

Program considerations

Valuing diversity

British Columbia's schools include young people of varied backgrounds, interests, and abilities. The Kindergarten to grade 12 school system focuses on meeting the needs of all students. When selecting specific topics, activities, and resources to support the implementation of the curriculum, teachers are encouraged to ensure that these choices support inclusion, equity, and accessibility for all students. In particular, teachers should ensure that classroom instruction, assessment, and resources reflect sensitivity to diversity and incorporate positive role portrayals, relevant issues, and themes such as inclusion, respect, and acceptance. This includes diversity in family compositions and gender orientation.

The school system strives to create and maintain conditions that foster success for all students.

These conditions include:

Equitable access to and equitable participation in quality education for all students

School cultures that value diversity and respond to the diverse social and academic needs of individual students School cultures that promote understanding of others and respect for all

School environments that are safe and welcoming

Policies and practices that promote fair and equitable treatment

Processes that give a voice to all members of the school community

Honouring diversity within the school system is based on the principle that if our differences are acknowledged and utilized in a positive way, it is of benefit to the quality of our learning and working environments.

Supporting Diverse Learners

B.C educators strive to ensure that all learners are supported to participate in school, to develop their individual potential, and to acquire the knowledge, skills, and attitudes they need for a successful personal future and to contribute positively to society and to the economy. Curriculum used in British Columbia schools remains designed for the majority of students, with classroom teachers continually personalizing their instruction and assessment methods for students as appropriate.

Government policy supports the principles of inclusion of all students. Students with special and/or ELL needs can achieve the prescribed learning standards through the strategic use of personalized instruction and assessment methods.

Some students with special needs may require program adaptation or modification to facilitate their achievement of the learning standards in this curriculum.

Personal safety

To ensure a safe learning environment, teachers may consider the following questions before, during, and after instruction:

Are students aware of established rules and procedures for safety?

Do students fully understand the instructions?

Is the activity suitable to each student's interest, confidence, and ability?

Has the instruction been sequenced progressively to ensure safety?

Are students being properly supervised?

Are facilities, equipment, and technologies suitable and in good repair?

Some areas of learning make use of specific safety guides and manuals. These should be employed to ensure that students and teachers can enjoy safe learning activities at all times.

In addition to physical safety, teachers should consider the emotional safety of students when planning instruction. This includes, but is not limited to:

Being sensitive to individual students

Being prepared to respond to unique situations

Employing creative strategies to deal with rivalry, stress, fear of failure, performance anxiety, and so on

As well, teachers should be mindful of activities that may cause emotional or psychological stress for individual students (e.g., blindfolding, working in closed environments, solo performance, body contact, heterogeneous groupings), and be prepared to offer alternative strategies as needed.

Alternative Delivery policy

The Alternative Delivery policy outlines how students and their parents or guardians, in consultation with their local school authority, may choose means other than instruction by a teacher within the regular classroom setting for addressing the learning standards contained in the health component of the Physical and Health Education curriculum. The Alternative Delivery policy applies only to the health-related learning standards (Note: the policy will be revised in the 2015/16 school year).

The policy recognizes the family as the primary educator in the development of children's attitudes, standards, and values, but it still requires that all learning standards be addressed and assessed in the agreed-upon alternative manner of delivery.

It is important to note the significance of the term "alternative delivery" as it relates to the Alternative Delivery policy. The policy does not permit schools to omit any of the learning standards within the Physical and Health Education curriculum. Neither does it allow students to be excused from meeting any learning standards related to health. it is expected that students who arrange for alternative delivery will address the health-related learning standards and will be able to demonstrate their understanding of these learning standards.

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British Columbia has one of the best education systems in the world. Teachers are skilled, facilities are sound, and students are performing near the top of international assessments. Yet it is an education system modelled on the very different circumstances of an earlier century - when change was much more gradual than it is today.

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What is ADST in the British Columbia Curriculum?

The British Columbia Curriculum presents an area called "Applied Design, Skills and Technologies" or "ADST" which has a group of content and skills from traditional and First Peoples practice, existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education, and new and emerging fields.

In this sense, this area of the curriculum was not designed to be developed as a separate subject matter, but the content and skills should be incorporated by teachers from all subject areas throughout all years of K-12.

The BC curriculum understands that teachers can use the "doing" part of the curriculum as shown in the side picture to incorporate ADST skills and content aligned with the "knowing" and "understanding" from their own subject matter.

What are the features of ADST in the BC curriculum?

The ADST competencies were designed to gradually improve students' skills and abilities with respect to design thinking and coding across the subject areas. The K-9 curriculum is more foundational and grades 10-12 are more linked to specialized interests and subject area applications:

K-5 ADST was thought to develop foundations competencies related to practical, creative, and real-life skills. However, it was designed as a more exploratory and purposeful play through designing and making activities.

6-9, ADST competencies are related to explorations of specific areas, including some curriculum choices, such as Computational Thinking, Digital Literacy, Metalwork, and Food Studies.

10-12, students are invited to choose a specific area of interest or continue to pursue a general interest. In this sense, students can choose subject matter and personalize their learning through courses such as Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education.

For more details about the big ideas and competencies of ADST consult the BC Ministry of Education's introduction to ADST.

Where can I find ideas of how to integrate ADST into the BC curriculum?

On this blog are a variety of posts related to ADST and tools to support ADST learning. You can sort the blog using the ADST tag.

Guest post by Peer Tutor Ariane Faria dos Santos (Ph.D. EDCP), Dec. 2021

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Applied Design, Skills and Technologies (ADST) in the British Columbia Curriculum

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What is ADST in the British Columbia Curriculum? The British Columbia Curriculum presents an area called "Applied Design, Skills and Technologies" or "ADST" which has a group of content and skills from traditional and First Peoples practice, existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communications Technology, and Technology Education, and [...]

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Designing a cross-curricular unit plan that incorporates aspects of student inquiry is a major assignment in LLED 351, Literacy Practices and Assessment, and also excellent practice for practicum and future planning. To support you in completing this assignment, I've been working together with our knowledgeable education librarians and some of your instructors and to develop some resources.

When designing learning experiences to support all learners in your class, it is essential to consider your particular learners. A teacher will ask themselves a variety of questions to ensure they are planning objectives and activities to engage, support and extend learning for all learners in their classroom. Universal Design for Learning (UDL) supports this approach and recommends that teachers think ahead about all learners rather than relying solely on differentiation. This doesn't mean that differentiation isn't of value - it is! See this link for some strategies. What it means is that UDL will help to ensure the teacher is cognizant of planning for the success of a far wider range of students lessening the need to explicitly and individually differentiate as you teach.

Here are the slides from our in -class session to help review inquiry, planning, accessing and evaluating resources. Please don't hesitate to be in touch and remember, Gearing up for practicum sessions are available all term to consult on planning.

UNIT PLAN EXAMPLES

You may recall we discussed how the topical research projects we often see in K-7 classrooms might involve students research specific aspects of a given topic (If animals, students may be asked to learn about the Appearance, Food, Habitat, Life Cycle, etc?; If planets, they might find out about appearance, size, density, gravity, location/position, etc; If a Country study or Ancient Civilization study, they might find out about the culture, religion, population/people, etc...). To put a more inquiry oriented 'spin' on this traditional practice, the teacher might provide a guiding or essential question (or the students might co-create a question) to provide a REAL purpose for gathering the information. A couple examples:

1. Dinosaurs or animals - Which animal would make the best pet and why? Students learn about different dinosaurs (including appearance, food, habitat etc) in order to determine what dinosaurs needs and how they might adapt to life in our class, in our homes, in this particular habitat etc.

2. Space - on which planet would you prefer to live and/or what would you need to survive? You might even incorporate ADST by designing and cardboard prototyping a tool that would support survival (thanks to one of Lisa's students for this suggestion!)

Examples of Unit plans that incorporate elements of inquiry (remember, what these look like can vary greatly... these are simply examples!)

Digital technologies we used/explored/discussed during the session:

MindMup (free basic level of this concept mapping software allows individual maps - as a paid feature, it can integrate with google drive to allow co-creation of CMaps) Coggle is similar to Mindmup - their paid access allows co-creation and it integrates with Office 365. Most schools will have licensing for concept mapping software for the computer lab, laptop carts and/or ipads. (MindMup, Coggle, Inspiration, Kidspiration, Wrike...)

Padlet brainstorming/co-creation - remember to moderate posts

Interested in other SRS/assessment ideas? Visit this post related to EPSE310 In Assessment

HERE is our padlet wall with some helpful tips for planning

Resource Evaluation and Setting Criteria:

We also did a resource evaluation activity using the "Tree Octopus". You can find similar activity ideas to help your students develop digital literacies on MediaSmarts (Canadian developed). You can even search the resources by province, grade level, and curriculum.

As we developed criteria, it was impressive that the class was able to come up with most of those that one would use to evaluate a resource! Please remember to come up with your own 5 finger rule for evaluation (or feel free to adapt one you find - be sure to cite your sources)

Is it verifiable using external resources? Is it reliable? How do I know?

Authorship or sponsorship or ownership.

Using WhoIs you can try to identify the domain owners of a particular website - can help determine 'fake news sites'

Check the About page

Time, when was it published? is it dated or still relevant or current (or appropriate!)

Appearance, navigation, organization, accessibility - including thinking about reading level, learning differences, use of visuals, text heavy, use of text features (bolding, captions, chunking etc)

Language use (leads to credibility and also accessibility) - is it text heavy? is it visual? Are there frequent errors in grammar etc? Does it use a lot of jargon or does it use scientific language? What is the appropriate register of language for your needs? your student needs?

5 Finger Rule for Website evaluation (for your interest/reference) - from Kathy Schrock's guide to everything. ( links to additional critical evaluation resources from Kathy's site)

TEMPLATES for planning?

Personally, I really like the Unit Planning template designed by the Coquitlam school district. I find that the question prompts support TCs and beginning teachers in particular as they consider their students' needs. Working with Claire Rushton, Director of the Teacher Ed Office here in Scarfe, I've put together an 'in progress' UBC blogs resource site with planning templates we've created or gathered, resource links and examples: Designing Learning. Should you select a template, it is important that it doesn't simply become a task of 'filling boxes' - more importantly, you want to consider how the learning path or sequence of learning helps build students towards their understanding of the 'Big Idea' or Essential Question.

EDUCATION LIBRARY Resources

Remember this? Each school district has their own online resource center and each schools' library catalogue can be accessed through the UBC Ed library's Lesson Planning Pages ( Elementary/Middle, Secondary). Knowing what resources you have access to at your school and district definitely supports planning for practicum!

ADDITIONAL INFORMATION and RESOURCES:

Keep in mind as you plan that inquiry can take different forms. It does not have to look like a completely 'free and open' student directed process and it is important to scaffold for student success. As mentioned earlier, knowing your students is critical. I'd suggest creating a class profile (a profile of sorts is, I believe, required for your assignment) and even, at the start of practicum or beforehand, surveying each of your students individually to learn about their preferences, interests, etc. This information (in addition to knowing if they have access to a digital device they can bring to school regularly) can be of value in planning for engagement and success! Shelley Moore has done some excellent work on inclusion and has several examples of class and student profiles - Templates here: https://blogsomemoore.com/shout-outs/templates/.

The Learning for All pdf is an assessment guide from the Ontario Ministry of Ed, 2013 P.34 contains info about creating class profiles (more in-depth than needed for this course assignment, but of possible interest/use in your teaching.)

Students can create their own learner profiles - an excellent metacognitive activity that supports core competencies.

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Taking a dip into inquiry planning & resource curation - LLED 351

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Designing a cross-curricular unit plan that incorporates aspects of student inquiry is a major assignment in LLED 351, Literacy Practices and Assessment, and also excellent practice for practicum and future planning. To support you in completing this assignment, I've been working together with our knowledgeable education librarians and some of your instructors and to develop some [...]

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Learn to Pronounce a Nation's Name Correctly

In the residential school system, Indigenous children would often be punished if they spoke their own language. As a result, many survivors of residential schools did not teach their children their language. In this way, many languages have been lost and others are on the brink of extinction.

The erasure of Indigenous languages is the erasure of Indigenous cultures and worldview. Indigenous language imparts a worldview that is vastly different from that of colonial settler culture.

For example, the notion of sovereignty, a common concept underpinning Canadian law, is a largely European construct, and in many ways is in direct contrast with what the Coast Salish believe.

YELḰÁTŦE (Rob Clifford) a W̱SÁNEĆ PhD law student explains, "Sovereignty tends to be actualized as supreme authority over nature, or power without limitation for instance. Whereas for us, we have a responsibility to care for the Islands because they aren't separate from us. In our creation story, they are our ancestors or 'Relatives of the Deep'." WSÁNEĆ Laws outline the rights of others, and our responsibility to our relatives, limiting our power over nature.

How to find out the correct pronunciation of a nation's name:

Check the nation's website, they may have a pronunciation guide on their "About" page, an audio recording of their name, or videos that include people saying the nation's name;

Call the Nation after hours and listen to their answering machine recording; or,

Search the internet for other territorial acknowledgements that may be captured on audio or video.

To listen to the correct pronunciation of W̱SÁNEĆ click here

To listen to the correct pronunciation of SENĆOŦEN, the language of the W̱SÁNEĆ people

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RESOURCES FOR SETTLERS Settlers who are interested in allyship with W̱SÁNEĆ people will find the resources on this page a great place to support the journey to reconciliation. Below you'll find resources in a suggested order for those on the first steps of this journey.

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Overview of Aboriginal Education program including Aboriginal Education Lens, program overview, committee members

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What is Universal Design for Learning (UDL)?

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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There are many ways of thinking about planning. Wiggins, Wiggins & McTighe (2005) suggest teachers are designers of activities and experiences to support students' learning. As designers, teachers may think about planning as a puzzle they are building: a lesson is a group of pieces that together form a bigger picture. In this sense, the authors divide the planning into three moments: 1) desired results 2) assessment evidence, and 3) learning plan. However, each one of these moments has many other small slices. Hooks are one moment of stage 3: the learning plan.

What are hooks?

Hooks are strategies used to

activate students' previous knowledge,

engage students in the teaching and learning process

create a bridge between teacher and students (Auseubel,1978).

What are the types of hooks? When do I use each type?

Even though most hooks are used at the beginning of a lesson or activity, hooks can be a resource for many moments in the classroom. That is why we can classify hooks into different types and each one of them has a specific pedagogical function. We will look at A) Starting Hooks, B)A Hook as an Activity C) Background Hooks

They are in general short and used at the beginning of a lesson or activity. They are a great strategy to grab students' attention and spark their curiosity to engage in the next learning moments. Starting hooks are also a contextualized way to understand students' previous knowledge about the topic. However, in general, starting hooks do not develop new knowledge. They only engage students in the next main activity which intends to teach another content or competence. There are many starting hooks such as stories, analogy, pictures, maps, jokes, discrepant events, controversial statements, etc.

You can find some resources about starting hooks in these links:

They are a mix of hooks and activities because they are designed to engage students but also to develop some new learning. They can be used in many moments of a lesson and take more time. The general idea is to make students engage in some fun activity while they are learning something new. Some examples of this type of hook are games, field trips, hands-on activities, stations, data collection, etc.

You can find some resources about the mix of hook/ activities in these links:

This type of hook is called background because it itself does not have any curriculum goal, but it can be the perfect scenery for learning activities. For example, a teacher wearing a bear costume may be funny but not pedagogical. However, if the teacher uses this costume to grab students' attention to a lesson about Canadian geography and fauna, their students probably will learn more. Some background hooks can be props, costumes, scenery, role play, etc.

This teacher gives a lot of ideas and resources for background hooks!
Youtube channel: Talkin' Chalk: tips and resources
Guest post by Peer Tutor Ariane Faria dos Santos (Ph.D. EDCP), peer mentor, 2021

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The big picture of planning: There are many ways of thinking about planning. Wiggins, Wiggins & McTighe (2005) suggest teachers are designers of activities and experiences to support students' learning. As designers, teachers may think about planning as a puzzle they are building: a lesson is a group of pieces that together form a bigger [...]

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TeachBC is your go-to site for free downloadable lesson plans, posters and classroom resources

Share your lesson plans

Did you know that you can receive a complimentary membership in a Provincial Specialist Association when you upload your first teaching resource?
Learn More

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Downloadable lesson plans, posters and classroom resources from TeachBC.

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About This Resource

Selected times and events important in the history of Aboriginal peoples in British Columbia

Get a Free Provincial Specialist Association Membership

Receive complimentary membership when uploading your first resource.

Learn More

Upload Your Resources

Help other teachers in British Columbia by uploading your lesson plans and teaching resources

Upload Teaching Resources

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Timeline History of Aboriginal Peoples in British Columbia

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Selected times and events important in the history of Aboriginal peoples in British Columbia Receive complimentary membership when uploading your first resource. Learn More Help other teachers in British Columbia by uploading your lesson plans and teaching resources Upload Teaching Resources

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Educators and researchers have long considered the benefits of students actively engaging in the classroom and how this can lead to gains in student learning. One way to achieve such engagement is by effectively incorporating all-class response or a student response system (SRS) as a part of your classroom assessment (and teaching) approaches.

Be sure to keep in mind that the efficacy of any student response system depends on the quality of the questions and how you use the system. You will learn, as part of your course work, how to develop effective questions (including multiple choice). This work will be helpful in selecting an SRS and constructing a poll or quiz for formative or summative assessment. Using an effective discussion strategy will increase the value of an SRS.

All class response (vs. hands up/volunteers), including the use of a digital student response system (SRS) can lead to greater student engagement. Read this article in Educause describing how the efficacy of assessments and increases in student learning are achieved when an SRS is coupled with socio-constructivist methods. The use of these systems along with student discussion, peer teaching and pair share can also lead to greater student satisfaction and engagement. All class response is in keeping with a large body of research supporting more inclusive approaches to assessment.

Providing time for your students to share their questions and understandings is key to ensuring that learning is happening in your classroom. All-Class Response is one 'type' of strategy that can support engaging more, or hopefully all, learners and inviting (or even requiring) participation. Some of these strategies and tools can even support anonymity which may encourage students who are more reluctant to share orally. In some cases, responses of the group can be projected so that students are able to access the responses of others as they formulate their own thoughts.

All-Class Response and Student Response Systems (SRS)

High Tech

Mentimeter - polling software that allows for various types of response and graphical representations (plot graphs, bar graph, word cloud, tiled short answer response)

Poll Everywhere - students answer poll questions using browser, mobile app or text response

Socrative - create a class account to track responses, students answer using browser or mobile app

Answer Garden - instantly generates a word cloud of responses, no account needed

Kahoot - gameify learning in your classroom with 'Kahoots'

Flip Grid - creating and sharing videos in a Microsoft learning tools environment (NB: many coast metro school districts use FlipGrid and other MSoft tools because of their Canadian data housing). It can also be used free as a stand alone tool.

Here's a Student Response System Comparison Chart for an at a glance view of each of the above systems.
Low Tech

Plickers - all you need are free printable scan cards, a teacher account and one mobile device to record and track responses.

iClickers - a Mac and PC set are available on loan in the Education Library.

No Tech - a small selection of strategies

Thumbs up, down, sideways

Red card/Green card - I had a laminated set so students could flip the cards (cards can mean yes/no, stop/go, or A/B or...?

Mini Individual White Boards - to record and show responses

Sticky Notes - have students share their idea, question, word, wonder and place on the board, around the room, on charts. Sort and classify and organize to work with the ideas.

Placemat Activities: Large format paper on a desk (can be separated into grids or more free form depending on your purpose) allows a group of 3 or 4 students to share ideas at the same time. These could also be concept maps/Mind maps for even more critical thinking!

Write around the room: students pick a spot on the whiteboard and record responses. This could be combined with a small group discussion and one or two students then go to the board to record... space dependent though I know teachers who also use their windows and put chart paper up...

Content co-creation and brainstorming:

Allow your students to co-create their understandings, share their ideas and questions can lead to deep learning. Here are just a few suggestions:

Padlet - this multi-modal response digital wall is great for brainstorming, checks for understanding and formative assessment (and now includes ability to add audio and drawing in addition to text, hyperlinks, video, images)

Concept mapping is a powerful tool for illustrating complex links between ideas (be they images or text). Many softwares allow for hyperlinking and embedding images and video. Mindmup is a browser based application that allows co-creation of a concept map across time and space (NB: co-creation seems to now be a paid level of access - I'm trying to find another option... Schools/Districts using Google Classroom will have co-creation access).

Some Considerations when employing Digital Tech:

BYOD and Access - bring your own device - Are there policies in place in my school or rules in my classroom to consider? What about students who do not have access to a device? When pairing or grouping students and expecting one device in a group, do you know if the student who owns that device is willing to share it OR are there devices in the school you can borrow? What impact does it have on students when they do not have the same access as others?

FIPPA - Freedom of Information and Privacy Protection act - Students data should not be shared on non-Canadian housed servers... Am I protecting students data privacy? Do I have necessary permissions or consent? Am I engaging my students in critical digital literacy discussion around privacy & safety in a broader sense? School Districts will have policies in place that meet the informed consent requirements of FIPPA. Be aware of local policies. (See this helpful guide from BCTF to support teachers and parents)

Additional Resources & Strategies:

Chapter 4 of Leahy and Williams', Embedding Formative Assessment, makes a case for 'all student response' and limiting teacher questions to only those that propel learning. This book is a valuable addition to any teacher's library and clearly links theory with practical strategies and relevant advice. ( UBC Library has a copy)

BackChannel Chat:

By allowing students to voice their ideas or ask questions during a lecture or class work period using electronic tools such as those built into most learning management systems and widely available free online, you are providing opportunities for students to ask just-in time questions, share thoughts and connect with one another; potentially increasing student engagement and learning. These potential benefits come with 'management' needs and requires the development of a set of expectations in the classroom that student can follow. This can take time, usually involves some trial and error but is a risk that may be worth taking when one considers the increase in student agency that can result from the moderate risk. The notion that engaging the 'backchannel' during lectures and classes can add a more active component to what are sometimes more passive forms of teaching is taking hold with the growth in BYOD (bring your own device) in secondary and post-secondary classrooms.

High Tech

Mentimeter is one 'tool' example. Many other SRS's can be used in the same way.

Teams and Google Classroom have their own backchannels and response systems either built in or that can be integrated depending on District permissions and access.

Low/No Tech

Question box - allow students to note questions on a slip of paper and pop into a question box. I've also had students flag a page in their notebook prior to handing in with a sticky note.

Random Selection

This isn't strictly speaking an all-class response strategy but may encourage participation. In some instances, it may be acceptable to have an understanding in the class or in a particular lesson that you may randomly call on students to respond to questions, to share ideas or their wonders. When using this strategy, it is important to ensure you are equitable and that you are considerate of your learners... if the questions is very high level and/or will likely NOT return an appropriate or correct response, then probably best to avoid this approach. If the question is accessible and you give prior warning and you are confident all learners will have the ability to at least make good attempts, then these approaches might be employed:

High Tech:

Random Name Generator - there are several available online including some developed for interactive whiteboards/Smartboards. Ensure you do not include full names or other identifying info and always check out privacy policies. I've played with this one (developed by a Principal in the UK) https://www.transum.org/software/RandomStudents/

Low/No Tech:

Popsicle Stick names, Playing Cards, Bingo card, etc - Teacher draws a name at random and student responds

The teacher might encourage more responses by providing students with tokens and asking that they try to 'use' a token during each class discussion... this can also help limit the 'over-responders' who sometimes don't leave space for others (i.e. they can only 'spend' up to X tokens each discussion...)

The value of anonymous responses...

We know that adolescent learners appreciate, or some would even say require, the opportunity to participate anonymously. Due to their sometimes heavy reliance on peer approval, students at this age can be reluctant to share their views orally. For this reason, employing an SRS can give voice to quieter learners and generate more honest responses. Of course, anonymity comes with risks so be sure to consider the following:

How are responses published, shared or viewed?

Can I moderate responses? (i.e. can I see them and approve them before they are 'live' to the students)

Can students change their responses or provide multiple responses?

Can I archive or track student responses in some way? (do I need to?)

How will I respond if a student posts an inappropriate response?

How can I create a class climate the promotes risk taking and accountability?

consider small group response vs. individual response - students discuss their ideas and, using one device for the group, record their response... this can lessen the potential for inappropriate responses especially where the teacher is actively engaged in/with the class by circulating and checking in.

Closing Notes:

Remember that creating a positive classroom climate and cultivating a place of respect and value takes intention, time and patience on the part of the teacher.
Any tool or strategy may take practice. Give yourself (and your students) the benefit of trying something more than once. If it's a tool, try allowing time to 'play' with it in a low stakes way so that students can learn the affordances.

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Educators and researchers have long considered the benefits of students actively engaging in the classroom and how this can lead to gains in student learning. One way to achieve such engagement is by effectively incorporating all-class response or a student response system (SRS) as a part of your classroom assessment (and teaching) approaches.

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Performance Assessment is a way to integrate not only students' knowledge and competencies but also the teaching and assessment process. Students will learn in a more contextualized and deep way!

What is a performance assessment?

This type of assessment evaluates students' knowledge in a more complex way because students need to show what they know and are able to do through a practical and contextualized activity (Darling-Hammond & Adamson, 2010). In this sense, students produce something, such as an experiment, a performance, a report, research, etc that materialize what they have learned.

Moreover, performance assessment gives teachers the space to think about assessment beyond a way of measuring student learning. This type of assessment is also an opportunity for student learning since they may understand better a concept or develop a new skill during a performance assessment (Darling-Hammond & Adamson, 2014).

Differences between performance task and performance assessment

The biggest difference between performance tasks and performance assessments is that the latter is designed for students to demonstrate a group of skills and knowledge acquired during a couple of performance tasks.

Teachers might design a series of three or four performance tasks (for example, one for each week of class). Each one of these performance tasks has the purpose of developing different skills and knowledge. Consequently, the final performance assessment of this course should give the opportunity to students to demonstrate all skills and knowledge developed during the four performance tasks.

One common way in which performance tasks might be designed is through project-based learning where students are invited to develop a topic connecting classroom knowledge with some real world, community or contemporary topic (Lenz, Wells & Kingston, 2015).

Performance assessment has the purpose of helping teachers (and students) understand what students have (or have not) learned over a period by getting them to apply and practice in a contextualized situations.

How to design a performance assessment?

The National Science Teacher Association (NSTA) has an interesting article with steps to help you design a performance assessment. Below, we summarize these five steps:

Step 1: Unpack the performance expectation: Teachers should understand their expectations or in other words what they expect students to achieve at the end of the lesson/ classroom. Thus, teachers need to evaluate if the performance assessment is really accessing what they want. In this step, teachers can use curriculum standards to better align their expectations with the performance assessment.

Step 2: Identify a rich and authentic phenomenon: the richness of performance assessment is exactly its characteristic of being contextualized. Therefore, teachers should pay attention to choosing a phenomenon that allows students to apply their knowledge and skills in an authentic way.

Step 3: Develop prompts: teachers should develop prompts and questions that guide students throughout the process without taking them the opportunity to discover and test their hypotheses and assumption because these experiences are essential to produce deep learning.

Step 4: Create scoring guides: teachers should create rubrics or order types of scoring guides for students during the process. These guides help students to understand the different kinds of activities and levels of expectations teachers expect them to complete.

Step 5: Pilot, score, and revise: before putting performance assessments in practice, it would be important to test them to analyze if they attend what you want and identify possible problems.

Performance Assessment Tools and Resources

The Performance Assessment Bank has resources for several subjects. However, you can also find specific resources for the following areas:
Art: Model Cornerstone Assessments Language: Columbia University: Teachers' College Reading and Writing Project Science: Performance Assessment Links in Science Stanford NGSS Curriculum & Assessment Math: Illustrative Mathematics Tasks The Mathematics Assessment Project
Social Science:
The National Council for the Social Studies: Performance-Based Assessment Clearinghouse
C3 Inquiry Model and C3 Teachers from the New York State Social Studies K12 Resource Toolkit project
Physical Education: Health Teacher Central
References

Darling-Hammond, L., & Adamson, F. (2014). Beyond the bubble test: How performance assessments support 21st-century learning. John Wiley & Sons.

Darling-Hammond, L. & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving
21st century standards of learning. Stanford, CA: Stanford University.

Lenz, B., Wells, J., & Kingston, S. (2015). Transforming schools using project-based learning, performance assessment, and common core standards. John Wiley & Sons.

Guest post by Peer Tutor Ariane Faria dos Santos (Ph.D. EDCP), Dec. 2021

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Performance Assessment: connecting teaching, learning, and assessment to support student

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Performance Assessment is a way to integrate not only students' knowledge and competencies but also the teaching and assessment process. Students will learn in a more contextualized and deep way! What is a performance assessment? This type of assessment evaluates students' knowledge in a more complex way because students need to show what they know [...]

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As part of any study into current assessment practices, you will want to explore the potential of integrating digital technologies, including multi-modal creation/communication tools and/or student response systems (SRS), into your teaching.

MultiModal creation and communication

When creating an inclusive learning environment and planning for all learners (Universal Design for Learning), it is essential we provide opportunities for voice and choice. If the use of multi-modal response is essential for some learners, then it is good for all learners! Consider providing access to tools that allow your students to share their ideas using visuals (including video, photos, drawing), text and audio. You might try:

A couple of alternatives for student representation and expression as assessment of and for learning:

Showme and Explain Everything are in a class of apps called 'digital whiteboards' or whiteboard style apps and are great for formative assessment and even for student projects and presentations allowing voice narration, video, images, drawing and typing. I can ask a student to 'showme' what they know by asking them to annotate an image, share a video of completing a problem etc. (Students can 'annotate' or draw on an image as they record their voice. also allows for scientific notation) * free to download so students can use on their own devices if they wish - NOT Canadian housed so informed consent is important - and/or use of school owned devices with no account sign up.

Flip Grid - creating and sharing videos in a Microsoft learning tools environment (NB: many coast metro school districts use FlipGrid and other MSoft tools) or set up your own free teacher account, add students (using first name only or avatar names to protect privacy) and provide students with a join code/QR code (check for indiv school/district permissions). Allows the teacher to moderate posts!

Concept mapping is a powerful tool for illustrating complex links between ideas (be they images or text). Many softwares allow for hyperlinking and embedding images and video. Mindmup is a browser based application that allows co-creation of a concept map across time and space (NB: co-creation seems to now be a paid level of access - I'm trying to find another option... Schools/Districts using Google Classroom will have co-creation access)

ePortfolios provide rich opportunities for students to select, evaluate and share products of, and reflections on, their learning. Freshgrade is a Canadian housed/FIPPA compliant platform teachers can access for free. Several BC school districts (and beyond) have paid accounts so students can be 'auto enrolled'. Parents can also be given access. MyBlueprint has also being adopted in some local school districts - All About Me for K-6 and Education Planner for 7 - 12.

All-Class Response and Student Response Systems (SRS)

Educators and researchers have long considered the benefits of students actively engaging in the classroom and how this can lead to gains in student learning. One way to achieve such engagement is by effectively incorporating all-class response or a student response system (SRS) as a part of your classroom assessment approach. It is important to consider the benefits and the potential drawbacks of various systems available to you as a K-12 educator in order to select one that meets your (and your students') needs.

Be sure to keep in mind that the efficacy of any student response system depends on the quality of the questions and how you use the system. You will learn, as part of your course work, how to develop effective selection and supply questions (multiple choice). This work will be helpful in selecting an SRS and constructing a poll or quiz for formative or summative assessment. While these questions should not form the basis of your overall assessment, they can be one piece of the puzzle and can support formative (and sometimes summative) assessment. In particular, as discussed, using an effective discussion strategy will increase the value of an SRS.

Some issues to consider when engaging your students with digital technologies and online learning:

BYOD and Access - bring your own device - Are there policies in place in my school or rules in my classroom to consider? What about students who do not have access to a device? When pairing or grouping students and expecting one device in a group, do you know if the student who owns that device is willing to share it OR are there devices in the school you can borrow? What impact does it have on students when they do not have the same access as others?

FIPPA - Freedom of Information and Privacy Protection act - Students data should not be shared on non-Canadian housed servers... Am I protecting students data privacy? Do I have necessary permissions or consent? Am I engaging my students in critical digital literacy discussion around privacy & safety in a broader sense? School Districts will have policies in place that meet the informed consent requirements of FIPPA. Be aware of local policies. (See this helpful guide from BCTF to support teachers and parents)

All class response (vs. hands up/volunteers), including the use of a digital student response system (SRS) can lead to greater student engagement. Read this article in Educause describing how the efficacy of assessments and increases in student learning are achieved when an SRS is coupled with socio-constructivist methods. The use of these systems along with student discussion, peer teaching and pair share can also lead to greater student satisfaction and engagement. All class response is in keeping with a large body of research supporting more inclusive approaches to assessment.

Chapter 4 of Leahy and Williams', Embedding Formative Assessment, makes a case of 'all student response' and limiting teacher questions to only those that propel learning. This book is a valuable addition to any teacher's library and clearly links theory with practical strategies and relevant advice. ( UBC Library has a copy)

The notion that engaging the 'backchannel' during lectures and classes can add a more active component to what are sometimes more passive forms of teaching is taking hold with the growth in BYOD (bring your own device) in secondary and post-secondary classrooms. By allowing students to voice their ideas or ask questions during a lecture or class work period using electronic tools such as those built into most learning management systems and widely available free online, you are providing opportunities for students to ask just-in time questions, share thoughts and connect with one another; potentially increasing student engagement and learning. These potential benefits come with 'management' needs and requires the development of a set of expectations in the classroom that student can follow. This can take time, usually involves some trial and error but is a risk that may be worth taking when one considers the increase in student agency that can result from the moderate risk. I modeled Mentimeter

The value of anonymous responses... We know that adolescent learners appreciate, or some would even say require, the opportunity to participate anonymously. Due to their sometimes heavy reliance on peer approval, students at this age can be reluctant to share their views orally. For this reason, employing an SRS can give voice to quieter learners and generate more honest responses. Of course, anonymity comes with drawbacks so be sure to consider the following:

How are responses published, shared or viewed?

Can I moderate responses? (i.e. can I see them and approve them before they are 'live' to the students)

Can students change their responses or provide multiple responses?

Can I archive or track student responses in some way? (do I need to?)

How will I respond if a student posts an inappropriate response?

How can I create a class climate the promotes risk taking and accountability?
consider small group response vs. individual response - students discuss their ideas and, using one device for the group, record their response... this can lessen the potential for inappropriate responses especially where the teacher is actively engaged in/with the class by circulating and checking in.

Student Response Systems: getting started with resources on the Scarfe Digital Sandbox

Mentimeter - polling software that allows for various types of response and graphical representations (plot graphs, bar graph, word cloud, tiled short answer response)

Plickers - all you need are free printable scan cards, a teacher account and one mobile device to record and track responses
iClickers - a Mac and PC set are available on loan in the Education Library

Poll Everywhere - students answer poll questions using browser, mobile app or text response

Socrative - create a class account to track responses, students answer using browser or mobile app

Answer Garden - instantly generates a word cloud of responses, no account needed

Kahoot - gameify learning in your classroom with 'Kahoots'

Padlet - this multi-modal response digital wall is great for brainstorming, checks for understanding and formative assessment (and now includes ability to add audio and drawing in addition to text, hyperlinks, video, images)

Here's a Student Response System Comparison Chart for an at a glance view of each of the above systems.
Download this handout for more info and some links to research about Student Response: Sandbox_iClicker_Mar2015 update

Visit the Scarfe Digital Sandbox Resource tab and click on 'assessment' for more digital tech integration options for engaging and assessing your students. Visit the Designing Learning Blog for templates and resources to support planning with assessment in mind.

From our lecture:

In EPSE 310, Assessment and Learning in the Classroom, you are learning about the principles and practices for effective, inclusive high quality classroom assessment. You will also become familiar as you continue to prepare for practicum and as you teach, with the BC Ministry document on Assessment and Reporting

A few resources you may find of value (further links in post below):

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Assessment for All Learners - EPSE 310 2020

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As part of any study into current assessment practices, you will want to explore the potential of integrating digital technologies, including multi-modal creation/communication tools and/or student response systems (SRS), into your teaching. MultiModal creation and communication When creating an inclusive learning environment and planning for all learners (Universal Design for Learning), it is essential we [...]

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Overview of Aboriginal Education program including Aboriginal Education Lens, program overview, committee members

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Indigenous Resources - School Physical Activity

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Indigenous Resources - School Physical Activity

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School Physical Activity and Physical Literacy in BC

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Indigenous Resources - School Physical Activity and Physical Literacy in BC

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Developing physical literacy and delivering quality sport

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Canada's History on your doorstep

Discover a wealth of interesting, entertaining and informative stories in each issue, delivered to you six times per year.

Missing children and the existence of unmarked burial sites at Residential Schools across Canada have been well-known for decades among Indigenous communities. However, Canadians are still grappling with the truths about Residential Schools, spurring long-overdue conversations inside and outside the classroom.

Remembering the Children, the National Centre for Truth and Reconciliation's publication for students, offers a way to begin those conversations. It takes readers to a variety of Residential Schools across time and space, opening a door into a past that reverberates today, while also celebrating the resilience and resurgence of First Nations, Inuit and Métis peoples' culture.

Educator's Guide

In schools, teachers and students are learning together about truth and acting together for reconciliation. Ongoing investigations at the sites of former Residential Schools have become the starting point for opening up these discussions and beginning this learning.

Students and teachers all over Canada will be at different stages of learning. We hope that the Remembering the Children publication and educator's guide provide you with content, resources, voices and ideas so that you can continue these important conversations all year long.
Download the PDF of this guide. Canada's National History Society and the National Centre for Truth and Reconciliation are grateful to all educators who are taking on this important work.

This publication was made possible with generous support from:
Alberta | Manitoba | New Brunswick | Newfoundland and Labrador | Northwest Territories | Nova Scotia | Nunavut | Ontario | Prince Edward Island | Saskatchewan | Yukon

Brampton and Caledon Community Foundation | Burlington Community Foundation | Durham Community Foundation | Community Foundation of Halton North | Hamilton Community Foundation | Community Foundation of Mississauga | Niagara Community Foundation | Oakville Community Foundation | Toronto Foundation | The Winnipeg Foundation
The National Centre for Truth and Reconciliation gratefully acknowledges the support of the Department of Canadian Heritage.

Other lessons on truth and reconciliation

EARLIER ISSUES AND EDUCATIONAL MATERIALS

This free magazine is intended for students in grades 5-12. Through an allegorical graphic novel-style comic, it explores what it means to have guests arrive at your doorstep, and your home taken away, and how we can still find ways to live well together. Available in English, French and Inuktitut. Learn more

This free magazine, which is based on the Seven Sacred Teachings, is aimed for students in grades 5-12. Each chapter teaches children about residential schools, Treaties, and the historic and current relationships between Indigenous and non-Indigenous peoples. Available in English and French. Learn more

Immerse yourself in Canadian history in print and digital.

Canada's National History Society acknowledges that we meet and work across the ancestral lands of many Indigenous peoples: First Nations, Inuit, and Métis. We recognize the resilience of Indigenous storytellers and Knowledge Keepers who have kept their stories alive despite attempts to silence them. The Society is committed to sharing and amplifying Indigenous histories, perspectives, and voices and walking together with Indigenous peoples on the path to truth and reconciliation. Full statement

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Website designed and developed by ecentricarts.com

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kayak: canada’s history magazine for kids

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Remembering the Children - Canada's History

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Canadians are still grappling with the truths about residential schools, spurring long-overdue conversations inside and outside the classroom. Remembering the Children offers a way to begin those conversations. This free magazine is aimed for students in grades 5-12 and offered in English and French.

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This training is the companion course to our Indigenous Awareness training. In Indigenous Relations training, our goal is to help you move beyond awareness towards practical skills and tools that can be applied everywhere.

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FirstVoices is a suite of web-based tools and services designed to support Indigenous people engaged in language archiving, language teaching and culture revitalization.

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We've created a digital toolkit to help Canadians including partners and stakeholders promote Black History Month content and activities. The primary text version of the poster is presented following the alternate PDF version. Black History Month 2023 poster - text version English poster with golden yellow background as well as various prints.

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Mentoring is a skillset that can be developed. These Mentoring Minute videos will help you develop the skills of an effective mentor.

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By Barb Wilson, Jennifer MacDonald, and Tamara Sengotta, co-chairs of Teacher Mentors of BC

"Watch carefully, the magic that occurs, when you give a person just enough comfort to be themselves." - Harper Lee

This profession is hard; we are charged with the intellectual and emotional well-being of our students while also balancing parent involvement, administrator's expectations, professional relationships, and district initiatives. We do most of our learning on the job, but it can be a lot less overwhelming with someone by your side. It takes a community to support and encourage new colleagues.

Teachers are natural helpers. Classroom teachers often share resources and unit plans, and support teachers may share sage words of advice after a long day. These moments of kindness play an important role in creating communities of support for new- to-role and early career teachers. Mentoring is an extension of this support network and offers long-term, personalized, learning-focused opportunities.

Most often, teachers who become mentors were mentored themselves. Mentors are colleagues wanting to give back. They are collaborative partners who do not create evaluations or report back to anyone. In fact, it would be against our Code of Ethics to do so. Mentors are great listeners, colleagues to debrief with after a rough day or celebrate with after a great day.

Everyone has their own passions, values, and strengths that they bring to teaching. In mentoring, time is initially spent getting to know one another, finding ways to trust and be vulnerable together so that learning and growth can happen. The relationship facilitates listening, questioning, and talking through problems that arise. Mentors attend specialized professional learning opportunities to establish the skills needed to facilitate learning forward conversations. These conversations can be reflective and involve planning or problem-solving depending on the needs of the new teacher in the moment. Mentoring skills ensure a new-to-role teacher is feeling supported, challenged, and connected to their professional vision.

Engaging in mentoring can be a lifelong pursuit. Mentors are helpful when you engage in something new, whether that be taking on a new grade, leaning into teacher leadership, or learning the art of facilitation. Connecting with a mentor who has lived experiences and strong communication skills can help a new-to-role teacher build confidence and contribute to improved student learning. Mentoring is synonymous with lifelong learning.
A NEW TEACHER'S JOURNEY
The journey suddenly reached warp speed as I received my first classroom assignment. All at once the "stuffies" weren't co-operating, the curriculum was a blur, and I wasn't sure the principal would appreciate me phoning my mom during class time. After some deep breaths and tears of joy and trepidation, I contacted the district mentorship program. I was paired with an amazing mentor who guided me through my wonderings, listened to my ideas, collaborated with me on lessons, extended my thinking, and helped me formulate who I wanted to be as a teacher. Her thoughtful questioning enabled me to be more intentional about my instruction. She was supportive, even when asking me hard questions. She allowed me to fail forward and encouraged reflection rather than giving correction. She didn't just share resources-she supported my growth in understanding the why behind the how. My journey as a teacher started when I was a child. I would line up my stuffed animals and teach them for hours at a time. My mom was my biggest supporter, helping me set up my makeshift classroom and praising my lessons. As I worked toward my goal of being a teacher, the stuffies came to life as students, and my mom's presence was replaced by an extraordinary school associate who allowed me to learn in his classroom. His support and tutelage helped me navigate curriculum, classroom behaviour, and many other aspects of being a student teacher. CONNECT WITH A MENTOR IF YOU WANT TO:
This year I have made a significant change in grade levels and have asked to work with someone else who can help me navigate the different curriculum, but my first mentor will always be in my life. I call my mentors during the work week; I call my mom on the weekend.

A MENTOR'S JOURNEY
When I was first approached to be a mentor to an early career teacher, I was hesitant. I'd been teaching for a number of years and felt reasonably comfortable with what I was doing in my classroom, but was I comfortable enough to mentor someone who was new to the profession? I took a leap of faith and decided to give it a try. Mentoring turned out to be an amazing experience. Through working together, my mentee and I developed a close relationship. We engaged in deep and provocative conversations, we planned units and co-taught lessons together, we watched each other teach, we laughed, we cried, and we had fun. We learned so much from each other. Mentoring afforded me so many benefits, and I think one of the biggest was that it forced me to closely examine my own practice. While working with a mentee, I had to reflect on why I did what I did, and that has made me a better teacher. I learned a lot from my mentoring interactions. Being exposed to their new ideas has enriched my practice too.
BECOME A MENTOR IF YOU HAVE A:

increase your confidence.

improve student learning.

become an empowered decision-maker.

develop better ways of communicating with students, families, and colleagues.

learn from the experiences of others.

develop strategies for problem-solving.

RESOURCES TO SUPPORT MENTOR LEARNING

compassionate lens and a joyful heart.

desire to help others and give back.

willingness to be open to other perspectives and engage in new learning.

desire to learn deeper communication skills (listening, questioning, pausing, paraphrasing).

capacity to invest your time in helping others.

Mentoring Matters, by Laura Lipton, Bruce Wellman, and Carrlette Humbard

The Art of Coaching, by Elena Aguilar

Cognitive Coaching, by Arthur Costa and Robert Garmston

Better Conversations, by Ted Knight

The Coaching Habit, by Michael Bungay Stanier

Mentoring Minutes, a video series that takes you through the skill set of effective mentoring. Each video is two to four minutes long. Follow the Mentoring Minutes YouTube channel: www.youtube.com/channel/UCmao_iDJ5FMKKbXA8OSq8hQ
MORE INFORMATION
Are you interested in or are you currently running a mentoring program in your district? Then you are invited to contact the Teacher Mentors of BC (TMBC). We are a group of educators who meet regularly to share our journeys of mentorship and collaborate on plans for supporting early career teachers. Email teachermentorsbc@gmail.com for more information.

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Mentoring: Working together, learning forward

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By Barb Wilson, Jennifer MacDonald, and Tamara Sengotta, co-chairs of Teacher Mentors of BC "Watch carefully, the magic that occurs, when you give a person just enough comfort to be themselves." - Harper Lee This profession is hard; we are charged with the intellectual and emotional well-being of our students while also balancing parent involvement, administrator's expectations, professional relationships, and district initiatives.

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BC Ministry of Education

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http://www.fnesc.ca/

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First Nations Education Steering Committee FNESC

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First Peoples Principles of Learning - First Nations Education Steering Committee FNESC

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This poster describes a set of learning principles specific to First Peoples. The First Peoples Principles of Learning were articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the the English…

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First Peoples Principles of Learning

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https://teaching.vt.edu/

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Advance organizers are visual organizational tools to aid your students' understanding of information. They provide a structure to the lecture or lesson, allowing students to connect prior knowledge to new knowledge.

There are many different types of advance organizers. A K-W-L is one type of advance organizer that specifically asks about students' background knowledge. Ask students to divide a sheet of paper into three columns: K, W, and L. K = What you already KNOW; W = What you WANT to know; L = What did you LEARN. Students fill in K and W before beginning the lesson. Ask students to share their responses before beginning the lesson. The L column is filled in at the end of the lesson and can be collected as a tool to know what students took away from the day's lesson. View a K-W-L template.

Charts and other graphic organizers can help as well. For example, a Venn diagram or comparison/contrast chart can be useful in getting students to activate prior knowledge and highlight similiarities and differences. Learn more about advance organizers.

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Advance organizers are visual organizational tools to aid your students' understanding of information. They provide a structure to the lecture or lesson, allowing students to connect prior knowledge to new knowledge. There are many different types of advance organizers. A K-W-L is one type of advance organizer that specifically asks about students' background knowledge.

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Schools have access to these kits in their Indigenous Education Department or Learning Commons. Ordering info is located at the bottom of this page. They include 16 laminated 'Moon Cards' and The Saanich Year Book. The Activities on each of these "Moon Cards" have been designed for students 4-7

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Strong Nations Publishing

2595 McCullough Rd
Nanaimo, BC, Canada, V9S 4M9

Phone:(250) 758-4287

Email:contact@strongnations.com

Our logo reflects the greater Nation we live within-Turtle Island (North America)-and the strength and core of the Pacific Northwest Coast peoples-the Cedar Tree, known as the Tree of Life. We are here to support the building of strong nations and help share Indigenous voices.

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Strong Nations - Indigenous & Native American Books, Aboriginal Kids Books, First Nations Kids Books, Inuit, Métis - Building Strong Nations Together!

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Strong Nations offers the best selection of Indigenous, Native American, Aboriginal, First Nations, Inuit, and Métis books for all ages.

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School Physical Activity and Physical Literacy in BC

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Digital Learning Resource for Grades K- 7 Educators

PLAYBuilder is a free tool that provides educators with 700+ games and 100+ lesson plans for Grades K- 7.
By registering, you access, share, and organize games, activities and lesson plans.

Create an account to revolutionize how you develop physical and health education.

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PLAYBuilder - School Physical Activity and Physical Literacy in BC

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PLAYBuilder is a free tool that provides educators with 700+ games and 100+ lesson plans for Grades K- 7. By registering, you access, share, and organize games, activities and lesson plans. Create an account to revolutionize how you develop physical and health education.

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The inclusion of authentic First Peoples content into classrooms supports all students in developing an understanding of the significant place of First Peoples within the historical and contemporary fabric of this province and provides culturally relevant materials for Indigenous learners in British Columbia.

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Authentic First Peoples Resources – First Nations Education Steering Committee FNESC

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The past two decades have seen a dramatic increase in the number of Indigenous texts. The First Nations Education Steering Committee (FNESC) and the First Nations Schools Association (FNSA) have developed tools, Authentic First Peoples Resources for Use in K-9 Classrooms (Updated 2021) and Authentic…

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Strong Nations is an Indigenous owned and operated publishing house and online bookstore located in Nanaimo!

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Strong Nations is an Indigenous owned and operated publishing house and online bookstore located in Nanaimo!

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We believe that education plays a central role in reconciliation by transforming beliefs. It is our mission to create authentic Indigenous literature and additional learning resources for use in schools, community organizations, and homes. It is essential that Indigenous children see themselves reflected in teaching/learning materials and that all children learn about Indigenous cultures. In addition, we publish titles that focus on the natural environment with the aim of promoting the preservation and protection of Mother Earth. At Strong Nations, we hope that all people feel empowered by the materials we create.

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Strong Nations Publishing

2595 McCullough Rd
Nanaimo, BC, Canada, V9S 4M9

Phone:(250) 758-4287

Email:contact@strongnations.com

Our logo reflects the greater Nation we live within-Turtle Island (North America)-and the strength and core of the Pacific Northwest Coast peoples-the Cedar Tree, known as the Tree of Life. We are here to support the building of strong nations and help share Indigenous voices.

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Strong Nations - Indigenous & Native American Books, Aboriginal Kids Books, First Nations Kids Books, Inuit, Métis - Building Strong Nations Together!

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Strong Nations offers the best selection of Indigenous, Native American, Aboriginal, First Nations, Inuit, and Métis books for all ages.

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This inventory is a non-comprehensive list of Indigenous education resources that has been compiled by the Ministry of Education incollaboration with the British Columbia Teacher’s Federation, the First Nations Education Steering Committee, and Métis Nation British Columbia.

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This inventory is a non-comprehensive list of Indigenous education resources that has been compiled by the Ministry of Education incollaboration with the British Columbia Teacher’s Federation, the First Nations Education Steering Committee, and Métis Nation British Columbia.

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Whose Land is a web-based app that uses GIS technology to assist users in identifying Indigenous Nations, territories, and Indigenous communities across Canada.

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Whose Land is a web-based app that uses GIS technology to assist users in identifying Indigenous Nations, territories, and Indigenous communities across Canada.

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Whose Land is a web-based app that uses GIS technology to assist users in identifying Indigenous Nations, territories, and Indigenous communities across Canada. The app can be used for learning about the territory your home or business is situated on, finding information for a land acknowledgement, and learning about the treaties and agreements signed across Canada. Educational videos are available to watch that will give you a better understanding of why land acknowledgements are important, and the way Indigenous people view their relationship to land. The app consists of six different maps of Indigenous territories, Treaties, and First Nations, Inuit, and Metis communities. Each community's location will eventually host a land acknowledgement video, and other information that the community would like to include on their page. The app will be used as an educational tool to create dialogue around reconciliation. It will be a starting point for conversation between Indigenous and non-Indigenous citizens across this country about land, territorial recognition and land acknowledgement.

Whose Land is the product of a shared vision between BOLD Realities, TakingITGlobal, and Canadian Roots Exchange, who identified the need to create a platform to increase knowledge and awareness of Indigenous territories, communities and Treaties and to help create dialogue around Indigenous territory recognition and acknowledgement.

Whose.land was pleased to partner with Native-Land in the development of our platform. We worked closely with the Native-Land team to build on their existing data rather than re-creating their work. When our research efforts identified gaps in their data, they were contributed back and have been incorporated into their platform as well, forming an improved data set that we are both committed to sharing openly. We also contracted Native-Land's founder Victor Temprano to develop some of the mapping customizations that powers our different homepage map views. We have also made use of the Residential Schools Location Dataset from the York University Dataverse, created by Rosa Orlandini.

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Whose Land is a web-based app that uses GIS technology to assist users in identifying Indigenous Nations, territories, and Indigenous communities across Canada. The app can be used for learning about the territory your home or business is situated on, finding information for a land acknowledgement, and learning about the treaties and agreements signed across Canada.

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A land acknowledgement (or territorial acknowledgement) is considered a respectful, yet political, statement that acknowledges the colonial context of the Indigenous territory/territories where a gathering is taking place. It recognizes relationships between land and people, and in particular Indigenous peoples' continued presence on the lands being acknowledged.

Land acknowledgements are formal statements usually performed at the beginning of a gathering by the host of the gathering, to insert awareness of history of land into daily life. When doing a land acknowledgement, some individuals may also situate themselves in relation to the land by mentioning their ancestry or the nation or community they belong to. Over the past decade, land acknowledgements have become more mainstream as awareness of reconciliation and Indigenous issues has grown.

Some individuals also choose to do personal, informal land acknowledgements unaffiliated with an organization or institution, to situate themselves in relation to where they live. You may see these in someone's personal email signature or social media bio, for example.

Land acknowledgements are done verbally and visually in many different ways. Some common spaces where land acknowledgements are performed include:

Why do we acknowledge territory and why does this matter for our research? See X̱wi7x̱wa's Locating Ourselves: Geographically and Socially to find out why!

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Research Guides: Xwi7xwa - Distance Research: Doing Land Acknowledgements

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A land acknowledgement (or territorial acknowledgement) is considered a respectful, yet political, statement that acknowledges the colonial context of the Indigenous territory/territories where a gathering is taking place. It recognizes relationships between land and people, and in particular Indigenous peoples' continued presence on the lands being acknowledged.

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Online resources collected to support teachers in extending their learning and help integrate Indigenous content throughout the curriculum. 

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Online resources collected to support teachers in extending their learning and help integrate Indigenous content throughout the curriculum. 

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Online resources collected to support teachers in extending their learning and help integrate Indigenous content throughout the curriculum. Like any resource, teachers are reminded to preview it before sharing with students. If you have a resource you would like to add or if a link is broken or you

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We collaborated with Anishinaabe educator Christine M'lot to develop lessons that serve to teach students about the land they are learning on by viewing and creating original land acknowledgements and being introduced to complex topics concepts such as who Indigenous people are, what the term settler refers to and notions such as broken promises and renewed commitments to share the land.

They've been broken down into three grade levels, and depending on their age, students will either create a class or personal land acknowledgement using Whose.land as a resource.

Professional Learning / Workplaces

This workshop series will introduce participants to Indigenous topics such as Indigenous naming terminology, history of Indigenous and settler relationships in Canada and the importance of land acknowledgements. First, to assess prior knowledge, participants will engage in small group discussions centering around the theme of culture, land and place. Next, participants will be tasked with learning one aspect of Indigenous history. Participants will rotate groups to share their knowledge with others. Finally, participants will collaborate on a suitable workplace or individual Indigenous land acknowledgement.

This workshop is designed to be an easily implementable lunch-and-learn series facilitated by a fellow co-worker volunteer or group of volunteers.
Explore the PD/Workplace Activity

Grades K-5

Sharing personal experiences and connections to land and place

Recognizing Indigenous perspectives and connections to land and place

Using language to demonstrate respect and further reconciliation.

Explore the Grades K-5 Lesson Plan

Big ideas:

Students will participate in a grounding mediation and then discuss the importance of land and place

Students will engage in guided research about Indigenous Peoples and land acknowledgements using the Whose Land website as a resource

Students will co-create the Indigenous Land Acknowledgement rubric based on the information they learned from the Whose Land website

Students will engage in the editing process in order to strengthen their writing.

Grades 6-9

Big ideas:

Students will participate in small group discussions to tap into prior knowledge and discuss prior learning as well as personal opinions and experiences relating to land and place

Students will engage in inquiry research about Indigenous Peoples and land acknowledgements using the Whose Land website

Groups will present their projects to the class and individual students will evaluate their feelings during each stage of the process, reflecting on their metacognition

Explore the Grades 10-12 Lesson Plan

These resources are available for educators to use, share, and build upon through a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 license (CC BY-NC-SA2.0)
Grades 10-12

Big ideas:

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From education plans for students to a workshop series for professionals and workplaces. Learn or educate about the land you are on.

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I suggest you start by reading Beyond territorial acknowledgements by Chelsea Vowel. Ms. Vowel is a Métis author and educator, and this blog post takes a closer look at the purpose and history of the acknowledgement.

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I suggest you start by reading Beyond territorial acknowledgements by Chelsea Vowel. Ms. Vowel is a Métis author and educator, and this blog post takes a closer look at the purpose and history of the acknowledgement.

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Earlier this year, the Canadian Association of University Teachers (CAUT) released a Territorial Acknowledgment Guide.[1] The territorial acknowledgements found in this guide vary from fairly short…

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Reconciliation Through Indigenous Education - Educator Course

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Reconciliation Through Indigenous Education - Educator Course

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https://pdce.educ.ubc.ca/reconciliation/

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Professional Development & Community Engagement

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This course will help you envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work we do in classrooms, organizations, communities, and our everyday experiences in ways that are thoughtful and respectful. In this course, reconciliation emphasizes changing institutional structures, practices, and policies, as well as personal and professional ideologies to create environments that are committed to strengthening our relationships with Indigenous peoples.

For educators, this means responding to educational reforms that prioritize improved educational outcomes for Indigenous learners. In addition, educators must support all learners to develop their knowledge and understanding of Indigenous people's worldviews and cultures as a basis for creating equitable and inclusive learning spaces. To support these goals, teachers, administrators, young people, school staff, and researchers will learn from Indigenous Elders, educational leaders, and culturally relevant learning resources as part of their experiences in this MOOC.

For others who want to build their own competence and the capacity of those around them to engage in relationships with Indigenous peoples based on intercultural understanding, empathy, and respect, this course will help get you started in this process.

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Reconciliation Through Indigenous Education | Free Online Course

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This course will help you envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work we do in classrooms, organizations, communities, and our everyday experiences in ways that are thoughtful and respectful.

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Indigenous Relations Academy Inc. powered by Indigenous Corporate Training Inc.

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Guiding, training and supporting you in your reconciliation journey so that you are Working Effectively With Indigenous Peoples® and changing the world.

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https://www.apieceofrainbow.com/best-salt-dough-recipe/
(Recipe #3)

Salt Dough Recipe
2 parts flour
1 part salt
1 part water

Takes longer to air dry.

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Themes: Respect, consequences, gossip/rumors, repercussions of our actions, baseball, etc.

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Read 326 reviews from the world's largest community for readers. Inspired by a story about the damage than can be caused by spreading rumours about what on...

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Themes: Technology, healthy balance, etc.

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Read 146 reviews from the world's largest community for readers. Tek is a cave boy in love with tech: his tablet, videogames, phone, and TV keep him deep i...

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Read 1,603 reviews from the world's largest community for readers. Each kindness makes the world a little better Chloe doesn't really know why she turns a...

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Read 46 reviews from the world's largest community for readers. The girl in this story sees it happening, but she would never do these mean things herself....

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https://www.ualberta.ca/admissions-programs/online-courses/indigenous-canada/index.html

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Take online for free

Take the course for free by choosing the audit option on Coursera.

Get a certificate

Pay a modest fee to receive a certificate of completion at the end of the course.

Take for credit

University of Alberta students can sign up for NS 201 for credit.

About the Course

Indigenous Canada is a 12-lesson Massive Open Online Course (MOOC) from the Faculty of Native Studies that explores the different histories and contemporary perspectives of Indigenous peoples living in Canada.

From an Indigenous perspective, this course explores complex experiences Indigenous peoples face today from a historical and critical perspective highlighting national and local Indigenous-settler relations.

Indigenous Canada is for students from faculties outside the Faculty of Native Studies with an interest in acquiring a basic familiarity with Indigenous/non-Indigenous relationships.
Registration is now open
Presented by:

Course Preview

Topics Covered

The fur trade and other exchange relationships,

Land claims and environmental impacts,

Legal systems and rights,

Political conflicts and alliances,

Indigenous political activism,

Contemporary Indigenous life, art and its expressions.

Course Format

Delivery: Online

Level: Beginner

Commitment: 12 weeks of study, 2-3 hours/week

This course consists of twelve modules, each with a series of:

video lectures,

a set of course notes and course glossary,

and required and recommended readings.

Not open to students with credit in NS200. Not designed for Native Studies majors.

Learn about course topics and outcomes, and find out how you can participate in the course.

Academic Lead

Paul Gareau, Associate Professor, Métis
Faculty of Native Studies

Dr. Paul L. Gareau is Métis from the Batoche Homeland and is an associate professor and associate dean (graduate studies) in the Faculty of Native Studies at the University of Alberta, Canada. His research, publications, and teaching explores the Métis (Indigenous) experiences of religion and spirituality, and the legacy of colonial discourses on Indigenous and ethno-cultural minorities. Grounded in Métis Studies and Indigenous Studies as well as Religious Studies, Gareau's work centres on theory and methodology around relationality, gender, Indigenous onto-epistemologies, land and place, nationhood/peoplehood, and sovereignty/self-determination.

Presenters

Savage Bear, PhD, Montreal Lake Cree Nation

Savage Bear was the project's academic lead, and an Assistant Professor at the Faculty of Native Studies and Department of Women's and Gender Studies. Dr. Bear's research interests include Indigenous Erotics & Eroticanalysis; Indigenous Feminism, Gender and Sexuality Studies, Sovereignty, Land & Body Politics; Reproductive Justice, Indigenous Queer & Two-Spirit Studies; Contemporary Indigenous Art.

Alannah Mandamin-Shawanda, BANS (Honors), Wikwemikong First Nation

Alannah Mandamin-Shawanda is Anishnabee from Wikwemikong First Nation located on Manitoulin Island. She moved to Wetaskiwin at the age of seven, and mainly grew up in Alberta. She graduated with a Bachelor's Degree in Native Studies (Honors) at the University of Alberta. She is currently working with the Government of Alberta speaking and encouraging youth to explore their post-secondary options. She has a strong interest in Film and Media studies, and Indigenous Fourth Cinema. On her days off she enjoys taking long road trips, hiking, pleasure reading and fancy dancing.

Isaac Twinn, BEd, BANS, Sawridge First Nation

Isaac Twinn is from the Sawridge First Nation, situated in Treaty 8 territory, in the Lesser Slave Lake region. He is currently doing work involving both Indigenous and non-Indigenous youth, culture, and education. In Isaac's free time, you may find him either reading, golfing, fishing, hunting, learning his language, or spending time learning from Elders.

Indigenous Canada Course Syllabus

Module 1 - Worldview

In this introductory module, students learn the significance of stories and storytelling in Indigenous societies. We explore history that comes from Indigenous worldviews, this includes worldviews from the Inuit, Nehiyawak, Kanien:keha'ka and Tlingit peoples.
" Module 1 Term List & Definitions
Module 2 - Fur Trade

This module discusses pre-contact trading systems between Indigenous peoples of North America with a focus on the geographical region of Canada. We examine the chronological events of contact with Europeans and the events leading up to, and during the fur trade. This module also explores the long lasting social, political and economic ramifications of the fur trade on Indigenous peoples.
" Module 2 Term List & Definitions
Module 3 - Trick or Treaty

Examines Indigenous and settler perspectives of treaty making. Discusses the variation of treaties in Canada and the unique circumstances surrounding these events. Outlines the temporal and geographical history of the numbered treaties (beginning on the east) and ends with a discussion of the historical events and policies leading up to Métis scrip.
" Module 3 Term List & Definitions
Module 4 - New Rules, New Game

This module begins with a discussion about what is distinctive in Indigenous legal traditions. Explores impacts of policies put in place as British North America attempted to solidify itself geographically and socially. Examines the ways in which the Indian Act contributed to assimilation.
" Module 4 Term List & Definitions
Module 5 - "Killing the Indian in the Child"

Outlines characteristics of teaching and learning in Indigenous communities, and discusses how relationships were critical in teaching and learning. Traces the development and implementation of the Residential school system in the period after Confederation. Discusses intergenerational impact of Residential school system and the creation of the Truth and Reconciliation Commission.
" Module 5 Term List & Definitions
Module 6 - A Modern Indian?

This module examines the burgeoning resistance of Indigenous leaders and the formation of Indigenous-led organizations as the Canadian government employed strategies to encourage assimilation of Indigenous peoples and communities into mainstream society, specifically relating to urbanization.
" Module 6 Term List & Definitions
Module 7 - Red Power

In this module students will learn about key characteristics of a few different Indigenous political structures and the impacts of colonialism on these structures (e.g. Indian Act, Red Power/AIM, White Paper, Red Paper -Citizens Plus) Concepts explored include self-government, self-determination, and Indigenous resurgence.
" Module 7 Term List & Definitions
Module 8 - Sovereign Lands

Utilizing contemporary and traditional examples, this module connects Indigenous worldviews and traditional ecological knowledge. As well, this module traces the historical impacts of settlement. Discusses key concepts of case law associated with Indigenous title, rights to land and resources. List the on-going threats to Indigenous lands and how these threats and challenges are being addressed.
" Module 8 Term List & Definitions
Module 9 - Indigenous Women

Exploring Indigenous concepts of gender, and the traditional roles and responsibilities, this module then moves into an examination of how colonization can be characterized as a gendered project. Identifies some concrete examples of the impact of colonialism on Indigenous women.
" Module 9 Term List & Definitions
Module 10 - Indigenous in the City

Looking critically at the statement: "Cities are the place where Indigenous culture goes to die", this module explores sites of urban Indigenous agency/active participation, urban Indigenous governance practices, and urban reserves.
" Module 10 Term List & Definitions
Module 11 - Current Social Movements

What is an Indigenous concept of community? How do Indigenous people form communities traditionally and today? This module will explain how social and environmental activism can mobilize and create communities. This module identifies key moments such as the Oka Crisis, Idle No More and Missing and Murdered Indigenous Women and Girls are grassroots resistance movements.
" Module 11 Term List & Definitions
Module 12 - 'Living' Traditions - Expressions in Pop Culture and Art

Finally, we will explore how geographical location, trading networks and partnerships have influenced Indigenous art in the past. As well, we will examine contemporary iterations of Indigenous art and explore some of the artistic responses of Indigenous artists, musicians, and writers to the impacts of colonialism.
" Module 12 Term List & Definitions
Learn about course topics and outcomes, and find out how you can participate in the course.

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Indigenous Canada is a 12-lesson course during which students can expect to acquire a basic familiarity with Aboriginal/non-Aboriginal relationships. This Massive Open Online Course (MOOC) aims to expand the understandings held by many Canadians about these relationships.

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The Early Learning Resource Bins & Story Walks are available for loan from Elementary Literacy Learning Services for a three to four week period.

Please click HERE to reserve your bins.

The resources in the kits belong to Elementary Literacy & French Learning Services They are loaned for classroom use only. Please remember to return all items in good condition to Learning Services. Any items missing will be replaced and billed to the school directly.

Full description of the kits / bins are listed in the PDFs below.

Additional Resource Bins are available from the Indigenous Education : HERE

Skip Search the HUB Skip Navigation

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section: early learning resource bins & story walks

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The Early Learning Resource Bins & Story Walks are available for loan from Elementary Literacy Learning Services for a three to four week period. Please click HERE to reserve your bins. The resources in the kits belong to Elementary Literacy & French Learning Services They are loaned for classroom use only.

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Successful classrooms begin with well teachers

The Well Teacher Book Bundle

Focussing on your own wellbeing as a teacher certainly isn't easy, but with The Well Teacher Book Bundle it's getting a little more convenient. Get both a digital and hardcopy version of The Well Teacher at one special price. Shop the bundle and other The Well Teacher products now.

Shop Now

This Is Hard. COVID Fatigue, Teaching, and What You Can Do About It.

by Andree Repta

It's not just you, the topic of COVID fatigue seems to be everywhere right now (Ries, J. February 5, 2021). And, rightfully so. We are closing in on a year of living through a global pandemic. The adrenaline-pumping newness of it all has well and truly worn off and we are now fully entrenched in the monotony of lockdowns, restrictions, lack of social contact with friends and family, face masks and hand sanitizer, and, for many, additional responsibilities to their workload with COVID safety protocols and cleaning procedures. It's all downright exhausting.

5 Trends in Teacher Wellness to Watch Out for in 2021

by Wade Repta

In "normal" years, there are somewhat predictable wellness patterns with the teachers we work with; the challenges that teachers experience and when they tend to experience them have a general flow. In 2020 though, the word "unpredictable" just doesn't seem to do it justice. Teacher wellness was challenged in unexpected and difficult ways. And, with today marking the first day back in the classroom for many, we think it's a good time to look back at some of those unique struggles that emerged for teachers throughout 2020 and that we should keep in mind as we move forward into 2021.

Teachers & Obesity: New Clinical Practice Guidelines

by Wade Repta

As the school year approached in August, teachers, and those of us who support teacher wellness, were firmly focused on COVID-19 and the upcoming school year. And, rightly so. No one knew what was to come, and it seemed as though things were changing by the hour. However, buried in the non-stop health information that was coming at us before the start of the new school year was the fact that the Canadian obesity guidelines had been updated for the first time since 2007. While we don't know exactly how many Canadian teachers are affected by obesity, we do know that approximately 26.4% (8.3 million) of Canadians over the age of 18 are classified as "obese" (Twells, Janssen, & Luk, 2018). And, if this proportion translates directly to the Canadian teacher population, we could estimate that roughly 202,849 teachers across Canada are struggling with obesity - a not insignificant number.

FREE printable teacher wellness resources

Our library of free printable worksheets and resources can help you on your journey towards improved teacher well-being.

Browse

With more than 20 years practicing occupational therapy focusing on the education sector, Wade Repta put much of his expertise down on paper in The Well Teacher.

LynnValleyLife.com

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The Well Teacher | Teacher Wellness Resources

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Successful classrooms begin with well teachers Focussing on your own wellbeing as a teacher certainly isn't easy, but with The Well Teacher Book Bundle it's getting a little more convenient. Get both a digital and hardcopy version of The Well Teacher at one special price. Shop the bundle and other The Well Teacher products now.

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A brain dump is essentially just as it sounds—dump all the things still lingering in your mind onto a piece of paper and let it go.

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Being a teacher today is not easy. The demands that educators face inside and outside the classroom make it difficult for many teachers to maintain their physical and mental health. Challenging classroom dynamics and supporting family and friends leaves educators with little time to focus on their personal well-being.

The Well Teacher Groups provides educators the time and space to work with their colleagues and a trained wellness facilitator to work on their wellness. This new program was developed Wade Repta, author of the book The Well Teacher, on which the program is based.

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Being a teacher today is not easy. The demands that educators face inside and outside the classroom make it difficult for many teachers to maintain their physical and mental health. Challenging classroom dynamics and supporting family and friends leaves educators with little time to focus on their personal well-being.

The Well Teacher Groups provides educators the time and space to work with their colleagues and a trained wellness facilitator to work on their wellness. This new program was developed Wade Repta, author of the book The Well Teacher, on which the program is based.

Common questions

Current and Upcoming Sessions

Any currently scheduled sessions are displayed below.

Well Teacher Group - Locals 35, 65, 66, 68, and 69

Well Teacher Group - Locals 47, 49, 70-1, 70-2, 71, 72, 78, 84, & 85

Well Teacher Group - Locals 37, 44, 45, and 46

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Members are generally required to attend The Well Teacher Group workshops within their own school district. You will be registered in the workshop specified in the above drop down list.

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Attend a Well Teacher Group - A Free Facilitator Led Wellness Group Designed Just for Teachers

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Being a teacher today is not easy. The demands that educators face inside and outside the classroom make it difficult for many teachers to maintain their physical and mental health. Challenging classroom dynamics and supporting family and friends leaves educators with little time to focus on their personal well-being.

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Abstract Diagrams of themes: mental health, lgbtq, queer, trans, gouache, watercolor, POC

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5 Trends in Teacher Wellness to Watch Out For

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5 Trends in Teacher Wellness to Watch Out For

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5 Trends in Teacher Wellness to Watch Out for in 2021

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In “normal” years, there are somewhat predictable wellness patterns with the teachers we work with; the challenges that teachers experience and when they tend to experience them have a general flow. In 2020 though, the word “unpredictable” just doesn’t seem to do it justice. Teacher wellness was cha…

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Making a difference in burnout prevention.

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Making a difference in burnout prevention.

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Your people are burning out. Our digital program provides personalized, proactive and affordable support so they feel more energized, confident, and hopeful.

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Starling Minds is a personalized, digital mental health therapy platform that reduces treatment costs for stress, anxiety, and depression.

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Starling Minds is an online mental health and wellness toolkit, designed for teachers, that provides education and training to manage stress and prevent anxiety and depression.

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Starling Minds is an online mental health and wellness toolkit, designed for teachers, that provides education and training to manage stress and prevent anxiety and depression.

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HeadsUpGuys | Manage & Prevent Depression in Men

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HeadsUpGuys is a depression resource that provides guys with information and practical tips to manage and prevent depression in men.

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Teaching strategies, classroom management, education reform, educational technology — if it has something to do with teaching, we’re talking about it. On the podcast, I interview educators, students, administrators and parents about the psychological and social dynamics of school, trade secrets, and other juicy things you’ll never learn in a textbook. Other episodes feature me on my own, offering advice on ways to make your teaching more effective and more fun.

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1:09:55 Guest(s): Amanda Morin, Emily Kircher-Morris

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The Cult of Pedagogy Podcast | Cult of Pedagogy

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Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we’re talking about it.