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i was sitting in on an engilsh 8 class and the teacher not only used the FPPL but was teaching her kids what they were and why the were important. she did this buy using a fiction book that had the themes unintentionally laced throughout it

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In science 10, we do a chemistry term project with the different types of applications for chemistry. Examples are Oil spills, traditional medicine, water quality, etc ... As part of each project, I ask my students to include a section about first people's perspective on this topic. I have gotten quite a bit of information and learned a lot each year as my students finds more current information as what is happening within the first's people's community. 

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In science 10, we do a chemistry term project with the different types of applications for chemistry. Examples are Oil spills, traditional medicine, water quality, etc ... As part of each project, I ask my students to include a section about first people's perspective on this topic. I have gotten quite a bit of information and learned a lot each year as my students finds more current information as what is happening within the first's people's community. 

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So, this past year I attended numerous PD around the idea of integrating Indigenous knowledge into the Science classroom. The format of the workshop involved elders from various First Nations communities around Calgary coming in to share their stories and experiences. While I did learn a lot about their experiences, ultimately, I walked away with very little tangible knowledge of principals I could apply. Seeing the FPPL now, I have a better sense of how these could be reflected in my classroom and it’s something I will definitely try to use.

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I am currently finishing up the MET course ETEC 521 Indigeneity, Technology, and Education. This course has been hugely eye-opening, and though I haven't yet had the opportunity to start putting my learning into action, I feel like my perspective and understanding has greatly shifted after taking ETEC 521. I was introduced to the FPPL before taking ETEC 521, but honestly I had a hard time wrapping  my head around what these principles look like when authentically integrated into learning and teaching. Taking ETEC 521 has provided me with necessary context and ample opportunities for reflection, and I feel more confident in my understanding of the FPPL and how I can integrate these principles into my practice.
-Alanna

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I have experienced FPPL and it was absolutely life altering. My experience was direct rather than with the education system, however. I spent a long time with First Nations elders in Northern BC. While the ravages of residential life are real, the knowledge and wisdom that is still carried in the traditional storytelling is profound. It has led me to think about the world in new ways and has made me question western knowledge. It has given me a profound respect for indigenous peoples around the world. I feel like these ways of knowing, particularly about the natural environment and human nature should be incorporated into teaching and learning at every level. Our schools and young people would all be better for it.

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My current school's  goals are directed towards greater integration of First Nations learning. While we do have the occasional days recognizing FN traditions and histories during  school assemblies, I would say, there is much improvement to be made. In the elementary school I grew up in, because we had a large Musqueam student population, we were lucky to have numerous elders come in and share stories and traditional dances with us. They would take us out for walks in a nearby forest to collect items for our dream catchers. Even today, this memory stands vivid and I wish to be able to share this experience with my own students.

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I agree with Elizabeth's comment above. When I think of how I teach and look at the FPPL, the idea of learning from the environment, learning from experts, learning being holistic and experiential, involving patience and time, etc. are all characteristics that are present in my lessons. When we discuss the theories we know today, the centuries of work that went into it, recognizing our place in this conversation, replicating models and experiments, being physically immersed in the construction of knowledge...are all valuable and formational I think.

- Binal.

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I am still fairly new in my teaching career, but I have had a few opportunities to engage with these principles. In my first year of teaching we had a few guest speakers come in to classes and present some of their stories and traditions to use, especially the use of story and talking circles. These two principles in particular stood out because they had immediate impacts on my class. I taught math and science then, but my students began to ask deeper questions about some of the content and looking for the story behind it. It was very powerful!

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I haven't experienced anything that was specifically aiming to incorporate FPPL. It seems to be more top-of-mind with educational institutions lately (my own school has started working it into its goals and institutional learning outcomes) and I think there will be more practical implementations of it over the next few years. Some of the principles require a bit of a shift, which will take time, and I'm looking forward to seeing how it rolls out.

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I haven't experienced anything that was specifically aiming to incorporate FPPL. It seems to be more top-of-mind with educational institutions lately (my own school has started working it into its goals and institutional learning outcomes) and I think there will be more practical implementations of it over the next few years. Some of the principles require a bit of a shift, which will take time, and I'm looking forward to seeing how it rolls out.

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(Also, hello, it's Anne again.)

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When I teach, I do try to teach to the student holistically, teaching them not only the relevant content of the course but also teaching them to be better people, to take care of themselves, to think of their personal growth, but the area I could improve is my linkage between the course topics and our surrounding community. I could do more to get the students thinking about how we are all interconnected and how their actions in the world have consequences.

(Also I can't figure out how to add my name to this - it's Anne! :)

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I think many teachers have been integrating FPPL into their teaching practice without cognitively realizing that they already were. For example, we understand that some students take longer to process information and learn concepts than others, and that learning is authentic when students can relate the concepts to their personal lives. These are all outlined in the FPPL. I think it's great that we are finally recognizing this in writing, and reaching more educators that may not have realized these ways of learning before.

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I attended a workshop on competency based assessment that was delivered by Sandra Herbst and Anne Davies. Sandra was a superintendent from Manitoba, a province that emphasizes FPPL in their schools. As the two women delivered their workshop, they would seamlessly integrate First People's knowledge. They would introduce a strategy, talk about its connection with learning theories, and then talk about its place in indigenous cultures. At one point, they were talking about the benefits of arranging a class in a circle to facilitate a discussion, something that we all do and know the benefits of, but they talked about how frequently learning is done in a circle in indigenous communities. It strips away notions of power and it emphasizes equality. At another point, they described their visit up north, and how the Inuit teach by asking questions. They told a story about that and how every time they asked the community a question, they were given a question back. They were lead to find the answer themselves each and every time. This workshop was the first time that I experienced a way to bring First People's knowledge into the classroom without feeling like it was being forced.
- Ying

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A project I’ve been involved with in the last few years was bringing high school education and career-development services to FN communities in Ontario. I am part of a team that built a model that would not only effectively serve the needs of individuals in the community, but also would help to build capacity within the communities themselves. Some of the principles of the mission were: participant-empowerment, inclusion, strength-based practice, forward thinking, cultural awareness. - Shaun