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Embedding Indigenous Knowledge (T. Antoniou)

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Embedding Indigenous Knowledge (T. Antoniou)

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- providing teachers with ideas as to how to incorporate Indigenous pedagogies into lesson planning, for eg. incorporating Indigenous stories into literature/reading units, or using sharing circles
- providing opportunities for teachers and leaders to become more knowledgeable on Indigenous histories and culture to break stereotypes and create a more culturally responsive environment

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Community Engagement and Leadership (T. Antoniou)

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Community Engagement and Leadership (T. Antoniou)

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- seeking the support of elders, parents and other leaders in the local Indigenous community when integrating Indigenous history or pedagogy into the curriculum (so as not to perpetuate stereotypes or end up with "tokens" of Indigenous learning)

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-mandatory Professional Development in aboriginal studies for teachers
-implementation of indigenous culture in teaching styles

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faculty of education: log in to the site

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York University, Faculty of Education: Log in to the site

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York University, Faculty of Education Office of Professional Learning 3150 Victor Dadaleh Building

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Go beyond the typical knowledge of celebrations and food when discussing different cultures, including the FNMI community. Truly integrate the experience into our curriculum with the selection of culturally responsive texts in literacy activities, history in social sciences, FNMI sports and games in Phys ed, etc

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Invite leaders from the local FNMI community to be part of the school community. Go beyond the land acknowledgment reading in our daily announcements (which turns into tokenism itself) and include these leaders and their expertise to help integrate FNMI learning into our schools

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Help FNMI students see themselves represented in the make up of the school staff and curriculum. Let them see positive role models from their community to inspire them in their goals

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Create a regulated program that is Ministry wide that aides all educators in teaching/learning Indigenous pedagogy. Support from the Ministry will ensure that educators feel confident when teaching in the classroom

Online databases that outline important curriculum goals to help bridge the gap of Indigenous Culture/History/background that are created by Ontario teachers in partnership with Indigenous Communities

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Creating School wide initiatives. Having students create works that reflect Indigenous ideals/encourage community involvement without appropriating Indigenous Culture.

Include Indigenous leaders within our schools via presentation or workshop

Have students take an active role in advocating for the education of Indigenous people (Online posts/blogs/activities/sharing in class assignments)

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Educators creating a school wide program that is consistent from FDK to Grade 8 at the Elementary level. Scaffolding information about culture, background, and Indigneous heritage is a fundamental in providing a thorough understanding.

Allowing students to engage in Cultural Knowledge by relating current curriculum to Indigenous Pedagogies by incorporating Indigineous Literature/drama/resources.

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Implementation of curriculum frameworks and structures in order that they may engage learners in experiencing the Indigenous culture and knowledge.

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Include, mentor, support, and retain Aboriginal scholars within our institutions by including indigenous wisdom-keepers and knowledge holders in curriculum development and renewal activities.

Promote partnerships with Indigenous learners, their families, and their communities to improve Aboriginal education awareness and knowledge for all educators.

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People involved in the education system need to recognize the significance of co-existence of indigenous cultural integrity and academic success for the indigenous people and find ways to understand and relate to the world in its multiple dimensions and varied perspectives.

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High Expectations in Teaching and Learning for All (T. Antoniou)

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High Expectations in Teaching and Learning for All (T. Antoniou)

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- ensuring that we deliver curriculum to our Indigenous students making appropriate social and cultural accommodations and incorporating their pedagogies to ensure that they reach the required curriculum expectations and acquire the knowledge and skills we expect from our non-Indigenous students - we want to make sure they reach the same goals.

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Include in the teacher evaluation criteria the need to engage in professional development, share the PD with their colleagues and demonstrate implementation in the classroom. Of course, this is to be supported using the PD allowance.

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Add a position at the school (volunteer or otherwise) whose role is to create and build relationships for the school with the aboriginal community. The relationships would ideally develop into real world learning opportunities for the students.

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Use the "GRASP" method to help create authentic learning experiences where students can ideally engage with the aboriginal community. Technology can be helpful here, but preferably all students would be able to make a personal connection.

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Performance tasks that

deepen student understanding

Defined STEM's performance tasks are built from the UBD (Understanding By Design) framework by award-winning authors and educators Jay McTighe and Grant Wiggins. Each cross-curricular task presents students with a real-world situation in a STEM career and provides students with the opportunity to demonstrate their understanding of key academic content and processes.

The Defined STEM Performance Task Framework

Defined STEM's engaging performance tasks provide opportunities for students to use and grow their 4C skills - critical thinking, communication, collaboration and creativity. Many of the tasks are set in a global context to prepare students for living in an increasingly interconnected world.

Goals of the

performance task

Defined STEM's performance tasks put the students in the role of a specific STEM career and asks them to conduct a performance task that follows the GRASP (Goal, Role, Audience, Situation and Product) model.

Goal - The teacher starts out the project by presenting the Goal (or big idea) of the project.

Role - Next, the students are given a Role in a specific STEM occupation that reflects the goal in real life.

Audience - Then they are told who the Audience is for whom they'll be working.

Situation - They are given a Situation they must solve.

Product - Finally, they choose which Product they are going to create (such as a brochure, a commercial, a 3D model or something similar) that solves the problem and gives evidence of their understanding.

Customizable so Teachers Can

Differentiate instruction

Each Defined STEM task includes one or more criterion-based rubrics that define the performance standards to guide the evaluation of student work. Teachers can customize the tasks, research resources, rubrics and more so they can best meet their student's needs and classroom goals.

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Defined STEM's performance tasks are built from the UBD (Understanding By Design) framework by award-winning authors and educators Jay McTighe and Grant Wiggins. Each cross-curricular task presents students with a real-world situation in a STEM career and provides students with the opportunity to demonstrate their understanding of key academic content and processes.

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Increased in-house and in-person PD that is specific to the pedagogy of the subject area that is that has an indigenous people focus.  Culturally, we learn differently and teach differently and having training to break down the barrier for teachers that are alienated from this environment will create a learning environment that has a focus on high expectations.

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Building and growing a indigenous educational leadership capacity will bring prominence and transparency to the population.  Cultivating and increasing participation of First

Nation, Métis, and Inuit parents in the education of their children will create diversity and inclusion into the community.  Not only one-off workshops but subsidizing for indigenous living and community integration, will allow for positive role-modeling for the next generation and break down barriers and stigma.

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Additional PD that helps integrates contextual examples to subject specific areas.  We can do this by encouraging educational faculties attract and train First Nation, Métis, and Inuit knowledgeable in their own culture to become students to become educators.  Their example in the classroom and as colleagues will be invaluable to collaboration and cultural exchange.

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Allow First Nations educational leaders to participate in curriculum creation / updates to ensure it is inclusive and meets their groups' needs.

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Have students in urban areas participate in excursions or hands-on activities to allow them to learn through other means (not only texts) how our cultures are different and what this part of our country's heritage is about. One idea I've heard about that was used at a school in Northern Ontario is to bring students into the wilderness and practice First Nations' methods of building things, using tools, etc.

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Make it a priority to regularly connect classrooms from schools on reserves and urban areas electronically (through Skype / Google Hangouts) for a convenient but also personal experience. This could be used to do collaborate on assignments or simply exchange ideas.

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-Ensuring that we move away from only focusing on topics from a Euro-centric perspective and allow for other perspectives such as Indigenous perspectives and ensuring that we make consistent
curriculum connections to these perspectives.

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It is important to find way to bring the Indigenous perspective in the classroom. This means more than watching documentaries, movies or reading out of a textbook. I think it is important to reach out to Indigenous communities and Indigenous leaders to allow them to bring their perspective physically into the classroom.

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There are a lot of field trips that are available that allow us to see first hand what is going on in Indigenous communities and their rituals or methods that could be used in class - it is important to utilize this.

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Roles for Indigenous Leaders in Board Leadership Teams (K. Landon)

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Roles for Indigenous Leaders in Board Leadership Teams (K. Landon)

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I wonder what impact could be made by including an Indigenous voice at Board Meetings or in meetings of the Senior Leadership Team (SOs, etc.)? I imagine that there must be some boards in Ontario that are doing this. I'd like to know more.

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On-going Professional Development (K. Landon)

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On-going Professional Development (K. Landon)

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PD in this area can very easily feel like tokenism when it is a "one and done" scenario. I wonder how we can find ways to engage all teachers in on-going professional development that is impactful in their classroom teaching and learning everyday? I wonder if it looks like a TLLP model or SSSI (or whatever that acronym ended up being)? Certainly, I think it should involve some co-planning and co-teaching cycles with feedback from students, other teachers, and our Indigenous community members.

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1. Students need to see themselves in what they are reading. I always recommend Goodminds as a place to start when looking for texts by Indigenous authors.
2. Other students need texts that provide a windows and doors experience. And while they may not be able to identify with the specifics, they should be able to walk into the world of the text and find parallels to their own experiences. I like what this article has to say about sliding glass doors: https://www.edutopia.org/article/opening-new-perspectives-literature

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·       Teaching teachers through professional development about the Indigenous culture(s) and how to include this in their teaching practice to enrich student learning

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·       Using the leadership skills and knowledge of various elders in the in community in order to represent the Indigenous people in the school community

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·       Incorporating knowledge of Indigenous culture into everyday learning activities for the purpose of enriching student learning

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Geetha: Get the help of the learning coaches to train teachers with pedagogy pertaining to Indigenous education  

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Geetha: Get the help of the learning coaches to train teachers with pedagogy pertaining to Indigenous education  

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Geetha : Make connections to the indigenous community and encourage students to opt projects to research the issues related to the indigenous community

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Geetha : Make connections to the indigenous community and encourage students to opt projects to research the issues related to the indigenous community

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Geetha: Bring in presenters and speakers to educate students about the indigenous culture. Have art and food festivals related to indigenous culture . 

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Geetha: Bring in presenters and speakers to educate students about the indigenous culture. Have art and food festivals related to indigenous culture . 

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*in-depth, comprehensive and on-going professional development for all staff, with the expectation of creating tangible goals to move forward with.

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Having people from the indigenous community employed throughout the school, allowing students to see them represented in a variety of roles.

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Incorporating indigenous culture into the day-to-day routine of the school, helping to identify it has part of the whole school culture.

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Professional development for teachers, but before knowing the access curriculum points 

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Professional development for teachers, but before knowing the access curriculum points 

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for indigenous Ss.

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Inviting indigenous parents in class to communicate with students , allowing learners to see them. 

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Inviting indigenous parents in class to communicate with students , allowing learners to see them. 

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Introducing indigenous culture in day to day school routine. 

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Introducing indigenous culture in day to day school routine. 

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Wael Ghali                  Mandatory PD for teachers.    Ongoing sessions about the Indigenous cultures and the recommended access points in the curriculum.          

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Wael Ghali                  Mandatory PD for teachers.    Ongoing sessions about the Indigenous cultures and the recommended access points in the curriculum.          

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Wael Ghali                     Including Indigenous community members in designing the curriculum.          

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Wael Ghali                     Including Indigenous community members in designing the curriculum.          

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On going assessments for the curriculum done by the indigenous community members, teachers and Ss.

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Wael Ghali                             Field trips to Indigenous settlements.

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Wael Ghali                             Field trips to Indigenous settlements.

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Access to a live online database that provides resources organized by subject area and grade level for teachers to share province-wide and implement into their course work.

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Establish mentorship roles within school boards - ideally one staff member and a group of student representatives - to provide local insight into how we can embed Indigenous culture and perspective into our school communities in a meaningful way.

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Embed Indigenous culture into the daily fabric of school communities by - for instance - making use of Indigenous music alongside the national anthem and local Indigenous languages within the signage in schools.

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School cultures that are conversant with and observant of First Nations Metis Inuit issues, events, agendas and topics; incorporating these into the fabric of the school calendar as though school communities felt them to be "their" issues, not "others" issues

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Promote project based learning that encourages students and teachers to build connections and bridges to indigenous communities; comparisons of ecological models, for instance that compare Indigenous models and practices of sustainability with those practiced in classrooms and whole school communites

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Encouraging candid and authentic discourse between Indigenous schools and classrooms and their standard public counterparts. Examining the mundane and profound similarities and differences between the cultures that can either converge, diverge, or run parallel.

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- I think connections need to be made with teachers and elders in indigenous communities to share teaching and co-plan/co-learn about appropriate ways to connect with our students and integrate teachings from the First Nations, Metis and Inuits peoples.

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I think boards need to hire more indigenous administrators and teacher leaders to reinforce this. I have seen others attempt, but some don't take them seriously unless they are indigenous leaders themselves.

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I think there should be mandatory field trips to healing centres and various indigenous village outdoor education centres.

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Don't know who suggested field trips above, but I totally agree. There are so many great opportunities for indigenous centred field trips in Ontario. Even a lot of conservation areas have indigenous programs. Mountsberg, in halton, for instance, has Life in a Longhouse where students explore a traditional longhouse, engage in circle gathering and fire starting, play traditional games, and make indigenous crafts.

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I think it's important that the school boards prioritized connections with the indigenous communities in the area. While it's easy to say, the teacher should reach out and bring in an elder to speak to the class, in reality, that's a pretty daunting task for a teacher. School boards need a number of liaisons - people's whose jobs is to make those connections between the schools and the indigenous community.

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A few posters above talk about moving away from Euro-centrism and towards presenting an indigenous perspective on topics. One example is in how we present mythology in class. We should move away from the Euro-centric, "these are stories that early cultures used to tell in order to explain the world around them" because it diminishes the importance of these narratives.

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The pathway focusing on pedagogy could be brought to life by incorporating Indigenous ways of knowing into the current Mathematics curriculum.

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The pathway focusing on governance could be brought to life through the intentional hiring of Indigenous staff so students can see themselves represented in the educational space and meaningful partnerships with Indigenous Elders and communities whose perspectives and narratives are valued in the educational space.

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The pathway focusing on the knowledge of curriculum could be brought to life visibly through Indigenous flags and artwork, through the oral traditions of story telling, and Indigenous ceremonies such as smudging.

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We often teach through examples; examples using mathematics, examples in civics, geography etc. So the more often we can include, through material, example which include indigenous substrate the better. I am sure there is material on indigenous societal structures, social norms, locales including membership of groups which can included treaty and treaty breaking, including histories of warring nations. Our Euro-centred mindset needs only the slightest of want, which could open the doors to much inclusion and reconciliation. Use more of these examples in daily lessons.

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Of course having greater indigenous representation as part of your educational environment is a great step in creating a more inclusive membership. I think this may be easier in some communities (geography & local demographic) than others, but not impossible, anywhere in Ontario. For this aspect to take hold it may be a question of generational time. We have only recently come to recognise/admit grave mistakes of the establishment many which were in play for decades. Decades may be required before this aspect of indigenous integration comes to full fruition.

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Again, it has been said several times already in the texts above and beside. There is nothing stopping us as educators from become more educated in the areas of indigenous culture, contribution and history. The more we know as classroom teachers, the more we can integrate, thoughtfully and whimsically, content, information, anecdotes that bear indigenous markings and value. Bring on Indigenous PD!

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It is important that not only do we set these High Expectations for our student, but that we help them to meet and exceed them. We must show, not only the FNMI students, but all students examples of excellence from the FNMI communities.

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Incorporate FNMI experiences into all curriculum areas- through texts and activities, so it goes beyond the Residential School one day lesson.

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Targeted hiring of FNMI peoples would lead to greater engagement as students will see themselves in their learning spaces. Further the stigmas and misconceptions that exist will also be broken down because many have stereotypes that exist despite never coming in contact with a person from the FNMI communities.

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-setting high expectations that are clear to the students and providing ways to scaffold their learning to reach said goals
-mandatory PD for all school staff (not just teachers) as the students work with many staff members in the school. This should be provided by people that are from the community as they know the FNMI students and the culture and histories and this will be more meaningful and impactful for all students should it come from this type of expert.
-relatable curriculum for all students. It doesn't matter if it is FNMI students, black students, Asian students, etc. if curriculum can be made relevant to them the students will have higher levels of success and achievement.

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-having FNMI staff in the school in some sort of position is a beginning step as this will give someone the students can at least talk to, even if it isn't a teacher.
- building a link to the FNMI community and having cultural activities in the school, elder visits, and even a committee to consult regarding discipline and other issues
- make the FNMI community one and the same with the school community through various activities, events, gatherings, awareness days, cultural art classes, history courses, traditional ways, etc.

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-incorporate all types of resources into the classroom. this could be texts, or actual people that can participate in tough discussions.
-have students research different aspects of history to learn the "other" side of the story
- Elders love to speak and tell their stories and histories. They often love coming into the classroom to work with teachers to help incorporate their knowledge, ask the neighbouring Friendship Centre for a list of people who would be interested and set up a weekly or bi-weekly presentation of different cultures

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Increase PD 'Buy In' and interest by asking experts int he field to lead meaningful sessions with teachers that are not rooted in board documents (this seems to disengage teachers). Focus on subject specific PD to help support teachers in ways that relate directly to their daily practices (i.e. art/ sports/ storytelling).

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Immersing students into FNMI culture and practices by traveling to  the Native Learning Centre of a similar centre. This will help increase community interaction and understanding.

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Avoid the "one day" or short term lessons and instead create a more consistent integration of FNMI materials into course. Invite students and their families to suggest and provide materials to work with.

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When teachers have high expectations for students and provide tasks that are engaging and of high interest, students build self-esteem, increase confidence and improve academic performance

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Create programs that focus on leadership models and community-driven development practices and examines thematic areas such as community resilience, governance and accountability, and economic empowerment .

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Increase understanding of First Nations history and culture among Indigenous and non-Indigenous populations by providing relevant tools and resources. Components that are important to First Nations success in education include history, treaty relationships, inherent rights, sovereignty, culture, language, oral traditions, Elders, citizenship, identity, First Nations control of First Nations education, relationships, nationhood, role models, and leadership.

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Boards and school administrators should set high expectations by providing teachers with ongoing professional development, resources, and examples as to how they should be incorporating indigenous knowledge into the classroom, lessons, and school culture. We should be continuously building a stock of knowledge and resources that can be shared to inform all educators as to how to incorporate indigenous knowledge in a respectful way and on an ongoing basis to avoid tokenism. One such resource bank has been created by OISE:
https://www.oise.utoronto.ca/deepeningknowledge/

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Ongoing communication and collaboration with Indigenous leaders to help bring indigenous knowledge into all schools.

Breaking down barriers to Indigenous people becoming teachers

Bringing indigenous people into the school to teach students and teachers about their culture on a regular basis.

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Incorporate indigenous ways of knowing into all subjects in a seamless way -- not only into social studies and history, but into sciences and math as well.

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I think that having Indigenous educators--specifically trained teachers, and resource teachers should be doing PD with teachers of Indigenous students in the Catholic boards--even if that means getting people from the public boards to teach us.  I have had a colleague tell me that she feels like an imposter teaching Indigenous Studies--especially since she has absolutely no qualifications to do so.

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Bringing the People of the Culture in to Workshop with the Students and Teacher--Anthony Cavaiola

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Bringing the People of the Culture in to Workshop with the Students and Teacher--Anthony Cavaiola

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Bringing Leaders from the Indigenous community is the most effective way for non-expert teachers to learn with their students, and to further bring their learning into their future lessons. When creating a hybrid of Professional Development and Student Learning in the same workshop, it just makes for the best, and most efficient practice.

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Culminate What Students Learn First-Hand--          Anthony Cavaiola

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Culminate What Students Learn First-Hand--          Anthony Cavaiola

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Bringing Elders into the classroom, and get students to experience what the First Nations people went through and what their outlook is--this brings a sense of empathy into their learning.

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Community event: Celebration of First Nations, Metis and Inuit Cultures Night where school community, surrounding community celebrates Indigenous culture through food, dance and story  

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Community event: Celebration of First Nations, Metis and Inuit Cultures Night where school community, surrounding community celebrates Indigenous culture through food, dance and story  

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(Lilia Borshio)

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Welcome First Nations speakers into schools

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Welcome First Nations speakers into schools

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(Lilia Borsiov)

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Have the same expectations for all students regardless of their ethnic background or previous learning experiences. Outline and make sure students understand these expectations beforehand.

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Have the same expectations for all students regardless of their ethnic background or previous learning experiences. Outline and make sure students understand these expectations beforehand.

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-Stefano Conte

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-Celebrate various indigenous cultural values and ways of knowing in the classroom.

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-Celebrate various indigenous cultural values and ways of knowing in the classroom.

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-Stefano Conte

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Ensure expectations are high for every student. Expectations can still abide by equitable principles and remain high for every type of student regardless of race, socio-economic status etc. Expectations should not be lower of student based on race, culture, religion or background.

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Incorporate Indigenous perspectives in success criteria of students

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Demonstrate leadership by looking for professional development opportunities in Indigenous knowledge and epistemologies

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Network with Indigenous leaders and educators. Develop a sense of communities by participating in clubs, or school functions together

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Get a better sense of cultural knowledge by inviting Indigenous Elders to share their knowledge. Ask Indigenous students to share their story.

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Incorporate Indigenous pedagogical strategies into your classroom; story telling, community circles, drumming etc.

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Give students the opportunity to learn from indigenous teachings and resources.

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Give students the opportunity to learn from indigenous teachings and resources.

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-Stefano Conte

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Use Indigenous cultural texts, study their history and hear their voices.

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Learn from members of indigenous communities and share there stories with students in your classroom.

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Learn from members of indigenous communities and share there stories with students in your classroom.

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-Stefano Conte

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Having representation of Indigenous people within the school community i.e. guest speakers, educators, representation at the board

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Build teaching and learning strategies that respect the cultural diversity and experiences that students bring into the classroom space i.e.cultural experiences

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Increased involvement and engagement of First Nation, Metis and Inuit parents and community members in planning and effective implementation of curriculum and educational practices and pedagogy i.e. board meetings, parent council meetings, school advisory meetings

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Bringing Indigenous perspectives into the school community and classroom through rich learning tasks that respect the culture and experiences of diverse learners

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Offer professional development through guest speakers or training that helps increase the knowledge of First Nation, Metis and Inuit among staff, students and school community

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-constant and consistent support of professional development. Administration needs to support teachers who may need a supply in order to attend PD
-organising learning experiences for staff given by Indigenous individuals. Primary resources and first hand accounts are critical in establishing true knowledge and understanding

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-there has to be continuous communication between school boards and indigenous organisations to establish learning goals and to ensure progress of these goals
-as situations change these two parties need to come together and continually evaluate progress, next steps and changes that need to occur in order to maintain health understanding and relationships