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Love the collaborative knowledge approach. Encouraging student participation with teacher as facilitator, rather than authority, and encouraging students to listen to other students in circle, rather than just focus on teacher. Teacher noting student contributions on her laptop rather than usual top down teacher talk, students take note.

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Indigenous learning takes place outdoors where observations are turned into knowledge that is kept by knowledge-keepers and shared to future generations. This can consist of practical survival skills but also stories that reveal a deeper understanding of the connection between self-identity and the land. Land-based learning pedagogies can be used to teach science despite different perspectives on what constitutes knowledge-making. We often think of western scientific practices as being rigid in procedures and methods, and occurring inside a controlled environment such as in a laboratory. We study the physical world in science, so it is also important to observe the world around us without being caught up with being overly meticulous in conducting experiments that depict situations that are contrived and human-made. The focus should be on nature itself and not the scientist's ability to create these environments.

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Personally I never enjoyed science as much as other subjects while I was growing up. This might be because my science teachers taught it in a way that scares us. I felt scared during science class because it felt very strict and serious. I felt no connection with science because it was all simply memorization. Thinking back now, if any of my teachers who taught science brought in storytelling I would probably have remembered it to this day but because no connection was made I don't remember anything I've learned. This also ties in with feeling like my teachers in the past were always right and they were the experts in what they taught. I never once questioned what my teachers were teaching because they never showed their mistakes and insecurities. Going into our long practicum and in the future, always keeping in mind that we are also co-learning alongside our students can connect us with our students on a deeper level and really show that learning takes time and patience.

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I like Lyllia's point at the beginning that making connections adds more meaning to what we are learning. Rather than just memorizing information, we can connect to the knowledge to enhance our experience with it. We can make learning personal while also looking at things from multiple/ different perspectives. I also like how Robert said that as educators, we do not need to learn to be experts but we must learn to engage.

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In urban settings we surround ourselves within a coccoon of comfort and convenience. We pass endless chain stores which call out to us with the siren sound of "how can I serve you? What can I do for you?" Nothing asks us to reflect, to relate in a manner other than vanishingly superficial. Nothing asks us "what was here before me, and what will be here after me? What should my relationship be to the land and those around me? What is my part to play?" Without history or perspective, it is simply a constant now, but a now that lacks any element of contemplation. Until we can recognize ourselves as not a cog in a big machine, but rather as a small part of a great big story, then we will cut ourselves off from the eternal, and a deep sense of meaning will remain elusive. Connecting with, and honouring, Indigenous voice gives us an opportunity to find a way both forward and back, and a chance to experience, relearn, and share.

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I like the point Chantel raised about how First Peoples Principles are in included in the BC curriculum but it almost feels like it’s “an addition”.  I wonder how and when we will ever just incorporate Indigenous knowledge and ways of being more naturally, genuinely, and authentically.  I think storytelling has so many lessons and values in it and so how do we as educators keep stories alive, weaved in and deeply connected to what we are teaching and learning?
I also think it’s important to remember that we don’t have to have the answers to everything; we are co-constructors of knowledge and meanings, we work alongside our students, and learning takes time and patience. “Indigenous education is an approach, a pedagogy, a way of being… it’s connected to story, to land, to community”

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What Nicole highlighted about indigenous ways  "The creative act of listening to and telling stories and under- standing oneself intellectually, spiritually, emotionally, and physically in relation to relatives (human, plant, and animal), nature, and land are central to science education"
resonated with me because I think as much as scientific inquiry through western scientific ways is useful, I feel it has its limitation in helping us articulate  implications of certain knowledge through that lens.  I felt maybe, stories and concepts of "representation" that were explored in the article, help us explore through lens that complements and furthers our learning of ourselves and the world around us; especially looking at the context in which such knowledge can be applied and its implications for us.

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Do we need to be experts to teach something? What stops us from approaching learning with curiosity ALONGSIDE our students? Once we've accepted that the education system has bred perfectionist tendencies into learning (through institutionalized education that has inexplicitely and explicitely conditioned us), how do we move past that to do better for our future students? I appreciate what Robert shared in the fishbowl today- we do not need to be experts, we just need to make meaning of learning, and as teachers we have the liberty to weave story work into all forms of learning! Just as Nicole shared, we are co-learners alongside our students, and we each need to find the approach to practice that genuine curiosity in our work as educators. This requires exploration and curiosity of our own relationship to our identities, and there's so much room for us to explore our identity in relationship to land! I recognize that my experience is my experience: not everyone wants to farm or steward the land hands on and not everyone has a culture to explore their own indigeneity within, but everyone has a lineage to trace and discover our ancestors relations to land and how that might impact ourselves. For me, that's been learning about my Rice Farming roots in the Philippines and how Indigenous communities farmed rice far before Spanish colonization - and weaving this to my identity as a farmer and land steward today. For me, it's been learning about my settler colonial roots that farmed in Carbon Alberta, having benefited from colonial Land Acts that stole land from Indigenous communities and gave land to European settlers- and recognizing that that history is just as much a part of me. Accepting these truths, and finding my own way by starting a BIPOC farm team and landsharing, and then finding ways to bring my experiences and curiosities into the classroom are my ways forward. Everyone is on their unique journeys, but words mean nothing without action.

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I really appreciate this conversation about adding storytelling to a subject like science. As Annika mentioned, science is such an objective subject so most individuals wouldn't even think of adding a storytelling aspect when planning a science lesson. However, like Nicole D. mentioned, which is really important for us to keep in mind as we continue on our journey to become educators, when you truly immerse students into any subject through storytelling, they can learn so much more about themselves as well as connect with the land in a way they have never experienced before. This conversation is just further solidifying the importance of incorporating Indigenous perspectives and the FPPoL in a variety of subjects that we teach and that Indigenous education doesn't always have to be explicitly taught, there are so many ways to weave these principles into all our subjects in a meaningful, insightful and impactful way.

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I agree with the point that Science is often viewed as something that is very objective and that it centers on memorizing facts. The article teaches us that Science can be a subjective subject. We can incorporate Indigenous stories in order to personalize the learning experience. When you connect to self and to the land, the learning experience becomes much more memorable. I also agree with the statement that none of us are experts and that this is ok. Students learn not only from the teacher as expert, but also from one another. Teachers can humble themselves and be co-learners with their students and this gives agency and autonomy to the student. Also, making mistakes can often be the best way to learn and teachers should model this for their students.

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I really appreciate the points Lyllia, Annika, and Nicole discussed about how powerful stories are for connecting learners to emotions and relationships between things. This reminds me of how Marin and Bang (2015) brought up the idea of how stories about rock formations provide a foundation for understanding cycles and can scaffold scientific understandings. There's also something so special about allowing the land and place one is learning on to have a role in shaping one's learning (co-construction of learning) -- How does the learning experience/immersion in learning change? I also liked how Robert emphasized the way stories activate memory because it reminded me of a quote from the reading:

"Stories are our maps."

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Time is the theme that keeps coming up for me lately. In connection with the article, I think we teach science the way we do (starting with the scientific method) because of time constraints as well. That way we can do an experiment, fill in the boxes and move on.

I love the idea of using stories to teach in science and other subject areas. Storytelling itself is an exercise in time and patience, and the format is more conducive to learning than the dusty lesson plans tha I grew up with. I think even the flow of words is slower that the output of a typical academic lesson. If we slowed down and used storytelling as a model for our lessons, I think it would benefit SEL learning for ourselves as well as our students, and give us the space to reconnect with place.

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I liked the point how teachers are not subject experts because I feel like everyday is a learning experience for everyone, including the teachers. Before, one thing that I’ve always thought was that teachers hold all the answers and this really made me overlook the importance of inquiry. Now, I think that being a good teacher is not about holding all the answers and being the most knowledgeable about something, but it is how they ask questions and what they do with those questions after. Going forward with this point, it is important for teachers to learn and teach alongside their students and it is not just a matter of transferring the knowledge from teachers to the students.

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As Lyllia mentioned and as the group discussed, being vulnerable and honest about where we are in our journey as teachers, and not pretending like we know everything or cannot make a mistake is a major key in the journey. Being humble and having an open ear strikes me as the most important first steps that I as an educator must take. "Everyone is an expert"

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Coming from a science background, I had this almost disparaging view on stories and anecdotes because empirical data was ingrained in me as the priority in science and research. Upon reflection from this reading, what we've learned since this program began and my peer's reflections, I'm starting to see that stories are so impactful and much important and engaging than I originally thought. I never thought science and English language arts could mesh together but this is opening doors of opportunities for cross-curricular learning between subjects I thought could not be interwoven.

Being reminded that teachers are co-learners with students is something that I want to hold as I continue on this journey as an educator. We teach our students to be okay with mistakes and to be humble yet it seems that some teachers cannot practice what they preach. Co-learning is so exciting to me because it allows for students to have an opportunity to empower themselves and builds intrinsic motivation to learn and discover more.

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I like what Lyllia said about how personal narrative helps to form personal connection to the knowledge - narrative has the ability to enrich the learning. I definitely feel like I would have had a keener interest in science if I had this approach of story and narrative to this subject. I think I would have found more value and personal connection/motivation to dive deeper into science education. There is beauty in locating yourself within the story and content being taught.

“We are set up to think of teachers as subject matter experts … rather think of teachers as conduits” - I really resonate with the idea of being a co-learner along with my students. It has been a reframing of my mindset to think of teachers in this way. It definitely excites me to embark on this career with this mindset of being a forever students along with my students.

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I liked the discussion around how we don't have to be experts to teach something. As long as we learn to engage in inquiry, we don't have to know it all. I definitely feel pressured at times thinking I need to know every detail about something before I teach it but I think as long as I have spoken to others, done research, and have good intentions, my students will learn.

Also, learning outside is crucial to connect with the land and to weave in Indigenous ways of knowing. I feel grateful to be placed in a school where we do integrate outside learning -- regardless of rain or shine.

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I agree with what my peers are saying. Using story in subjects that do not generally use stories, like science, is such a valuable teaching tool. Not all students will be interested in every subject, but most will be interested in stories. Using stories as a hook for your science lessons will be more memorable for students than simply memorizing facts from a textbook. Students can connect more with stories and have a greater understanding of the subject matter.

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I believe that the idea presented by the group and the article that science should be taught in a way that isn't just memorization and regurgitation is very powerful. I was someone that always liked science and math more than english and social studies and in my classes, I was one of the few girls who preferred the STEM subjects. So it has always been important to me to find ways to engage all students, but especially girls, in STEM subjects. I think this article presents a fantastic way. By making science more subjective, using stories, using place based learning, etc. makes science more attainable and relatable and will ultimately encourage our students to be less hesitant of science and math.

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The discussion around the subjectiveness of science was very interesting to me with the background that I have teaching the objectivity of scientific concepts and lessons. I especially appreciate the discussion having progressed to having a story as a hook into the lesson, not just focusing on concepts and memorization and the point by Nicole in how if we start with a story, we can't just leave it outside of the lesson. In addition, I see the need as Chantel shared the need for a perspective of story as a lesson itself before you even begin talking about Science concepts or lessons due to the fact that story has the potential to frame all the following scientific lessons and teachings. It raises the question if storytelling can be enough as delivery of content material and if that mode of teaching can be established as a cornerstone of exploring learning subject areas along with the sharing of stories of experience of connections by students as a way to support those teachings.

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Chantal raised such a critical point...why can't story telling be enough, why do we have to always bring in Western knowledge. It is usually treated as the best standard...but there is a difference between standards and practice. Maybe best practice is to switch our perspectives and view storytelling as a main of delivery information rather than always setting up the content as 'factual' only.

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I like the theme on connection and how we can activate learning in a way that memory becomes the source of connection to make the lesson more personable. As a visual learner, being able have an alternative way of making meaning is important and valuable. I like Nicole's connect on when you start with a story you can't just leave it outside the lesson and it needs to be weaved in to form a deeper connection and understanding. When we immerse our students with the land it helps shape identity on an emotional, physical and spiritual level, which opens up opportunity for a whole new curriculum.

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I really connected with the point Annika brought up about having been taught to view Science as subjective and I really struggle to disconnect myself from that value. Science has always been considered stable and only waiting to be 'discovered' by people, specifically academics. The idea of using story, not just as part of the lesson, but as the lesson is so powerful to me and I appreciate with what Nicole said about how story, specifically in Science, can help us locate ourselves in what we're learning and make it more memorable and relevant. Additionally, science through story makes the learning more memorable because it is learned though inquiry and exploration, rather than lecture.

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I really resonated when Nicole D. mentioned that when you start with a story, you can just leave it with the lesson - it needs to be continuously weaved into your classroom. There is so much value in a story, for students as learners but also as developing humans. Making personal connections is SO beneficial to learning, especially for young students. If we help our students make personal connections with stories and the land, they will learn so much about themselves and their identity. I think this perspective is very important to keep in our hearts as future educators as ways to use Indigenous knowledge in our classrooms but also to work towards decolonizing the curriculum.

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“Having those stories that evoke emotion…”

I really liked this point mentioned but the group, because using stories and Indigenous perspectives in classes typically seen as very objective, such as science, benefits student’s learning. Instead of regarding lessons as separate from stories, it’s important that they go hand in hand, so it shows students it’s not just a box being checked, but rather they compliment each other and must be used together. I agree, that so much more can be learned when a relationship is discovered between the self and the land, and a better sense of identity can be formed in students.

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It feels like a recurring theme that us as students in undergrad, we would just memorize concepts and facts but we would not remember it a few years later. However, as Lyllia says to help us actually understand material better it could help if we had a relationship with it. I like Annika's point of having a story read to create the relationship and the connectedness to science but I feel like that would be difficult for science during undergrad. For example, I can't think of a personal relationship or a story about titrating organic chemicals. However, with other aspects of science like conservation, there is a need for us to feel connected to nature to take care of it. This would also be good for elementary students to create that passion and understanding of science.

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Lyllia mentioned how she remembers more facts when she is situated in a place that can support connections. I totally agree with this. I can reflect on many lessons that involved visuals or field trips (just think back to when we walked to learn about the different art around campus!), but lectures rarely stick. This connects back to the Bean story by Brayboy that we read earlier this semester.  By placing ourselves into the hands-on or direct situation that can support this learning, we give the students more tools and depth to allow our understandings to grow. Place-based learning has so much value. It provides clarity to the lesson while also allowing the students to create their own connections with the land around them.

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For me it was interesting to consider science as a subjective science, because my education has always shown me that this is an 'untouchable' subject in many ways. To make science more of an open and meaningful subject we can begin with a story before a lesson, and make an effort to not leave the story out of the lesson and to instead weave it within the lesson. I think this is something that educators should consider implementing in science based lessons, and step away from western practices of jut delivering concrete facts without room for Indigenous ways of learning. There are opportunities for interpretation, self discovery, and storytelling in every subject.

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I like the idea of weaving story into subjects like science. I think it will work to make the learning more meaningful, personal and memorable. The learner is then asked to locate themselves in relation to the story and also to the western knowledge. This process also presents a cross-curricular opportunity, which is much more the way of the new curriculum.

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I like Lyllia's idea about using another perspective on subjects like Science. Science is usually objective and a subject where you just memorize the facts and regurgitate it. We can incorporate an Indigenous perspective to show a different way that Science can be taught and how it relates to our student's lives. This also adds to the idea of a universal classroom where the content can be more subjective and adds a different layer to the subject

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I love how Lyllia brought up making connections with stories. I mean I don't remember much of what I did in Grade 7 science, but I remember watching movies in Grade 7 and I still remember those stories (ET!). But maybe if my teacher had used ET references in the science lessons, it would have stuck.