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A little late, but I totally forgot to post in this padlet. Nonetheless, I really like what Alice said about knowledge - it is somewhat based on experience. From my perspective, the reason why I am becoming an educator is because of my positive experience in school with my teachers. My home life wasn't the best, but my teachers made me matter and cared for me. Based on these experiences, I wanted to do what my teachers did for me - make kids matter and provide a great school experience for them to be successful in the future.

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I've been thinking about how to incorporate indigenous concepts into social studies but find that it is rather sensitive given that social studies tends to be seen as the vessel for the spread of colonized history. It will be challenging to be snsitiver to historical facts without feeling like you need to debunk all accounts. What I find will be most important, or at least a first step will be to explicitly tie in FPPL into lessons as a lens and not necessarily feeling that all content needs to be decolonized. What is important is that injustice and intolerance is focused on in order to develop empathetic and caring people, determined not to repeat the sins of the past.

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I like how the "First Peoples Principles of Learning" applies to all disciplines and areas of learning. So much about education is about value-learning and discovering who we are and what kind of person we want to be.

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I agree with Maxwell. I didn't realize how  "knowledge" had so much more meaning and depth until I did the readings for this week. I appreciate that knowledge is continuous and active.

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I'm going to try my best to type in the chat here due to my camera and microphone not working on my laptop. The point that Selina made on Padlet building off the idea that knowledge is a verb and about practicum prepping being challenging because we have to "respond to the seasons, to the community you are in, to the land, and to your students" resonated with me because all of that applies when planning PHE lessons. In PHE, the outdoor spaces surrounding the school is used quite frequently and so this should allow us teachers as a way to integrate Indigenous teachings into our lessons.

Building off of Raymond's and Robert's points about creating games and incorporating the land into the games that our student's can play is something that I want to try. In the PHE cohort, an example of an activity we can do is to put out a bunch of equipment and let the students get into small groups and create a small-sided game for their classmates to try to play. This can be applied to using outdoor spaces for learning.

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I didn't catch who said it, but someone mentioned games and using them as a way to be present or to just relate to each other, and this is something I'd very much like to do. Even in lower mathematics classes, the material is so abstract that the learning experience that occurs is empty of human presence. In my experience, most students love playing games and it's a wonderful thing to see them interact and engage with one another.

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Robert's experience learning about plants as medicine through textbooks is still common practice today. It is important that we use the outdoors as our classroom to help students from a connection to the land. We must be willing to be innovative and to create our own lesson ideas as current teachers are often falling short of making the content meaningful for students.

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Thank you for sharing your story, Robert. It made me think of the YouTube video with Dr. Little Bear and how he describes relationships between science and spirituality and how that relationship is often shun by Eurocentric/Western science practices.

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Being from the Biology cohort, I can appreciate Robert speaking about how his only connection to plants/medicine was through a textbook throughout school. Students are still trained to see the natural world with a significant amount of disconnect. I think as a future Biology teacher it is beyond important to help students to begin to develop relationships with the natural world and erase that disconnect.

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I wonder if the disconnection from the land, nature, plants, animals, etc. let colonizers see the land as more of a property to be owned. If our view of the land is more what Robert described as stewardship, it would be harder to claim ownership.

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Perhaps reconstructing the classroom space would help us integrate Indigenous ways of learning. Thinking about how knowledge can be expanded through community and relationship building and through conversations and interactions between people, perhaps rearranging things (tables, chairs, spaces) in the classroom can create a space for that to happen.

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Alongside this conversation of knowledge as a verb, I find certain components of practicum prep challenging because my understand of knowledge is fluid, active, and about relationality-in the ways I'm learning that means it is about responding to the seasons, to the community you are in, to the land, and to your students.

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Alice brings up a good point about how we incorporate place-based learning within the current educational framework? Schools need restructuring, but it won't happen overnight and examples of successful place-based learning might need to exist as examples to work towards.

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I like what Leo said about stakes, and how we should be focusing on what it means to enter a profession that has historically been a tool of the assimilation and genocide of Indigenous peoples. We can't just add in specific content and move on. This is active work that needs to be done. Knowledge isn't passive!

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I also really liked The Story of the Bean and the TC's approach to teaching. Her methods seemed much richer than just asking a question (what happens when we plant a seed in sand vs. soil) and getting an answer/outcome. I think it is important to as why we are doing what we're doing, and thinking of the bigger picture and relationship to our lives. The article mentions "contextualized knowledge" which acknowledges "place, space, and context". I think this can also relate to what Alice was talking about regarding history of materials. Everything has a story/history/journey.

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Love the idea of knowledge as a verb not a noun. It is not something passive

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I agree with Alice's point about going back to the roots of what our subject is about. The point about seeing what the paint is made from made me think about how I can implement a more deeper and holistic education in my PHE classrooms. As I shared in the circle, I am planning to include more Indigenous warm-up activities and delve into the history of these games to educate my class about it. Additionally, I plan to incorporate these warm-up activities and games throughout the school year so Indigenous knowledge remains a relevant topic in my class.

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I think the first article brings up one important point is that knowledge needs context. This is especially true in the Math classroom where so often students wonder about the real world applications of the ideas they are learning about. Without context learning can have little meaning and becomes a non-worthwhile task where the content awareness is not longlasting.

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The bean article made me realize how important it is for us to listen and stay humble as teachers. We don't have all the answers. Until the sponsor teachers heard from the Indigenous TC's about their takes on the learning activities, they worried that the TC's would not be ready to teach in the classrooms. Whether or not the sponsor teachers realized it, they were enacting a from of racism by making assumptions. By listening and understanding their TC's perspectives, their attitudes changed and they realized that they could learn from the TC's. I really appreciated that message in that article.

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I appreciate Alice's point on how the materials used in the art classroom has their own stories. It made me reflect on everything I use in my daily life and realize how little we know about their stories, what it took to be created, ad how it came to where it is at now. This will make us more appreciative of what we have and how it landed in our place.

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I like how Caitlyn and Leo were talking about how important it is to bring Indigenous ways of knowing into daily life. I also think this can be a great way of helping students see the contemporary impacts of colonialism and break the idea that it is a historical event.

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How important is the relation to space/place? Why not bring in indigenous knowledge from elsewhere into the classroom?  Would you teach only about Canadian/PNW indigenous knowledge and ways of knowledge? What about indigenous knowledge from elsewhere in the world, like Africa, Latin America, or the Pacific?

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Alice makes a very good point. Being in Math we mostly use just paper in the classroom and I had never thought of thinking about waste and where things come from. This is truly important as we think about environmental impacts and how indigenous perspectives encourage us to think about consequences of all actions and their impacts on our communities and future generations.

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I agree with Alice's point that sharing where the materials come from with students could make them more appreciate what they have. I guess it is also a good approach to guide them to reflect on privilege.

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I really appreciated how knowledge is always in a transformative state of being and is constantly changing.

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Alice made really great points relating to art education that I hadn't really considered previously, namely that the materials we use have their own origin story that is important to understand.

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Alice's idea about integrating the learning about and awareness of where art supplies come from into the practice of Art education is really good. In Social Studies, perhaps this could be getting students to see how the history and geography they are learning is connected to the world and how the stories that we tell about our now are influenced by the stories we tell about our then. History often seems dead to students but thinking of it as a more living thing might make it more significant to students. Also, the act of constructing history and historiography might be a part of that as well.

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I think Alice's point about teaching sustainability and the history of art supplies is so applicable to the technology teachable as well. There is so much history behind the tools that we use and to reduce it all down to objects used as a means to make fancy projects ignores the potential to make connections to historical meaning, personal/self expression, and connections to culture and identity.

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Learning about the sources of our materials has great value to all of us. If people are more aware of the sources of our materials and the waste removal process people are more likely to respect our resources and land.

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Thank you, Alice for relating to art. It is fascinating to hear about how the origin of paints and pigment affect the output. What a cool research project that would be to explore!

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I too liked the story of the bean. I'm in the science (biology) cohort and throughout my education, we did a lot of activities "just because". I want to be able to go into depth and discuss the importance of every aspect and material.

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I agree with the idea that knowledge is a living thing, and we learn through doing/living. Knowledge is not static, and like Alice said, is always being built upon and added to. It's a journey!

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I really appreciate Alice's reflection to approach art making in relationship to connecting to the world through the materials you use.

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I like what Alice says about knowledge being undeniably tied to experience. I think that, especially, as teachers, if we are not trying to recognize why we are teaching what we are teaching–how students can take knowledge forward–we are running on a treadmill. Not quite moving forward or backward.

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I love that quote too, Alice. Also, the idea about knowledge as a verb versus a noun is something that has left me with something more to think about.

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I love that Alice pointed out the weaving aspect of the Two-Eyed seeing article. It is a beautiful and applicable way of understanding the concept. Weaving Indigenous Ways of Knowing throughout the curriculum.