For outdoor learning, we will have outdoor playtime or lessons on a daily basis. As well as, field trips with Indigenous community members, such as pow-wows and nature walks while the volunteer shares their knowledge and wisdom about Indigenous lessons and their culture. As well as, visits to reserves if permissible to do so, so we could see the current ways of living, and learn about how the Canadian government is still neglecting Indigenous communities from basic human rights, such as clean drinking water (Swampy & Black, 2021). 

      All of these methods tie in the five senses in many ways. However, it also ties in many other Indigenous ways of teaching and learning such as the following: 

- Learning is emergent.
- Focus on students and teacher interaction. 
- Students construct knowledge through gathering and synthesizing information. 

(Budge, 2021) 

      While there will be one large section in the classroom (the learning centre) that is specifically dedicated to Indigenous education, the art, labeling, and posters of important lessons will be found throughout the entire room. 

      This vision is different from any class I have seen before as I have never really seen any classrooms truly represent and respect the Indigenous cultures of Canada. I think the current generation of Canadians are reaching a huge turning point in regard to Indigenous education as we truly want to make a difference and correct the wrongs that have been committed to the Indigenous peoples in contrast to our elders and our teachers, who really did not have the same mindset, unfortunately. I truly believe we will start seeing some major changes in the Canadian classroom environments in the near future. 

"10. We call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples. The new legislation would include a commitment to sufficient funding and would incorporate the following principles:

i) Providing sufficient funding to close identified educational achievement gaps within one generation.

ii) Improving education attainment levels and success rates.

iii) Developing culturally appropriate curricula.

iv) Protecting the right to Aboriginal languages, including the teaching of Aboriginal languages as credit courses.

v) Enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public school systems.

vi) Enabling parents to fully participate in the education of their children.

vii) Respecting and honouring Treaty relationships." 

(Truth and Reconciliation Commission of Canada, 2015)

      This activity would involve grouping non-Indigenous and Indigenous school-aged children into pairs of two and assigning them the task of choosing a meaningful story that aligns with Indigenous teachings or ways of knowing or Indigenous history in Canada, and is written in English. The children will be instructed to work together to translate the book into an Indigenous language of their choosing. If the Indigenous child can only speak English, the pair will do research, or find assistance from the Indigenous child's family or community members to translate the story (if possible, if not I will help them find an individual who can help translate). Once the translation is completed, the children will be provided time each day to rehearse retelling the story in the Indigenous language as a team for about two to three weeks or until everyone has memorized their parts. Once we have reached this point, the children's families will be invited to the classroom to watch the children present their stories in the Indigenous language as a team. The children can be as creative as they like, they can make adaptations to the story or reenact it with handmade props. This presentation will take place somewhere all the parents could sit and watch the children while also providing space for the presentations, ideally a stage or gymnasium, or outdoors if the weather permits. I will be involved by fact-checking the translations with the parents or community members to ensure there isn't anything offensive, or incorrect, as well as assisting the children with anything they may need for their presentations. 

This activity also aligns with the Indigenous oral tradition of storytelling... 

"Story is a practice in Indigenous cultures that sustains communities, validates experiences and epistemologies, expresses experiences of Indigenous peoples, and nurtures relationships and the sharing of knowledge. Storytelling is also a central focus of Indigenous epistemologies,

pedagogies, and research approaches." 

(Iseke, 2013)