To say I finally understood how to approach teaching Indigenous Education is a huge understatement! Just 2 days with Norval's curriculum and I have so many ideas on how to bring authentic Indigenous Ed into the classroom. From Ubuntu to bridge building to Alcans & Bumbas, Norval definitely makes it look so easy! At Norval, Y7s have a 4 day Indigenous Education experience in the fall time and I loved how Brent and Katie (my ATs) also needed to get to know the students too on the first day since they see a different class each week. I loved how the values at UCC were emphasized right from the start and the clever analogy that Brent used to describe the true value of a toonie above its characteristics (eg. if it was scratched, marred etc.) symbolizing our ever enduring values regardless of the situation. In the classroom, I believe this is an important activity to bring to the students as we want them to walk away with life-worthy skills and values, and not just how to derive equations in a math classroom. This knowledge and attitude towards learning are what contributes to deeper learning that is sustainable and what we desire for the next generation of learners (Lugg, 2007). I could literally see the lightbulb over their heads when they connected the values; community, pluralism, wellbeing, learning and service, with the activities that we did. A huge bonus when one student at the end of day two mentioned, "we actually learn things at Norval!" and another, "if only class could be like this...." Ahhh, music to a non-music teacher's ears, though I'm sure they would agree that just about anything can be classified as music! For reference, Ubuntu is a card game whereby there's lots of different pictures on a card and players have to go to other players and try to spot the object that is the same on both cards. It was used as an ice-breaker activity to break down the walls of "old boys" (students who've been at UCC since SK) and "new boys" (students who just transferred in this year as Y7 is a year where new students are accepted) so students can find connections between one another. I loved how during the second round of the game, the player who lost became the cheerleader for the player who won. The round continued until there was one winner at the end which everyone cheered for. It was so amazing seeing the students cheer for each other even though they may not have been very close before. As for Alcans & Bumbas....where do I even begin!? It was such a good simulation of the racism and discrimination that happened when the Europeans first came over to trade with the First Nations. It was a simulation designed for conflict whereby one group (Bumbas) were not told who they were but rather they had x characteristics such as no touching one another, not quick to get angry, and did not look others in the eye. Another group (Alcans) had y characteristics such as using a handshake to greet others, aggressive, and thinks they are superior. It is clear in these opposing traits, one can see where the conflicts can arise as the Alcans were designed to disrespect the Bumbas. I believe this is a "risky" play (Collyer, 2017) because we are always unsure of how the students will react and how cohesive their community will be afterwards. Thus, it depends on how well the teacher set up the expectations before and the debriefing that occurred afterwards. After three rounds of simulations, where one group got to make comments about the other group, everyone came back for a debriefing session in which feelings were explored and everyone was debriefed about the nature of the simulation. It was no surprise to me that many students had already guessed who the two groups represented as it was truly an ingenious design and has since motivated me to do a lot more with my lessons. Inquiry-based learning Outdoor learning presents itself as a holistic approach to learn experientially such that knowledge is naturally interwoven between all disciplines (Lugg, 2007). It's also a bonus that it lends itself to student-driven learning, where the teacher acts more like a guide on the side, rather than the sage on the stage (Lugg, 2007). Just let your students explore! Don't be that tiger-teacher who wants to control the environment at all times. Learn to let go for a change and I promise that you won't look back. It's every math/chemistry TC teacher's dream to have students figure out an equation or a reaction by themselves and make sense of it through their own interpretations. Often in the classroom, teachers complain of "there's no time!" or "how can we do that when we must cover EVERYTHING in the curriculum?" As Ron Lancaster (former OISE math instructor who has since retired) described, the self-sustaining inquiry is also part of the curriculum - the part that teachers tend to skip over in the curriculum, only to favour the content section. This is so true. Plus the fact that if the students figured it out themselves, the application process becomes so much easier to understand because students would have began with an application based problem and came up with a reasonable solution themselves. That, and also how review of these concepts would take less time. Who says we had to test our students to find out if they know something? The value of teamwork and community building was spot-on during the bridge building activity which teaches students to rely on each other and that there is no shame in relying on others either. Indigenous teachings from the experts The visit from Lisa and Jeff from the Redwing Institute (linked above) was truly a learning experience, not only for the students but for myself as well. The students were quite comfortable asking tough questions about residential schools which shows that the teachers did their jobs well by encouraging and facilitating difficult discussions. While I acknowledge that UCC hosts a prestigious group of privileged individuals, I also think outdoor education and visits from Indigenous people can make our education that much more authentic. Through my short time at UCC, I noted that these students, although coming from a family with high SES, and can participate in a variety of extra-curriculars and activities on campus, at the end of the day, they are still children who need to run around to burn that extra energy, who have behavioural challenges, and who like to have fun. Thus, I believe these teachings are applicable in any classroom environment. Lisa showed the students how to make a values checkerboard, and to leave their burdens behind when they enter a new place using a hand-woven burden basket. We even engaged in a Pow Wow celebration using shakers, a hand drum, and clapping, as well as a smudge ceremony. In doing so, students got to appreciate different ways of knowing, and their intricate connections with nature itself. Through my short talk with her, she told me what she thought about this program at UCC and I've only heard praises. She believes place-based education has a special spot in every school, and as an Indigenous descendent herself, she believes it's one step closer to Truth before Reconciliation. Simple activities such as introducing a "burden basket" in the classroom, mindfulness meditation, or even "math walks" around the school vicinity (a nature walk to identify the math all around us!) can help students understand the connections between what they are learning in the classroom to the "real" world, and focus better by allowing that natural urge to fidget and move around at their age. If I get ZOOM fatigue after just one hour in class and I'm no longer a teenager, I cannot imagine fighting that natural urge to sit still and pay attention in class for the whole day. Questions, comments, concerns?
Outdoor education is definitely everything I thought it was going to be and much more. However, one of my major questions revolves around where I can step in and intervene. At Norval, parents and students sign a different consent form; one that acknowledges what the student can and cannot do in an outdoor setting. For instance, at Norval, students are free to climb trees (to a reasonable height), and play with sticks (as long as they are not sword fighting and running around). Their teachers hold different expectations depending on which curriculum they are learning at the moment. Hence it is often difficult for me to find my place and intervene when each lesson is different and foreign for me, as well as the changing rules. I've been told to "use my common sense" but I am notorious for having no common sense... It will soon be the third day and so far I've been prioritizing safety above all else. Better safe than sorry and if something seems unsafe, I will err on the side of caution and intervene even if it may technically be allowed at Norval. I've gotten some glares from the students themselves but at the end of the day, if everyone is safe and going home to tell their caregivers about their wonderful day, I'm satisfied! I don't think the students find me annoying....at least I hope not! I'm only around for 2 more days...it's scary to think that I'm already 60% of the way through my experience at Norval! Super excited for Trappers & Traders tomorrow and the day trip at actual Norval (activities are done at UCC this year due to COVID, but students at least get to experience Trolls Traverse - low ropes) on Thursday! Reference Collyer, C. (2017, September 11). The benefits of risky place for Canadian students. Evergreen. https://www.evergreen.ca/blog/entry/the-benefits-of-risky-play-for-canadian-students/ Lugg, A. (2007). Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in Higher Education. Journal of Adventure Education and Outdoor Learning, 7(2). 97-112.
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