Shelley-Ann Hamilton posted Jun 7, 2020 9:38 AM
I forgot about this project on facebook - "Portraits of Our Elders". It was started by a former science teacher shortly before she and her family moved away. Most of the portraits and stories are of our local Elders. She was an amazing photographer and got the idea while on mat leave. Clarence and Dorothy are our resident elders. These might come in handy - the stories are great.
Another great one is "Humans of the Moose River" facebook page created by a former student of mine. She moved to Moosonee from the Philipines when I taught her in grade 6!!! She currently works for the federal government in some capacity. This page features some of our wonderful "ordinary" people. There are also great photos of life in Moosecountry.
https://www.facebook.com/search/top/?q=humans%20of%20the%20moose%20river&epa=SEARCH_BOX
Education – Module 7
Walking Together: First Nations, Metis and Inuit Perspectives in Curriculum
It's Not an Opinion, It's a Fact: Aboriginal Education in Canada video
Manitoba: Incorporating Aboriginal Perspectives: A Theme-Based Curricular Approach
Our Words Our Ways: Teaching First Nations, Métis and Inuit Learners
What actions of non-Indigenous educators might have the greatest Impact for students? (Susan Dion)
Inuit – Module 7
Métis – Module 7
First Nations – Module 7
The Summer Solstice Indigenous Festival
WEBINAR FOR EDUCATORS: FINDING HOPE THROUGH CONNECTING TO THE LAND
Nasuʔkin (Chief) Joe Pierre Jr. will lead this online presentation to educators to help find hope through the land.
https://takemeoutside.ca/webinar-for-educators-finding-hope-through-connecting-to-the-land/
Bring authentic Indigenous voices and community-based cultural content into your classrooms using the 4Canoes and GoodMinds.com resources, and begin to integrate environmental inquiry pedagogy and Indigenous perspectives respectfully into your teaching practice using the Natural Curiosity resource.
Sean R
I just finished watching There's Something in the Water on Netflix. I really recommend watching it. It is a documentary about environmental racism. "The film explores the disproportionate effect of environmental damage on Black Canadian and First Nations communities in Nova Scotia."
Check out the trailer: https://www.youtube.com/watch?v=nKhIYFDnCoY
Desmond Cole’s book sparked deep conversations among teachers about racism. Where is the introspection in media?
Shelley-Ann Hamilton posted May 12, 2020 12:01 PM
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I had mentioned, I believe, the Pedagogy into Practice videos my school participated in. It took me a long time to find those hidden gems. I thought I'd post the link for you. They are pretty fantastic. It may give you some ideas for your classrooms/schools.
The videos feature schools and educators from across the north. So it was fun to see friends from Thunder Bay as well as former colleagues that have since moved from Moosonee but have remained in the north.
I wanted to also let you know that you can see part of the interview my son and his friend, did with Tony Tourville in the video "Opening the Dialogue".
http://www.edugains.ca/newsite/curriculum/secondaryresources/canadianworldstudies.html
Go to "Resources+" then "Indigenous Education: Pedagogy to Practice Videos +"
Jane W
I wanted to share the Woodland Cultural Center with all of you. I am pasting a link to their site as well as a link to 2 videos called Save the Evidence, which speaks to a campaign they have going to save evidence of residential schools so we can learn and move forward.
The Woodland Cultural Center was originally the Mohawk Institute, a residential school. It is now owned and operated by the Six Nations of the Grand River. It is located near Brantford, Ontario. Check out the website, they do some amazing work. If you have a chance visit the site and learn. It is impactful.
Here is another great resource. This one is called - Walking the Path PPT
Developed and supported by the OPP, Walking the Path teaches youth about the history, beliefs and cultural traditions of Aboriginal peoples. Modules with detailed lesson plans touch on youth empowerment strategies; promotes self-concept, self-esteem and respect for others; and deals with issues such as healing from trauma, abuse and racism, and combating stereotypes, prejudices and biases.
Website: Walking the Path
would like to bring everyones attention to this wonderful resource. It is called: The Third Path
I HIGHLY recommend this resource.
It is a resource about relationship based approaches to student well-being and achievement. It is based on 8 conditions.
Each condition represents a set of basic human needs that, together, creates an environment in which all students can truly thrive. The conditions are closely connected and hierarchical, meaning that each supports the next. The conditions begin with the most fundamental of developmental needs and build to those that are of a higher order. If a student continues to struggle in an area related to one condition, then the difficulty might lie within a condition that precedes it.
The Third Path encourages educators to rethink the what, how and why of education. It starts by clarifying that the curriculum (i.e., the what) shouldn’t be narrowly viewed as a series of tasks, initiatives, or checklists. It should be a flexible tool used to achieve the true goal of education (i.e., the why)—that of human development.
The 8 conditions are:
**Note** Safety is the first of the eight conditions. You will not get anywhere with your students if they do not feel safe within your classroom. This is especially true for Indigenous students.
1) Safety:
Students require more than physical safety; they need emotional safety too. They need to know that the adults in their lives truly care and are responsive to their needs.
2) Regulation:
Stress is a necessary part of growth and learning how to regulate—to successfully recognize and address stress—is a critical and lifelong challenge. School provides an opportunity to help students recognize their signs of stress, understand its impact, and develop successful coping strategies.
3) Belonging:
The more connecting experiences students have, the more they feel they belong. Belonging can be strengthened by increasing the number and depth of connecting experiences that the student has with the school, their educators, and their peers.
4) Positivity:
Positivity leads students to be motivated and open to discovery. For educators, positivity is about spreading the joy of learning and believing in the extraordinary uniqueness and potential in each and every student.
5) Engagement:
Engagement is about being fully open to learning, connected to others, able to take on complex challenges, and reach conclusions that are thoughtful and accurate. Engagement doesn’t just lead students to make good decisions—it also provides them with a deeper sense of satisfaction and confidence.
6) Identity:
School is important for students’ exposure to a variety of ways of being, and for them to develop a stronger sense of who they truly are. They begin to form an identity that is their own, as well as come to appreciate and support the similarities and differences between themselves and others.
7) Mastery:
Successful learning and development requires a sense of self-efficacy. Students need regular and accurate feedback along the way. Recognizing the value of effort and experiencing success is critical to maintaining motivation to learn.
8) Meaning:
Meaning: Meaning is a powerful force for ongoing motivation and personal fulfillment. Students are much more likely to commit to lifelong learning and personal development when they are able to experience the intrinsic value of the activities they engage in.
Success comes in many forms. When we pursue it narrowly, it often remains elusive and frustrating. However, if we focus on creating an environment for it to flourish, it can then happen in ways that are numerous and unexpected. Focusing on strengthening the Eight Condition (the how of learning and human development), better enables the curriculum (the what of education) to be delivered in a way that best supports all students to thrive at school and in life.