First People’s Principles of Learning

First People’s Principles of Learning

The First Peoples Principles of Learning (FPPL) have been a cornerstone of what I believe education should always embody. These principles have such positive implications  for learning, is why I hope to always embody them in my teaching philosophy. Below I have outlined the First People’s Principles, and how I integrate them or hope to integrate them into my practice.

 

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Ultimately, this principle refers to the importance of well-being, involving ones self, family, community, land, spirits, and ancestors. As it is often said, it takes a village to raise a child, similarly, it takes a holistic approach with community and land to educate a child.

I also ensure that the community and place-based education is involved in the learning process. I often take learning breaks with my students, either for a few mindfulness minutes with yoga or a talking session. I also ensure that students have opportunities for place-based education, which is always an exciting opportunity for students. I did this by taking students to the Vanderhoof Sturgeon Hatchery to learn about species diversity, and indicator species with my Science 10 and Environmental Science 11 students. I did this to further connect students to their place and the community that surrounds them to show them how our learning is used in the real world.

 

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

This Principle refers to the interconnectedness of education, life, and relationships. I integrate this principle into my practice, by ensuring students can see learning as no different than everyday life. To provide students with authentic learning, I worked with students to devise activities and inquiries that they could see the uses in. I often integrate this into my practice by ensuring students are regularly conducting experiments, and inquiries. One inquiry in particular that my Math 9 students completed was in regards to creating a model of anything (STUDENT CHOICE!), and creating blueprints with scale factor calculations. This allowed students to utilize tools that they would in everyday life, and create something that they were passionate about. One student in particular created a ‘Baby Yoda’ model as he is a big fan of Star Wars.

 

Learning involves recognizing the consequences of one’s actions.

It is important that students recognize that their actions could have potential consequences for themselves, but also for others. That is why it is important for them to conduct themselves in a certain fashion at all times in a laboratory, surrounded by chemicals etc. Students should learn to take responsibility for their actions, so I often request for students to think about their actions before they make them in a lab, especially in regards to safety. One way that I often do this is with few classes on safety, entailing stations involving WHMIS symbols, demonstrating safety procedures with simple experiments involving heat and chemicals. Before students can complete the stations, they must communicate potential hazards and the safety procedures they will take before and during so as to prevent as few situations as possible. Students have learned a great deal about the potential consequences, and work to avoid preventable situations.

Learning involves generational roles and responsibilities.

This principle focuses on the importance and responsibility of teaching and learning belonging to everyone in the community. Just as educators share information, Elders impart knowledge, students must also critically think work to find meaning and learn. Often, I ask students to share their learning or what they know about topics to the class. Students can often make connections that we don’t make, and when they share their learning, others may make connections and we all learn. This happens in the classroom, and especially during the John Prince Research Forest, where students were constantly sharing their knowledge with their peers and myself. We were all learning, and sharing in the educating and learning roles.

Learning recognizes the role of indigenous knowledge.

Enough cannot be said about the value of Indigenous knowledge for learning. I’ve facilitated Elders teaching the value of ethnobotany, and even had an Elder come into my Environmental Science 11 class to share stories passed down onto them. They then shared their knowledge of specific trees to help students with their field journals.

 

Learning is embedded in memory, history, and story.

Many great lessons can be learned from the oral history and storytelling of Elders. When I facilitated an Elder in my Environmental Science 11 class, the Elder shared a story of the interconnectedness and value of the connections of an ecosystem. The intent of the lesson was for students to further dive into the need of a balanced ecosystem and the need to protect it.

 

Learning involves patience and time.

Everyone learns at their own pace. This is very important to recognize, which is why I don’t dock marks for late assignments, and provide students with re-testing or alternative assignment opportunities. I want my students to have every opportunity for success, therefore I try to impart the importance of patience and time it takes to learn. This allows my students to process the learning, which will further extend their ability to learn and ideally become a life-long learner.

 

Learning requires exploration of one’s identity.

Identity is very important in regards to connecting people to each other, community, and the land. When exploring one’s identity, one learns about their role in the world and how they can best undertake their role. Knowing ones identity and strengths, one can also help themselves learn. Therefore, to support students, we must integrate every diverse learning style to help students best learn, integrating the community, land, spirits, and ancestors into the learning process. For this Principle, I focus on meeting the diverse learning needs of my students. I ensure that each lesson has aspects for each learning type; kinaesthetic, auditory, etc. to compliment their learning. This helps students learn more about themselves, and ideally, influence them throughout their life.

 

Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

Some knowledge should never be shared. This is evident in everyday life, and is important for all individuals to remember. There is some information that educators learn that should not be shared with other students, for the integrity of the profession. Educators in particular keep certain information to themselves.

 

Through attempting to integrate each of these First Peoples Principles of Learning in my practice, I learned a great deal about how they align so crucially with my current teaching philosophy. I’ve noticed how each of these Principles has been important for the learning of my students, and so great for me to see their passion for learning because of these principles. This has enriched the learning experience for my students, and myself.