Professional Development in Indigenous Education for Teachers

Teachers have a crucial role in influencing the lives and futures of their students. In Canada, there’s a growing emphasis on Indigenous education, making it a popular subject for professional development (PD).

In this post, we’ll explore various PD opportunities related to Indigenous education in Canada. These programs, workshops, and resources can help teachers understand Indigenous history, culture, and perspectives and offer tools to create an inclusive and respectful classroom environment.

Why Is PD About Indigenous Education Important?

Before diving into PD opportunities, it’s important to understand why Indigenous education is essential for both Indigenous and non-Indigenous students. 

Canada is home to many Indigenous Peoples, including First Nations, Métis, and Inuit communities, each with their own languages, cultures, and traditions that have been passed down for many generations. For many years, Indigenous knowledge and perspectives were excluded from the Canadian education system. Moreover, institutions like residential schools discouraged Indigenous students from speaking their languages or practicing their culture.

PD can help educators become more confident and competent in teaching about the diversity of Indigenous Peoples and incorporating Indigenous perspectives and voices into their teaching. It also helps teachers understand how to talk to students honestly and truthfully about settler colonization in Canada. Learning about Indigenous perspectives gives students a more well-rounded understanding of historical and contemporary issues affecting Indigenous Peoples. Indigenous students benefit from seeing their culture and history reflected in the classroom, which can help foster a sense of pride and belonging. Non-Indigenous students, on the other hand, can gain valuable insights into the rich traditions and knowledge systems of Indigenous Peoples.

There is a growing recognition of the importance of reconciliation and learning from Indigenous Peoples. The Truth and Reconciliation Commission of Canada (TRC) made 94 Calls to Action, several of which focused on education. One main goal is to ensure that all students learn about Indigenous history, including the impact of residential schools, treaties, and the ongoing contributions of Indigenous Peoples to Canadian society. By integrating Indigenous education into the curriculum, teachers can contribute to the ongoing process of reconciliation, helping to build a future where Indigenous and non-Indigenous Peoples can live and learn together with respect and understanding.

PD Opportunities in Indigenous Education for Teachers

There are many PD opportunities for teachers who want to learn more about Indigenous education:

1. University Courses and Certificate Programs

Several Canadian universities offer courses and certificate programs focused on Indigenous education. These programs are designed for teachers and educators who want to deepen their understanding of Indigenous perspectives and ways of learning.

The University of British Columbia (UBC) offers various programs related to Indigenous Education. One example is a free online course called Reconciliation Through Indigenous Education, which focuses on Indigenous knowledge systems, decolonization, and the role of education in reconciliation. Teachers who complete the program will have a stronger foundation for integrating Indigenous content into their teaching practices.

Wilfrid Laurier University has a Decolonizing Education Certificate that focuses on understanding Indigenous perspectives on decolonizing education and on your own position in solidarity with Indigenous Peoples.

2. Online Learning and Resources

Online courses and resources provide a flexible option for teachers who prefer to learn at their own pace.

The University of Alberta offers a free online course called Indigenous Canada. This course covers important topics like the history of Indigenous Peoples in Canada, their relationship with the land, and the impact of colonialism. It’s a great starting point for teachers who want to deepen their understanding of Indigenous perspectives.

Additionally, the Canadian Teachers’ Federation (CTF) has created a website called Imagineaction, which offers resources and lesson plans focused on Indigenous education. After creating an account, teachers can find activities, videos, and readings to help them introduce Indigenous knowledge and culture into their classrooms.

3. Indigenous Knowledge Keepers and Elders

One of the best ways for teachers to learn about Indigenous education is by connecting with Indigenous Knowledge Keepers and Elders. These community members hold valuable knowledge about Indigenous traditions, teachings, and worldviews. Many Indigenous communities are willing to partner with schools to offer guidance and support. Some school boards may also have access to Indigenous education consultants who can help facilitate these connections and provide additional resources. If you want to learn more about connecting with Indigenous communities, check out this blog post.

4. Conferences

Conferences are great ways for teachers to engage with Indigenous education on a shorter-term basis. These events often bring together educators, Indigenous leaders, and Knowledge Keepers to discuss best practices for teaching Indigenous topics in the classroom.

The First Nations, Métis, and Inuit Education Association of Ontario (FNMIEAO) hosts annual conferences where teachers can learn directly from Indigenous educators and Elders. These conferences focus on land-based learning, Indigenous language revitalization, and integrating Indigenous perspectives across subjects like math, science, and social studies.

Indspire’s National Gathering is an annual conference for K–12 teachers. It offers workshops on student engagement strategies, classroom best practices, and trends affecting Indigenous students, among many other topics! It’s a wonderful chance to connect, learn, and grow alongside other educators.

The First Nations Education Conference is an annual conference hosted by the First Nations Education Steering Committee (FNESC) featuring different themes related to Indigenous education. This workshop-based event offers an opportunity for educators to connect, share, and learn more about advancing Indigenous education.

5. Workshops

Workshops are another way teachers can increase their familiarity and confidence with Indigenous education. Many school districts offer workshops that cover topics such as treaty education, teaching about residential schools, or understanding the importance of land and nature in Indigenous cultures. Check with your local school boards or professional organizations for upcoming events.

Learning Bird also offers several different professional development sessions on a variety of topics, including Outdoor Education, Incorporating Indigenous Pedagogies, and Indigenous Approaches to Assessment. If you’re interested in exploring our PD opportunities, visit this page to download our workshop brochure.

Conclusion

Indigenous education is an essential part of today’s classroom, and PD opportunities provide teachers with the tools to succeed. Whether it’s through university programs, workshops, online courses, or partnerships with Indigenous communities, there are many ways for educators to deepen their understanding of Indigenous knowledge and perspectives.

Hosting Indigenous Guest Speakers and Events

Bringing Indigenous guest speakers and cultural events to your school is a wonderful way to introduce students to the rich traditions, knowledge, and perspectives of Indigenous Peoples. Organizing these visits requires careful planning and respect for Indigenous cultures. Here are some tips to help you successfully host Indigenous guest speakers and cultural events.

Build Relationships With Indigenous Communities

Before inviting a guest speaker or planning an event, it’s essential to build relationships with local Indigenous communities. This step shows respect and helps ensure the event is meaningful for everyone.

Tips for building relationships:

  • Attend community events. By participating in local Indigenous-led events, you can learn more about the community and show your support.
  • Reach out to local Indigenous organizations or community leaders. Introduce yourself and explain your interest in including Indigenous perspectives in your event(s).
  • Ask for advice. When planning your event, ask Indigenous community members for their input on who might be a good speaker or what kind of event would be appropriate. This helps make sure the event is respectful and relevant.

If you’re unsure how to connect with local events, organizations, and communities, your local Friendship Centre is a great place to start.

Inviting Participation

Think about the nature of the event, the topic you want learners to explore, and the age of your learners. Before you begin inviting Indigenous guests, reflect on what you are looking for by extending the invitation. Once you are clear on your goals, here are some tips for reaching out:

Tips for inviting a guest speaker or planning an event:

  • Not all Indigenous people are experts in all aspects of their culture. Choose a speaker with specific knowledge of the topic you want to cover. Ensure the speaker or event is appropriate and well-suited to the age level of the attendees. 
  • Plan to ask the person(s) to participate in your event in person, especially if you invite an Elder. You can learn more about the correct Protocols for inviting Indigenous Peoples to your event from your local Friendship Centre or Nation government office. Make sure you invite them to stay for the entire event and find out about the appropriate compensation you can offer for the knowledge they share.
  • In many cultures, offering tobacco or burning sage, a practice known as Smudging, at the beginning of an event is customary. Ask if the speaker you’re inviting plans on holding ceremonies such as offering tobacco or Smudging. If so, ask what you can do to prepare the space accordingly. 
  • Elders may require additional considerations. Many Elders and Knowledge Keepers have busy schedules inside and outside their communities, so ask them to participate well in advance. Consider how you will organize transportation and seating and how you will accommodate other medical needs, health issues, or disabilities. When serving refreshments, it is customary to serve Elders first.

Planning and Facilitating the Event

Creating an environment that makes Indigenous guests feel welcome and respected is essential. This includes both the physical space and the attitude of everyone involved. As a facilitator, it’s your job to guide the experience, ensuring that everything runs smoothly and that learners are prepared to engage with Indigenous community members.

Tips for creating a respectful environment:

  • Choose your event location. Think about whether it is culturally safe and accessible. This means considering people with mobility challenges and the historical context of a particular place as well as any technical needs the event may have. 
  • Set up the space thoughtfully. Arrange the room so everyone can see and hear the speaker(s). 
  • Make sure participants will be comfortable. Make sure there is water available for the speaker(s) and seating for Elders and anyone else who may need to sit. 
  • Greet and thank the speaker. Welcome the speaker when they arrive and introduce them to everyone. This helps the speaker feel comfortable and appreciated. Express your appreciation for their attendance and contributions to your event.
  • Acknowledge the land. Begin the event with a territorial acknowledgment, recognizing that your school or event location is on Indigenous land. This shows respect for the history and presence of Indigenous Peoples. If your school does not have a territorial acknowledgement, you can learn how to write one here.
  • Be conscious of time. Be mindful that it is disrespectful to rush Elders or other presenters. Consider leaving some wiggle room in your schedule. It’s also a good idea to make sure other members of the event team know that the schedule may change as needed. 

Continuing the Learning

Hosting a guest speaker or cultural event shouldn’t be a one-time occurrence. To truly honour Indigenous cultures, it’s important to continue learning and incorporating Indigenous perspectives into your school and classroom.

Tips to continue the learning:

  • Integrate Indigenous perspectives into your curriculum. Look for ways to include Indigenous knowledge and stories in your regular lessons, whether in history, science, art, or other subjects.
  • Don’t stop at one event. Consider hosting regular Indigenous speakers or events throughout the year. Continue attending events in the Indigenous community as well. 
  • Encourage ongoing dialogue. Keep the conversation going by discussing Indigenous issues and perspectives in class. Encourage learners to explore these topics further on their own.
  • Reflect on the event. Consider what went well and what you would do differently next time. Note anything you learned that you could apply when inviting speakers or hosting future events. Spend some time reflecting with your learners, too. Encourage them to think about what they learned, and invite them to share their ideas with a partner, through a reflection assignment, or in a class discussion.

Conclusion

Spending time with one another through shared events is essential to building respectful relationships that are the foundation of reconciliation. Hosting Indigenous guest speakers and cultural events is a valuable way of enriching your learners’ education and creating a more inclusive school environment. By building relationships with Indigenous communities, planning ahead, and reflecting on the experience, you can ensure these visits are meaningful and respectful. Remember, the goal is not just to have a one-time event but to create a lasting appreciation and understanding of Indigenous cultures and perspectives in your school.

References

First Peoples’ Cultural Council. (n.d.). Working with Elders. https://fpcc.ca/wp-content/uploads/2021/05/FPCC-Working-with-Elders_FINAL.pdf  

Northern College Indigenous Services & Initiatives. (2022). The four sacred medicines. Retrieved May 26, 2022, from https://www.northernc.on.ca/indigenous/four-sacred-medicines/ 

Outdoor Education and Land-Based Learning

squirrel eating in tree

As the weather gets warmer and the days get longer, everyone starts itching to get outside and enjoy the fresh spring days. Many teachers find it challenging to keep students still and focused at this time of year. In fact, some teachers may even be experiencing the same wistful longing to be outside as their students!

Why not embrace students’ desire to be outside? Outdoor education has many positive benefits for students, from reducing stress to increasing engagement in the classroom after learning outdoors.

What’s the Difference Between Outdoor Education and Indigenous Land-Based Learning?

“Outdoor education” and “land-based learning” are umbrella terms encompassing many ways to engage students outside. From teaching a class outside to having students identify leaves in various stages of decomposition to using natural materials for an art project, there are many ways to bring outdoor learning into your classroom.

Outdoor education is at one end of the spectrum, focusing on doing activities outside. Activity-focused outdoor learning is incredibly beneficial for students. Studies have shown that outdoor teaching increases students’ interest in a subject and intrinsic motivation to learn. It also improves students’ ability to pay attention and helps them retain information for longer.

While Indigenous land-based learning programs look similar to outdoor education programs, they are much more than taking a class outdoors. Dr. Amy Parent from Nisga’a Nation states, “Indigenous land-based education is a process that centres respect, reciprocity, reverence, humility and responsibility as values connected to the land through Indigenous knowledges.” While many outdoor education programs recognize the deep connection to land that is part of Indigenous cultures, each program is unique, and some might not focus on Indigenous knowledge.

Outdoor education and land-based learning are similar in their experiential nature, their ability to foster respect for the environment, their capacity for skill development, and the benefits they offer to health and well-being.

Indigenous Land-Based Learning

Since Indigenous land-based learning is rooted in specific languages, cultures, and geographies, each program will be as unique and different as the Nation or education group offering it. Though each program will reflect different types of Indigenous knowledge, they are all typically rooted in the values of responsibility, respect, relationality, and reciprocity, also known as the Four Rs. This framework was articulated by renowned Indigenous scholars Verna J. Kirkness and Ray Barnhardt to help educators understand how to decolonize their teaching.

Indigenous land-based learning “brings together layered concepts like the importance of language and the geography of stories, cosmologies and world views, land protections and rights, relationality and accountability, and a connection to reconciliation.” Another significant characteristic of these programs is that they bring Elders and youth together so Elders can pass on their specific cultural knowledge.

Indigenous land-based learning is uniquely positioned to be transformational for all Canadians. Learning about the land from Indigenous perspectives allows us to move from a Eurocentric “land as resource” mentality to one that encourages people to develop a relationship with the land that centres the Four Rs of responsibility, respect, relationality, and reciprocity.

Incorporating Outdoor Education & Land-Based Learning

There are meaningful differences between outdoor education and land-based learning. It’s beneficial for educators and students to understand these differences and participate in both types of programs depending on the resources available to them.

Educators often feel the need to balance curriculum expectations with fun activities, but a nature walk can do both without compromising. Read the activity below and see how many curriculum connections and opportunities you can create!

Nature Walk

Prepare for the nature walk by having students brainstorm what they will need. Have your students consider the weather conditions and decide what clothing they will need, like rain gear, warm socks, and additional layers in case the weather changes suddenly. 

Once you’re outside, have your students explore! As they walk, encourage them to search for animal tracks or homes. Are there new plants sprouting from the ground? Are there mushrooms growing on any stumps or logs? Have them draw pictures and record their observations. 

Before returning to the classroom, stop to rest in a safe spot and enjoy the sights and sounds of nature.

Journaling

Encourage students to record their experiences outside and journal about their observations, experiences, or feelings. What has the land done for them? How has the land changed over time? How has their relationship with the land changed? Give students choice in how they record their thoughts. For example, students could write in a journal, record a video, or draw pictures.

Reflection

When you return to the classroom, continue your outdoor learning by having students reflect on their experience. Ask them how they felt during the nature walk and invite them to share their observations and reflections. Find news articles or stories about nature, and have students consider why nature is important, why we should respect the land, and how we can take care of it.

Nature in the Classroom

While the nature walk might be a highlight for educators and students alike, it’s not always possible to bring students outside. Instead, you can try bringing nature inside. For example, you could have students grow plants from seeds and chart the stages of growth or have students draw or sketch natural objects.

Storytelling

Land-based learning involves a deep connection with the land and all living things. Indigenous cultures often connect and teach these lessons through stories. If possible, invite Knowledge Keepers into the classroom to share stories about their understanding of nature and their relationship to the land.

Connecting land-based learning with stories by Indigenous authors is a great way to bring the learning outdoors back inside the classroom and vice versa. The First Nations Education Steering Committee has an annotated list of resources for students in grades K–12. Novel studies, short stories, poetry, and informational texts can all become bridges between the classroom and the outdoors.

Get Creative!

These are only a few ideas for incorporating outdoor or land-based learning into your classroom. Scale or adapt these ideas based on your own experience and the resources available to you.

Do you have other ideas for incorporating outdoor learning? We’d love to hear from you! Please email us and share your experiences.

Sources

Kirkness, V. J., R. Barnhardt (2001). First Nations and higher education: The four R’s – Respect, relevance, reciprocity, responsibility. In R. Hayoe and J. Pan (Eds.), Knowledge across cultures: A contribution to dialogue among civilizations. Comparative Education Research Centre, University of Hong Kong. https://www.uaf.edu/ankn/publications/collective-works-of-ray-b/Four-Rs-2nd-Ed.pdf

National Indigenous Languages Day

map of Indigenous territories, treaties, and languages from Native Land Digital

Every year on March 31, Canada celebrates National Indigenous Languages Day. This day recognizes and honours the more than 70 Indigenous languages from 12 distinct language families spoken in Canada. 

In the last census, 189,000 people reported speaking an Indigenous language as their first language at home, and 237,420 Indigenous people reported speaking an Indigenous language well enough to conduct a conversation. These statistics indicate that many people are learning Indigenous languages as a second language. Learning a second language, however, is a lifelong undertaking that takes dedicated practice and attention.

Supporting Indigenous language learning is integral to Canada’s truth and reconciliation process and is the focus of Calls to Action 13–17 released by the Truth and Reconciliation Commission. This blog post highlights some of the ways Indigenous communities are encouraging students to learn their language and provides some suggestions for supporting second-language learning in your classroom!

How does language learning happen in Indigenous communities? 

Indigenous-run schools in many communities employ language speakers to teach students their language as part of the curriculum. In many cases, these language classes are the only way Indigenous youth can learn and access their language. Because of the ubiquity of English and the disruption of natural language transmission, many families don’t speak their language at home. 

Consider trying these strategies to create supportive language-learning environments in your school:

1. Focus on Content-Based Instruction.

Learning grammar rules can help students understand how a language works. However, too much focus on grammar often leaves students disinterested in their learning. This approach also positions language as something you learn about instead of something valuable to your everyday life. Teaching language through a topic more closely mimics natural language acquisition, which always occurs in context and is never divorced from meaning. Language skills increase when students learn about a topic, because it emphasizes relevant, meaningful, and complex content, rather than focusing on the language itself.

2. Teach Survival Phrases.

Survival phrases are basic phrases and vocabulary that people use in their day-to-day lives. Some classroom survival phrases include greetings and farewells, asking to use the restroom, getting a drink, and asking for items like pencils, pens, and paper. Survival phrases give students more practical opportunities to use their language skills.

3. Create Immersion-like Environments.

One of the most significant barriers for second-language learners is having places to practice their oral language skills. You can increase students’ opportunities to practice language skills by working with a language teacher to integrate language use across other subjects. For example, having other teachers learn similar survival phrases can increase their use across various classes, while having math teachers prompt students to say numbers in their language can help students practice using different vocabulary.

How can I support Indigenous languages as a non-Indigenous person?

Even if you don’t speak an Indigenous language, there are things you can do to highlight, support, and promote Indigenous languages in your classroom. 

  1. Use Native Land Digital to identify whose ancestral territory you occupy. Then, search for online resources that might help you learn a simple greeting or basic conversational terms in the language(s) local to your area.
  2. Invite a language speaker to teach simple greetings or phrases in your classroom. If you’re unsure who to invite or if no one in your network knows an Indigenous language, consider contacting a Friendship Centre in your area and asking if someone would be interested in coming to your classroom. Remember to follow proper Protocols to compensate them for their time in your classroom. Ensure you ask what these Protocols are.
  3. Make your classroom bilingual, even if you’re not! Language teachers often transform their classrooms into language nests. Follow their lead, and do the same! If you have numbers on a bulletin board, add their translations in one (or more!) of the languages local to your area. Each week, highlight a different Indigenous language from your local area or farther afield.

Where can I learn more?

Explore the following resources to learn more about Indigenous languages in Canada. 

  • FirstVoices is a platform run by the First Peoples’ Cultural Council in British Columbia. It’s an interactive platform where Indigenous communities manage, curate, and share their languages. Explore this website with your students, and encourage them to learn more about an Indigenous language in Canada. 
  • Learncree.ca is a Cree language-learning website run by the Lac La Ronge Indian Band in Saskatchewan. Try learning some Cree words with your students! 
  • The Indigenous Languages Revitalization website is run by the Indigenous Leadership Development Institute Inc. This site highlights different communities, groups, organizations and individuals working with Indigenous language revitalization. The linked page contains some sample activities and lesson plans you can try. 

What strategies do you use to support language learners? Share your ideas for integrating Indigenous languages in your classroom! We’d love to hear from you!

Image: Still from the Native Land Digital interactive territories, languages, and treaties map.

Visit Us at the Indspire National Gathering for Indigenous Education

Indspire 2023 in Montreal

Learning Bird will be at the Indspire National Gathering for Indigenous Education from November 15-17, 2023 in Montreal. This event is a unique gathering for educators and industry partners to come together to help improve outcomes for K-12 Indigenous learners.

This year’s gathering will take place in Montreal at the Hotel Bonaventure.

Stop by the Learning Bird booth in the exhibit area and meet our team. We would love to learn about your initiatives and explore how we can support you.

To book a meeting with us, please send an email or give us a call at 1-888-844-9022.