Inquiry
If we explore, seek to understand, and apply First Peoples’ Principles of Learning to our classrooms, in what ways will it affect all students’ academic confidence, academic engagement, social engagement, and knowledge of their personal strengths?[1]
This project has a particular focus on our aboriginal students who are perceived to face challenges in their learning at school.
Preamble
It Takes a Village (ITAV) is a grade 4-7, teacher-led project designed to engage Aboriginal students in high-quality learning experiences in inclusive classroom environments, guided by First Peoples’ Principles of Learning. The goals of this project are 1) to improve learning outcomes for Aboriginal students in a variety of domains: academic, social, emotional, physical, behavioural, etc, and 2) to change systemic attitudes and practices when working with Aboriginal students.
Underlying ITAV is a philosophy of inclusion, a practice of integration, and a belief that all students are capable of learning at high levels when provided a robust and caring learning environment, and taught with clear expectations. Furthermore, this project acknowledges that students learn best when their strengths and interests are acknowledged, celebrated, and built upon, and building relationships and community is used as the primary instructional condition in the classroom.
Our current understanding of brain research and learning theory, along with an increasing understanding of the needs of Aboriginal students in particular, tell us:
- Aboriginal students need to be actively engaged in learning,
- Aboriginal students need to belong to a strong community in the classroom,
- Aboriginal students need to see themselves as able and capable learners,
- Aboriginal students need to set personal learning goals,
- Aboriginal students need to be learning in a variety of ways,
- Aboriginal students need to be emotionally involved in their learning,
- Aboriginal students learn at different rates,
- Aboriginal students need rich, in-depth inquiry,
- Aboriginal students learn best when the content is connected to the world and their lives,
- Aboriginal students need to see their identities valued and reflected in the curriculum,
- Aboriginal students need choice and clear expectations.[2]
By anchoring our practice in these core beliefs, and integrating First Peoples' Principles of Learning into our classrooms, we intend to demonstrate significant, measurable gains in student learning, and showcase those successes as a means of changing systemic attitudes and practices when working with Aboriginal students in our classrooms.
[1] Thank you to Judith King, and Naryn Searcy for inspiring this inquiry.
[2] Adapted from: (Feniak, Brownlie, & Schenellert, 2006)
