Post 9: Individual Strengths and Community

One of B.C.'s First Peoples Principles of Learning is, "Learning requires exploration of one's identity". This principle aligns with British Columbia's move to Competency Based Inclusive Education Plans. Another way to explore this concept came to me in my reading of Braiding Sweetgrass by Robin Wall Kimmerer. The 3 sisters refers to the Indigenous agricultural practice of growing corn, beans, and squash or pumpkin plants together. This process allows the strengths of each plant to supplement and support the growth of each other, simply by doing what it naturally needs to do to survive, because, "as it happens, when the individuals flourish, so does the whole" (Kimmerer, 2013, p.134).

The Competency Based Inclusive Education Plan is designed to reflect the revised B.C. curriculum's focus on core competencies, like creative and critical thinking and social responsibility. Students use their personal strengths, interests, and passions to access the province's curriculum, using innovative teaching and learning styles and accessing technology. Perhaps one of the biggest changes in IEP development is that the "Competency-Based IEP presumes competence. It starts with the premise that all students can learn, regardless of how they’re communicating or how they’re accessing knowledge. This shift in thinking rejects old methods of collecting and relying on data based only on what kids cannot do. It recognizes that ability and learning can take many forms and look unique to every student" (Inclusion BC, 2022).

It would seem that as we learn more about best practices in education and in inclusive education, you can come back to an Indigenous teaching and learning principle and idea. As I further develop my knowledge and understanding 0f challenging behaviours in the elementary school setting, it becomes more clear that connections in the classroom, school, and community environments need to be a part of any plan or intervention. The isolation and separation of the involved persons is a big part of the problem. Kimmerer writes, "The gifts of each are more fully expressed when they are nurthured together than alone"(2013, p. 140).

First Nations Education Steering Committee. (2007). First Peoples Principles of Learning. https://www.fnesc.ca/first-peoples-principles-of-learning/

Inclusion BC. (2022). "Individual Education Plans" Parent's Handbook on Inclusive Education. https://inclusionbc.org/our-resources/inclusive-education-handbook-chapter-5/

Kimmerer, Robin Wall. (2013). Braiding Sweetgreass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. Minnieapolis: Milkweek Editions.

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Post 5: Curriculm Changes in British Columbia

This week's assigned readings that spoke to how curriculum is influenced and how complex any type of reform in education can be inspired me to look in more depth at the British Columbia curriculum which was redesigned in 2015. The changes to the B.C. curriculum were implemented in 2015, however the changes coming were being presented to the public and educators in 2012. Enabling Innovation: Transforming Curriculum and Assessment i s an article published by the B.C. Ministry of Education that described the process that guided the reform. Input and recommendations from the Curriculum and Assessment Framework Advisory Group (comprised of non-specified partner groups and academic institutions), and which supported by Regional working teams (consisting of involved principals, superintendents, district staff, teachers, parents, school trustees, and students): increased flexibility in learning to allow for students to explore personal interests flexible instructional design that allows f...

Post 10: Walking with 2 Legs in Supporting School Teams

My focus on this blog has been to explore how one might intervene and support students with challenging behaviours in a mainstream classroom, using Indigenous principles and strategies. With reflection on readings and discussions, I shifted from a student focus to a focus on the classroom teacher. A school-based team meeting typically consists of the classroom teacher, student family members, administration, and learning support staff. It can evolve to include district support district personnel, such as school psychologists and behaviour interventionists, and community resources, like counsellors or social workers. The student is demonstrating an undesired or difficult behaviour; the teacher is directly influencing and being affected by the behaviour. Everyone else at the table is offering input, advice, or support; however, it the classroom teacher who ultimately performs the action of change or puts into place the innovation from the creativity shared as a group. Using Indigenous pr...

Post 7: First Peoples Principles of Learning and My Teaching Practice

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