Learning to Do


Learning to Do: How does empowering differ from delegating?

Goal

Educators build their capacity to acquire, connect, and understand the attributes, skills, and knowledge that contributes to effectively teaching First Nations, Métis, and Inuit content and perspectives to all students.
  • How can we empower educators with opportunities and resources to bring First Nations, Métis, and Inuit perspectives and content to their curricular programming? 

Competency
Attributes, Skills, and Understandings
  • participation in  professional learning
Educators participate in professional learning which contributes to effectively teaching First Nations, Métis, and Inuit content and perspectives to all students.
  • select appropriate resources and instructional strategies
Educators, in consultation with their educational leadership, select appropriate resources and instructional strategies to support all students in First Nations, Métis, and Inuit education.
  • modify and adapt curricular planning
Educators modify and adapt their curricular programming to reflect an in-depth understanding of First Nations, Métis, and Inuit perspectives and content as it relates to their educational context.
  
Self-Assessment
4
3
2
1
usually
often
sometimes
rarely

As a community member, I contribute to creating a relational space where learners are empowered to achieve success by…
  • participating in professional learning which contributes to effectively teaching First Nations, Métis, and Inuit content and perspectives to all students
  • consulting with my educational leadership to select appropriate resources and instructional strategies to support all students in First Nations, Métis, and Inuit education
  • modifying and adapting my curricular programming to reflect an in-depth understanding of First Nations, Métis, and Inuit perspectives and content as it relates to my educational context

Foundational Resources and Documents 

Hashtag Directory for Grades 10-12, English, Math, Social, and Science

    Literacy Seed Kit.jpg

    Aboriginal Studies 10 20 30.JPG
   
   
   

   
   

National Film Board of Canada
   

   
   


Sample Strategic Pathways
  • creating professional learning implementation plans for school authorities and teachers to follow which focus on student success and First Nations, Métis, and Inuit perspectives and content in the curriculum
  • consulting with educational stakeholders to assess available professional learning opportunities
  • creating professional learning opportunities which directly align with school authority’s needs
  • establishing connections for educational stakeholders to work together on common goals
  • sharing promising practices and established best practices in professional development with educational stakeholders
  • problem solving to create accessible professional learning opportunities for teachers
  • collaborating as a team to create and deliver effective and quality professional learning opportunities

Success

Educators will be able to independently use their learning to connect insights to personal experiences in professional learning and use these understandings to contribute  to effectively teaching students and First Nations, Métis, and Inuit perspectives and content.

Creative Commons License

Subscribe to: Posts (Atom)