This Learning to Know pillar webpage provides tools and supports to develop foundational knowledge and reflect insightful understandings of historical events and current contextual realities. Use the features on this webpage to build your capacity in Learning to Know.

Open the tabs below to self-assess capacity in the goals of this pillar.

Use the word cloud to reflect on your understandings of key concepts.

Identify and access resources in the photo tile gallery.

Scroll down this webpage to find the Strategic Pathways carousel, focused on strategies and actions that support implementation, and the Professional Learning and Growth slider, focused on evidence of professional growth that supports competencies in the Alberta Teaching Quality Standard and School Leader Standards.

To Learn to Know, you know significant historical events and current contextual realities that have an impact on First Nations, Métis, and Inuit people and student learning.

Click the Resource Collection icon to go to gallery resources that support the acquisition and enhancement of your awareness, knowledge base, and understandings.

To Learn to Know, you are skilled at recalling and connecting significant historical events with present day issues in First Nations, Métis, and Inuit education.

Click the Resource Collection icon to go to gallery resources that support the development of your skills and competencies.

Success in Learning to Know means that you consider and evaluate your understanding of how historical events and current contextual realities inform your educational programming.

The knowledge and skills that you develop support competencies in the Alberta Teaching Quality Standard.

Click the TQS icon to reflect on competencies that build success in Learning to Know.

Click the Learning to Know icon to explore these competencies in more depth.

How does knowing about historical events and current contextual realities relate to how you understand students and communities differently? This gallery of resources supports the goal, inquiry focus, knowledge, and skills of the Learning to Know pillar. 

Sort the resources by clicking on each resource category below.

Mouse over and click on the icon or touch the photo tile to select those resource that best support your professional learning needs as well as those of your students and community.

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Our Way is a Valid Way Professional Educator Resource & Personal Educator Reflections

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Our Way is a Valid Way Moodle Website

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Our Way is a Valid Way Professional Learning Guide

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Walking Together Digital Resource

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CBC’s 8th Fire: Aboriginal Peoples, Canada & the Way Forward (CBC curio.ca subscription required)

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8th Fire: Guide for Educators

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Truth and Reconciliation Calls to Action

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National Centre for Truth and Reconciliation

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Project of Heart EBook

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Places and Spaces

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Legacy of Hope Foundation Website

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Legacy of Hope Teacher's Bundle and Teacher Resources

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Our Words Our Ways: Teaching First Nations, Métis, and Inuit Learners

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Education is Our Buffalo

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United Nations Declaration on the Rights of Indigenous Peoples

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The Brain Architecture Game

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Brain Architecture Game Professional Learning Guide

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Empowering the Spirit

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Building Educational Equity from the Inside Out

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Infusing Indigenous Knowledge into Curriculum

Edmonton Catholic Schools emphasizes a shift from knowing to understanding to create an empathetic view for all students. The Blanket Exercise is the most powerful experience within this shift.

They empower staff through professional development focused on outcomes in relation to residential schools and reconciliation and ensure that professional development days are culturally appropriate. They provide land-based education for educators and students, such as Rocky Morin’s sweat lodge at Enoch, as well as a program to support youth who are parents.

"" Spring Gathering 2016

Chinook’s Edge School Division No. 73 conducts one-on-one interviews with teachers to understand needs. They developed an Indigenous education resource-based website for teachers, students, and parents and improved data gathering and tracking. Their work resulted in educated instructors and engaged students.

Teachers use their learning in their lessons and schools are becoming more aware of cultural practices and protocols. They emphasize the sustainable and efficient use of resources that build understanding. Learning at one of their schools was facilitated by student research into First Nations, Métis, and Inuit roots and the development of an art piece, smudging, and storytelling.

"" Spring Gathering 2016

Strategic Pathways

Use the arrows to scroll through the slides below. Select strategic pathways and actions that move you toward successful implementation of the goal of the Learning to Know pillar. As you select these strategic pathways, consider their impact on student learning.

Attend professional learning opportunities that introduce resources such as the ARPDC Moodle, Our Way is a Valid Way Professional Educator Resource (WNCP) and the Walking Together Digital Resource.

Seek new resources from regional educational institutions, museums, and cultural centres.

Review resources in consultation with First Nations, Métis, and Inuit communities.

Share and disseminate information to professional learning communities regionally and provincially.

Share insights on present day educational issues in relation to First Nations, Métis, and Inuit historical events.

Participate in Brain Architecture Game and Poverty Simulation professional learning opportunities.

Start with building foundational knowledge.

Come to the table with some understanding.

Reflect on historical events to more deeply understand current contextual realities and the impact on teaching and learning.

Understand your community.

Honour the Truth and Reconciliation Calls to Action, the TRC Principles of Reconciliation, and the United Nations Declaration on the Rights of Indigenous Peoples.

Professional Learning and Growth

Learning to Know asks educators to evaluate historical events and plan and deliver educational programming that demonstrates an understanding of the connections between past events and present effects on First Nations, Métis, and Inuit student learning.

Learning to Know involves three competencies. Click on each competency circle below to identify attributes, skills, and understandings that build capacity in this pillar.

Identify competencies that are areas of strength for you. These are areas in which you can provide mentorship for other educators.

Identify competencies on which you want to focus. How can you demonstrate these competencies as you plan your professional learning?

Identify key events
Draw and support conclusions
Explain historical contexts

Identify Key Events

When you identify key events, do you accurately provide interpretations that illustrate insight to historical events?

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

Draw and Support Conclusions

When you draw and support conclusions, do you thoroughly analyze historical events, examine relevant evidence, draw insightful conclusions, and make perceptive assessments?

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

Explain Historical Contexts

When you explain historical contexts, do you analyze the issue with a clear sense of scope and context, fully considering pertinent political, economic, and social factors?

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

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