Practicum e-Portfolio
Applying Foundational Knowledge of the
First Nations, Metis, and Inuit
TQS 5
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
Incorporating Blackfoot values
Iksisstsimman ~ Respect
A foundational principle of my classroom environment was establishing a space where not only were you respecting your classmates and teacher but you were also respecting yourself.
Kimma Piiyipitssini ~ Honesty and Integrity
Honesty is about being truthful and accountable. Modeling this as a teacher by owning mistakes, being transparent in expectations, and encouraging students to do the same helps in supporting a strong classroom culture.
Aakííyssin ~ Kindness and Compassion
Kindness is shown through everyday actions. By checking in on students, being patient, and creating a space where students feel safe to be themselves. This helps build trust and emotional safety in your classroom.
Throughout my practicum I intentionally taught students Indigenous principles of respect, responsibility, and reciprocity with the land by integrating land-based perspectives into classroom learning. These learning experiences emphasized the interconnected relationship between people and the natural world, supporting students’ understanding of Indigenous worldviews and ways of knowing. Particularly we discussed reciprocity when looking at resource depletion in ancient civilizations, comparing the indigenous belief to the effect of acting in the contrary and taking more from the land than the land was willing to offer. Through this approach, students developed greater environmental awareness and respect while engaging with curriculum outcomes in a culturally responsive and meaningful manner.
I emphasized the significance of oral storytelling by teaching students how knowledge, history, and values have traditionally been passed down through spoken narratives in Indigenous cultures. I connected this practice to the oral traditions of ancient civilizations, helping students recognize oral storytelling as a sophisticated and enduring way of preserving culture, identity, and collective memory. Through this approach, students developed a deeper appreciation for oral knowledge systems and their central role in Indigenous ways of knowing and learning.
In teaching the Space Exploration unit in grade 9, we started the unit with talking about different cultures and how they mapped the sky above. I intentionally included the constellations as assigned by the Blackfoot peoples, as well as incorporating Greek, Maori, Jamaican, Chinese, and Arabic naming as this also allowed my students to closely relate to the material as maybe of my students identified with these identities.