Joanne Arnott is a Metis/mixed blood writer, from Winnipeg, Manitoba. She studied English briefly at the University of Windsor and moved to the west coast in 1982. Joanne has been a literary performer and publishing poet since the mid-1980's, and has presented her work across much of Canada, and in Australia. She worked for many years as an Unlearning Racism facilitator, and continues to incorporate social justice perspectives and peer counselling approaches in her work. Her first book, Wiles of Girlhood, won The League of Canadian Poets’ Gerald Lampert Award. She has since published five further titles, including poetry, a children’s illustrated story about birth, and a nonfiction collection. Joanne is mother to five sons and one daughter, all born at home. Her most recent books are Steepy Mountain: love poetry (Kegedonce Press) and Mother Time: Poems New & Selected, published by Vancouver’s Ronsdale Press in 2007.
Chris Bose is a writer, a photographer, a musician and a filmmaker. He is of the N’laka’pamux/Secwepemc Nations in British Columbia, Canada and currently spends his time in Kamloops BC. He has collaborated on various sound and writing projects with Janet Rogers, Paul Liddy, Anthony Metvier (AEM), Heather Macleod, Neil Eustache, Garry Gottfriedson, Alan Corbishley and Richard Van Camp.
Karmen Brillon is from the Gitxsan Nation and is a member of the Gitanmaax Band. She has a Bachelor of Education from UBC. She is the Coordinator for the EFP12 course and was seconded to the Ministry of Education, from the FNESC, for the development of EFP12. Karmen was involved in the Advisory, Curriculum, Exam and Teacher Resource Guide development. For the last year and half she has been all over the province presenting and promoting EFP12. She lives in Hazelton BC.
Valerie Collins has a background as a high school English teacher, including teaching English 12 and English Literature 12. She has an MA in English Language Arts education. Valerie has worked in K-12 English Language Arts curriculum development, learning resources evaluation and provincial assessment development with the Ministry of Education. Valerie is the Ministry coordinator responsible for the English 12, English 12 First Peoples, Communications 12 and English Literature 12 exams. She is delighted to support the implementation of the new English 12 First Peoples course.
Lyn Daniels, MEd, is the Aboriginal Education Program Consultant for the Burnaby School District. Lyn is Cree and belongs to the Kawacatoose First Nation in southern Saskatchewan. She has worked in several school districts in BC and for the Ministry of Education as a coordinator or consultant in Aboriginal Education. She has a passion for reading and learning particularly from the work of Aboriginal authors and scholars. Lyn is currently working on a Doctor of Education degree at UBC in Policy and Educational Leadership.
Dave Ellison is the president of the BC Teachers of English Language Arts (BCTELA) and is teaching at an alternate high school in Surrey . While employed by the Vernon school district, he helped coordinate a two-year long project involving aboriginal student writers.
Starleigh Grass, from the Tsilhqot'in Nation, is an English teacher inLytton, BC. She enjoys collaborating with other English teachers in School District #74 on projects such as writing novel studies and promoting the Aboriginal Literature Bins. Starleigh is also a published author of short fiction.
Nora Greenway, St’at’imc, is a retired teacher who has experience as a classroom teacher, and has held district and provincial Aboriginal Education positions. Her expertise has been in anti racism curriculum and staff development. Nora has been on the English 12 First People teacher training, advisory and curriculum development committees.
Anne Hill is a K-12 curriculum coordinator and project manager at the Ministry of Education for the subject areas of Fine Arts, including Dance, Drama, Music and Visutal Arts, and English First Peoples. Anne has 14 years experience working at the BC Ministry of Education in curriculum development and learning resource evaluation as well as in piloting and implementation of provincial curricula. Prior to joining the Ministry, Anne was an elementary/secondary music educator and a curriculum pilot teacher.
Desiree Marshal-Peer is of Ojibway and Cree ancestry, and is a teacher in the North Okanagan Shuswap School District (83). She has a BSc from UBC and completed the Post Degree Education Program at UVic. Prior to teaching in the Salmon Arm area, Desiree taught in the Prince Rupert School District for six years and has the distinction of being one of only two people to ever teach in every village school served by the district.
Steve Naylor taught for many years in Salmon Arm and has presented workshops throughout BC and Canada. He was fortunate to have been chosen to be on the Curriculum Development Team and the Teacher Resource Guide Team for EFP 12. He is now retired and enjoying his new found freedom.
Chelsea Prince is a Mohawk of the Bay of Quinte and a teacher in the North Okanagan Shuswap School District (83). Chelsea grew up in the Vernon area and has taught in the Surrey School District and the Nechako Lakes School District as well. She is a member of the EFP 12 Curriculum Development Team and the Teacher Resource Guide Writing Team, and has presented at numerous conferences and workshops. Chelsea has a BA in English, and a BEd in Secondary English Education from UBC. She lives in Salmon Arm and is currently working on her MAEd in Teaching and Learning at UBC Okanagan.
D – Combining Research Essays and Creative Writing
3:45-4:00 Daily Evaluation and “Dismissal”
Day 3 – Wednesday, August 20 8:30-9:15 Community Building Activity
9:15-10:30 Instructional Session 4
D – Combining Research Essays and Creative Writing
C – Book Club
10:45-12:00 First Peoples Pedagogy and Worldview Through Story
1:00-2:15 Reading by and discussion with author Joanne Arnott
2:30-3:30 Chris Bose Presentation
3:30-4:00 Evaluation, Talking Circle Closing, and Goodbyes …
Descriptions of the Sessions: Welcome to the EFP 12 Summer Institute:
During this time we will bring you greetings from the First Nations Education Steering Committee (FNESC) and the Ministry of Education (MoEd). You will be welcomed to the English 12 First Peoples Summer Institute, and the traditional territory will be recognized.
Day One Community Building Activities:
Throughout the Institute, we will be discussing, working together, and sharing with each other. In the Teacher Resource Guide, there is an Introductory Unit that builds classroom community, examines how to work together respectively, models protocol and practice, and creates a positive classroom environment. Some of the aspects of this Introductory Unit will be used to build a community within our own group, and we will have discussions about the rest of the unit, plus opportunities for extension depending on your own school and own communities. As a group, we will explore some of these activities, such as a get-to-know-you game and a process of coming up with rights and responsibilities. We will also look briefly at the umbrella of oppression and its impact.
Desiree Marshall-Peer and Chelsea Prince
Day Three Community Building Activities:
On the first day, you will be given some Post-it Notes to fill in over the course of the first two days with insights and queries that occur to you. On the third day, an opportunity will be given to discuss these insights and queries. We will also return once again to the Principles of Learning, and discuss the “belief statements” that you came up with on the first day.
The Integrated Resource Package and the Teacher Resource Guide
The English 12 First Peoples (EFP 12) Integrated Resource Package (IRP) and the Teacher Resource Guide (TRG) were developed through a partnership between the First Nations Steering Committee (FNESC) and the BC Ministry of Education. While at first glance, the EFP 12 IRP looks much the same as any other IRP, there are some integral differences. As a group, we will review the components of the IRP, looking at what makes this curriculum unique in content, format and pedagogy. Time will be given to discuss the learning outcomes. Information will be provided regarding learning resources. A copy of the English 12 First Peoples IRP will be provided for you. We will answer the question that is always looming over this course: What is different about this curriculum? In the desire to give teachers of EFP 12 as much background as possible to teaching the course, FNESC (the First Nations Education Steering Committee) headed the creation of the EFP 12 Teacher Resource Guide, which contains twelve complete teaching units, as well as First Peoples pedagogy, text and learning resource recommendations, and information about protocol and communication with parents. We will examine this document, and discuss its use with you. You will receive a copy the English 12 First Peoples Teacher Resource Guide for your own use.
Karmen Brillon, Anne Hill and Chelsea Prince
The First Peoples Principles of Learning and Embracing the Pedagogy:
During the creation of the IRP, the Advisory Committee created a list of Principles of Learning, which are common to First Peoples cultures across the country. This list became the foundation for the course, and as such, will be the foundation for everything we do at the Institute. We will go through the list, and discuss our own set of beliefs about education. An opportunity will be given to everyone on their own to reflect on what they really believe about teaching and the First Peoples Principles of Learning to create your own “belief statements” about education. In the context of EFP 12, how will those belief statements impact how you will teach the course?
Aboriginal Literature as Pedagogy
This presentation will focus on how teachers of Aboriginal literature can gain insight, for themselves and others, into the unique and diverse imaginations of Aboriginal peoples. The Indigenous protocol that we are compelled to follow requires an ethic that recognizes the right for others to exist by their own names, cultures, and histories and means acknowledging the traditional territory of the resident nation in any public ceremony or presentation. My interpretation of protocol also means beginning with the literature that comes from the people on whose territory we are on. This respect for autonomy extends to each individual’s right to interpret their experiences and learning in their own way and must be respected. We have always represented our knowledge as stories as a way to engage the heart, mind, body and spirit. This presentation will draw on the work of Archibald, McLeod and others to advance an understanding of Aboriginal literature as pedagogy.
Assessment and Evaluation – Classroom Assessment and the EFP 12 Provincial Examination
During this session, you will be given an overview of the provincial examination, the resources that are currently available from the Ministry of Education to assist teachers in preparing students, and the changes that will take place for the English 12 Provincial Examination. However, it is important to remember that the content in the examination is only a part of what students need to learn in EFP 12, so we will also look at the new Oral Language Curriculum Organizer and discuss possible ways to assess oral language through classroom assessment models.
Jigsaw, concept maps, cooperative writing, cooperative group roles, literature circles, learning logs and reading journals, prewriting strategies, talking circles, brainstorming, self-assessment, reflection … these are just a few of the instructional techniques you will learn about over the course of the Institute. All of these sessions may fit into an English 12 class, but will be connected back to the First Peoples Principles of Learning which form the framework for the entire course. You will be split into two smaller groups to allow for more intimate conversations during these sessions. Most sessions will be repeated.
The Other Side of the Story – Using Informational Texts: Non-fiction prose is an area that is often pushed to one side in an English classroom, but it should play a larger role. Not only do we have to prepare students to approach informational texts on the provincial exam, but many students prefer to read for information rather than entertainment. In the context of EFP 12, informational texts can provide a background to many of the fiction texts that are studied. It is important to note that oral tradition can be proof for historic events (residential school apologies). This also helps students to be well-informed about the pertinent issues and background. This session will explore using technology to access oral texts, and reading newspaper and magazine articles and editorials to provide context, recognize bias, and analyze sources. The focus will be Stephen Harper’s recent apology for the Residential Schools.
Applying the FP Principles of Learning to Teaching Poetry: In this session Steve Naylor and Starleigh Grass will demonstrate strategies for engaging students in the study and enjoyment of poetry. Using a variety of First Nation poets, the workshop will also make connections with the First Nations Principles of Learning from the IRP.
Starleigh Grass and Stephen Naylor
Book Club – Discussion of the Resources and Alternative Forms of Responding to Texts:This session will be an informal discussion time in which you may bring any resources you are interested in using to discuss with us and each other, and we will draw your attention to some interesting alternative forms of responding to the texts. Some of these alternative forms are in the Teacher Resource Guide, but some are new, such as body biographies, artifact creation, and reader response formats.
Karmen Brillon, Nora Greenway, Chelsea Prince
Combining Research Essays and Creative WritingThis session will use the Research Essay Unit from the Teacher’s Guide and demonstrate how the students’ learning can lead to effective creative writing as well.
First Peoples Pedagogy and Worldview Through Story: Participants will be provided time to dialogue the issues of First Peoples’ pedagogy and Worldview. Contemporary stories by Aboriginal authors offer tremendous opportunities to explore and appreciate aspects of Aboriginal history, culture and worldview. This workshop will suggest ways teachers can go beyond the traditional literary analysis method of “interacting with text” and help students gain a deeper appreciation of story. Teachers will also be provided time for dialogue around the meanings of Indigenous worldview and pedagogy.
Dave Ellison and Nora Greenway
Meeting the Authors:
One of the major strengths of EFP 12 is that many of our authors are current and available. We are fortunate to have Joanne Arnott and Chris Bose with us on the third day of the Institute. Joanne will be giving a reading of one of her works and will have a discussion with us, and Chris Bose has a multi-media presentation to share.
A Note About the Daily Evaluations:At the close of each day, you will be given an evaluation form for the day and you may choose to fill it in at that time, or during the evening. We will collect the evaluations the next morning and give you a piece of paper to put your name in the evaluation reward draw – there’s a selection of excellent rewards that you could win simply by filling in the evaluations!
For any information or questions about the EFP 12 Summer Institute, please feel free to contact Karmen Brillon, at (250)615-1503.