How did we explore land-based learning during our practicums? During my practicum, I was fortunate to have an outdoor place right outside my classroom. One lesson done in this space was focusing on the light, specifically the sun. It first began with students looking for light sources in the classroom …
After meeting with Jessica, an Indigenous knowledge holder and our Indigenous course instructor, we have decided to change the direction of our inquiry project. We were inspired by the idea of two-eyed seeing from the Bartlett et. al article. Two-eyed seeing refers to the process of weaving Indigenous and mainstream …
After reading the article, “Towards a Pedagogy of Land: The Urban Context”, the idea of seven generational thinking struck out to us. Seven generational thinking suggests that each generation is responsible for making decisions that keep in mind the next seven generations to come (Styres et al. 2013). Keeping in …
Living Inquiry: Engagement with others, materials, and the world Definition: Children construct meaning as they engage with materials, other children and adults, the environment, the community, and the world. Pathways: Spaces, objects, and materials Reconnection to land and place; specfiically whose stories of land are told and whose have been …
What does the Shadow Tree symbolize? Who designed it? What does it mean to the students passing by? Why did the artist pick that certain tree and location? What is the meaning behind the Shadow Tree, why was it created? Does the type of tree connect to Canadian heritage and …
https://learning.video.ubc.ca/media/Water/0_aiba9cm7 While walking around exploring the Shadow Tree from the birds-eye view, we stumbled across a water fountain. It was quiet up there and it was all that we heard. It allowed us to focus on the Shadow tree and wonder about it’s meaning. By: Guneev
