In this learning series, Jo and Shelley weave aspects of the Indigenous knowledges and perspectives about effective teaching and learning (using the First Peoples Principles of Learning) with inclusive education to design for diversity, inclusion, and equity to explore the following questions:

• How could an equal emphasis on the heart and mind affect how learning experiences are designed for all learners?
• What might be the implications for classrooms and schools if we focus on planning for learners in ways that celebrate and respect the diversity of learners and local contexts?
• Why are high-expectations relationships important for equity and diversity? How do we plan in order to support all learners in those relationships?

Audience

Primary Audience: K-12 Educators

Outcomes

Participants will:

• Understand the relationship between inclusive education, aspects of the First Peoples Principles of Learning, and equity in education
• Reflect on their unique and situated communities to be able to plan for, and respond to, learner needs in meaningful ways that:
  • maintain the integrity of learner diversity, and
  • support the well-being of learners and communities
• Explore and consider evidence-based inclusive education practices and strategies that support educators to respond to, and plan for, diverse learners
• Reflect on, determine, enact, and adjust actions taken to shift teaching practices to support inclusion and equity
• Make connections between having high-expectations relationships with learners and providing necessary supports to achieve
• Co-construct an inclusive curricular plan (using BC’s curriculum as an example) that respects and responds to local contexts
• Co-construct an inclusive lesson plan that respects and responds to local contexts