Overview Workshops

Introduction to Walking Together

Total Time: Approx. 1 to 2 hours

Participants watch a short video on a student’s experience that points to the importance of including First Nation, Métis and Inuit culture, or perspectives and experiences in classrooms. After hearing about the development of the resource, participants watch a demonstration of the use of Walking Together and then explore the resource on their own.

Materials: Internet access for each participant.

Handout: Introduction to Walking Together Word

Activity 1: Introduction to Walking Together

Time: Approx. 15 minutes

Show the video of Lois Edge (3:37 minutes) in the Respecting Wisdom section of Healing Historical Trauma. Of Gwich’in, Cree and Métis roots, Lois shares a poignant story of her disconnection from identity as a young student.

Use the handout Introduction to Walking Together to review the purpose and structure of the resource. Alternatively, show the electronic slide show introduction to Walking Together. Point out the importance of the collaborative process used for developing this resource.

Activity 2: Demonstration of Walking Together

Time: Approx. 15 minutes

Display the home screen and play the introduction video (approx. 4 minutes).

Demonstrate how to navigate in the resource by using these features:

  • home button
  • Talking Together discussion guide and Index
  • Interactive Map
  • stone circle of 12 topic areas
  • sections for each topic area
    • Beginning Together
    • Respecting Wisdom
    • Observing Practice
    • Making Connections

Activity 3: Exploration of Walking Together

Time: Approx. 30 to 60 minutes

Encourage participants to explore the resource, including the Interactive Map and Talking Together. Remind participants that the index allows them to search for information specific to local First Nations, Métis and Inuit communities.
Reconvene as a whole group. Use these questions to guide the discussion:

  • What did you learn?
  • What surprised you?
  • How does this resource help you include First Nation, Métis and Inuit perspectives, culture and experiences into in your teaching practice?
  • What are your next steps?