Conclusion

As we leave you with the shared knowledge of the Braiding Learning Framework, we encourage you to reflect on your experiences and how your teaching and learning may already fit into it, and revisit as you continue to develop. As we come to the circular learning point of this framework, we encourage you to reach out to chat about ways of implementing the framework into your teachings.

Tip

Braiding Learning was developed in the CTL, and you can reach out to us at any time with questions, comments, or feedback. We too are learners and welcome any teachings you may want to share.

Where To Go from Here

Faculty are encouraged to develop their teaching competencies further by exploring the Braiding Knowledge: An Educator Growth Program which uses this framework to help explore your teaching practice further. The descriptions of each competency aligned to Braiding Learning can be seen below

drawing of a person sitting in meditation.

Reflective Practice

Engages in reflective practice and ongoing development in support of professional experience.

drawing of 4 people around a turtle. lines connect all people and the turtle together.

Fostering Inclusivity

Respects, accommodates, and supports the diverse learning needs of students.

drawing of a head and a branch with leaves.

Mindful Learning

Designs curriculum that supports learning and prepares graduates for success.

drawing of a person with a question mark in a circle above its head and circles expanding from that main circle.

Empowering Curiosity

Engages and motivates students in active, innovative, and collaborative learning.

drawing of a spider web.

Creating Connection

Uses the college’s LMS, appropriate technologies, and educational techniques to support teaching and learning.

drawing of a raven.

Authentic Experiences

Incorporates effective, authentic, and relevant assessment and evaluation strategies.

drawing of a branch with leaves, a pencil, and sparkles.

Knowledge Creation

Combines all prior learning and reflective practice to respect and support Durham College’s mission, vision, values, and goals and support wise teaching and learning practices.

drawing of a person sitting in meditation, within a circle and arrow going in a clockwise direction.

Circular Learning

Engages in reflective practice and ongoing development in support of professional experience.

If interested in continuing your development, please read more about the program and sign up for the asynchronous course shell.

Resources on the Topics within this Framework

  • The CTL has resources available on Indigenous Pedagogy for you to explore or learn more.
  • Additionally, we have a library of non-Indigenous pedagogical practices around wise teaching and learning strategies. Feel free to stop by SW101 to explore the selection and borrow books.
  • You can also learn more by registering for a CTL-hosted PD session or contacting the CTL to set up a one-on-one session.

Bibliography

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  • Archibald, J. (2008). Indigenous Storywork: Educating the Heart, Mind, Body and Spirit. UBC Press.
  • Bell, N. (2013). Anishinaabe Bimaadiziwin. In: Kulnieks, A., Longboat, D.R., Young, K. (eds) Contemporary Studies in Environmental and Indigenous Pedagogies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-293-8_6
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