Module 6 Reflection
Module 6: Learning Artifacts and Reflection
Artifact 1: Indigenization and Decolonization Venn Diagram
One artifact I created was a Venn diagram comparing Indigenization and decolonization. This helped me understand that although the two concepts are connected, they are not the same. I learned that decolonization involves recognizing and challenging colonial systems, structures, and ways of thinking, while Indigenization involves meaningfully bringing Indigenous ways of knowing, being, and doing into spaces such as education.
One of my biggest takeaways was that both are ongoing processes rather than something that can be completed. I also learned that Indigenization needs to go beyond simply adding Indigenous content to a lesson. It should involve meaningful changes to practices, relationships, and structures while respecting Indigenous self-determination.
Artifact 2: Learning Through Recognizing and Encouraging Strengths
Another artifact was my reflection on the idea that learning occurs through recognizing and encouraging strengths. The story about the father and his great-grandparents helped me think about how important it is for teachers to recognize students’ abilities and potential rather than focusing mainly on what they are doing wrong.
This made me reflect on my own future teaching practice. I want to get to know my students well enough to recognize their individual strengths, interests, and abilities. I can provide different opportunities for students to demonstrate what they know and give them chances to share their strengths with others.
Artifact 3: Authentic Resources and Annotated Bibliography
I also created an annotated bibliography examining authentic Indigenous resources that could be used in my teaching and personal learning. This helped me understand that a resource being about Indigenous Peoples does not automatically make it authentic.
I learned to consider who created the resource, whose voices are represented, whether Indigenous Peoples were meaningfully involved, and whether the resource avoids stereotypes or tokenism. This is something I will need to consider carefully when choosing resources for my future classroom.
Artifact 4: Decolonizing Assessment
Another important artifact from this module was creating an assessment tool for Grade 1 that incorporated Indigenous perspectives and pedagogy. I developed a “Show What You Know” assessment that gives students choices in how they demonstrate their learning, such as through drawing, talking, building, acting, or writing.
This changed how I think about assessment. I realized that a traditional written assessment may not always show everything a young student knows or can do. Giving students voice, choice, and multiple ways to demonstrate learning can create a more inclusive and strength-based assessment approach. I also connected this to holistic and relational approaches to learning.
Artifact 5: Creating Safe Spaces for Indigenous Learners
My final artifact was my reflection on how I can create a classroom where Indigenous students and families feel a sense of safety and belonging. Learning about the impacts of residential schools, the Sixties Scoop, and colonial education helped me understand why some Indigenous students and families may not automatically experience schools as safe spaces.
I identified strategies such as building genuine relationships with families and communities, learning about the local Nation, including positive and accurate Indigenous representation throughout the year, challenging stereotypes and racism, and working respectfully with Elders, Knowledge Keepers, and Indigenous Education staff.
Overall Reflection
Module 6 has helped me see that Indigenous education is not something that can be addressed through a single lesson or activity. My learning throughout the first six modules has increasingly shown me the importance of relationships, respect, authenticity, self-reflection, and continued learning.
Looking back at my prior knowledge and experiences, I can see that I initially thought incorporating Indigenous perspectives mainly meant finding appropriate resources or including Indigenous content in my lessons. I now have a much broader understanding. I need to think about how I teach, how I assess, how I build relationships, whose knowledge I value, and how much voice and choice I give my students.
Moving forward, I want to continue approaching Indigenous education with humility and recognize that I am still learning. I do not expect to have all the answers, but I can continue asking questions, seeking appropriate guidance, building relationships, and reflecting on how my choices affect my students. This will be an important part of developing my practice as a future teacher.