The Circle

Description

Origin

Saskatchewan

Subject: Indigenous Ways of Knowing & Being

Learning Level/Grade:
6

Also: 1, 4, 7, 8, 5, 3, 2, 9, 10, 11, 12, Families / Parents

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

We respectfully acknowledge the original lands of the Indigenous Peoples of Treaty 4: Cree, Saulteaux, Nakota, Dakota, Lakota who are the Knowledge Keepers and Elders that inform our understanding of sharing circles. As well, we acknowledge the homeland to many winged, four-legged, crawling, and water creatures.

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live? Read More

Contributors

Name	Role/Job Title	Place
Anna-Leah King	Curriculum Developer, NCCIE	University of Regina
Steffany Salloum	Research Assistant, NCCIE	First Nations University of Canada
Dustin Brass	Regional Lead, NCCIE	First Nations University of Canada

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. Use a talking circle as a way of communicating that comes from traditional practice and understanding.

2. Regularly share in a circle in order to develop their circle practice within their classroom.

Teachers' Guide

Background/Foundational Information

GUIDELINES FOR TALKING CIRCLES

Talking circles are useful when the topic under consideration has no right or wrong answer or when people need to share feelings. Moral or ethical issues can often be dealt with in this way without offending anyone. The purpose of talking circles is to create a safe environment for people to share their point of view with others. This process helps students gain a sense of trust in their classmates. They come to believe in what they say will be listened to and accepted without criticism. They also gain an empathetic appreciation for points of view other than their own.

Talking circles may initially need a facilitator to ensure that the guidelines are being followed. People are free to react to the situation, which has sparked the need to express feelings in any manner within the following guidelines. (i.e. they can express opinions, make analytical statements, describe a personal experience or the emotions they are experiencing, etc.)

All comments should address the question or issue, and should not be responding to a comment another participant has made. Both negative and positive comments about any other contribution should be avoided.
Only one person speaks at a time. Everyone else is listening in a non-judgmental way to what the speaker is saying. Some groups find it useful to signify who has the floor. Going around the circle systematically is one way to achieve this. Another is to use some object (such as a feather) that the person who is speaking holds and then passes to the next person who has indicated a desire to speak.
Silence is an acceptable response. No one should be pressured at any time to contribute if they feel reluctant to do so. There must be no negative consequences, however subtle, for saying, “I pass.”
At the same time everyone must feel invited to participate. Some mechanism for ensuring that a few vocal people don’t dominate the discussion should be built in. An atmosphere of patient and non-judgmental listening usually helps the shy students to speak out and the louder ones to moderate their participation. Going around the circle in a systematic way, inviting each student to participate by simply mentioning each name in turn can be an effective way to even out participation. It is often better to hold talking circles in small groups.
Comments that put down others or oneself (e.g., “I don’t think anyone will agree with me, but…” or “I’m not very good at…”) or are in any way judgmental (e.g., “far out” or “good”, which can be seen as making comparisons) should not be allowed.

From “Sacred Tree” Curriculum Guide, (p. 21-22) Four Worlds Development Project, University of Lethbridge, AB. T1K 3M4. Adapted with permission.

Activities

1 -

Introducing the Talking Circle

Purpose

Time: 0:15

Activity Instructions

This activity is designed to connect with learners with these learning styles...

Intellectual (e.g., Rational, Logical) Learners

... in the following ways:

Materials, Videos, Other Activity Resources

Title	Type
Saskatchewan Curriculum - Talking Circle Guidelines	File
"Talking circles foster respect, enhance self-concept, nurture a sense of belonging and affirm identity."

2 -

Participating in a Circle

Purpose

Time: 0:30

Activity Instructions

This activity is designed to connect with learners with these learning styles...

Spiritual (e.g., Relational) Learners
Physical (e.g., Tactile, Experiential, Visual) Learners
Intellectual (e.g., Rational, Logical) Learners
Emotional (e.g., Feeling, Intuitive) Learners

... in the following ways:

Materials, Videos, Other Activity Resources

Title	Type
The Circle	Link
This one page document provides background information about the circle in Indigenous ways of knowing and being.
Supplies: A talking item, such as a feather, rock, or stick	Supplies and Equipment
Have an item to pass around to indicate who has the floor. Items such as a feather, a rock, a stick, etc.
Supplies: A Journal and pencil	Supplies and Equipment
For assessment purposes, students can write in their journals about what they thought about the 'talking circle.'

Assessment

This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed:

Where can I find additional information?

Title	Type
Office of the Treaty Commissioner	Link
The Office of the Treaty Commissioner has resources for groups or individuals in school or in workplaces who want to be educated.
Inspiring Success: First Nation's and Métis, Pre K – 12 Education Policy Framework	Link
The Saskatchewan Ministry of Education's Inspiring Success: First Nation's and Métis, Pre K – 12 Education Policy Framework is being followed. It contains guidelines and protocols for Indigenous content, as well as the content itself.
Saskatchewan Curriculum - Talking Circle Guidelines	File
"Talking circles foster respect, enhance self-concept, nurture a sense of belonging and affirm identity. Talking circles are most useful: - when the topic has no right or wrong answer; - when moral or ethical issues need to be addressed; - when consensus is not required. Talking circles may also be useful: - to introduce new ideas/concepts; teach the significance of the circle for various Aboriginal cultures; promote respect for the opinions and ideas of others; develop a trusting environment where students feel free to express thoughts, ideas, and feelings; develop listening and speaking skills in a safe, affirming environment; respond to literature, other media, or important issues."
Full Circle: First Nations, Métis, Inuit Ways of Knowing - A Common Threads Resource	Link
Health - Emotional, Lesson 2 (pp. 146 - 152) How Circles Are Used "In this unit, students will review the importance of circles to the emotional health of Aboriginal people. Students will also review how one community used the healing circle to turn its community focus around. Mentorship is important for the success of Aboriginal students and this aspect is examined."
Walking Together – First Nations, Métis, and Inuit Perspectives in Curriculum	Link
Well-being Cycles of Life "The circle is a universal symbol of connection, unity, harmony, wholeness, and eternity. In a circle, all parts are equal."
Our Words Our Ways: Teaching First Nations, Métis and Inuit Learners – Guidelines for Talking Circles	Link
Alberta Education - p. 163

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

Relationship with the land
The teacher may decide to teach the lesson and do the Talking Circle on the land. If it is a field-trip style outing the teacher will likely need to get consent forms signed.
Language and Culture
The circle is an important concept from the culture and language of many Indigenous groups. More in-depth study can be done with the guidance of Elders. Respecting the protocol of the circle is to listen to and share experiences. A follow-up activity would be to reflect on the experience in your writing journal.
Intergenerational learning with Elders/Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? No Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Care, respect, truthfulness, trust, and integrity are included in the talking circle as a teaching and learning process. It requires respecting protocols of the circle, attentive listening, learning and sharing experiences. The teacher creates the respectful way of the circle and sharing by reminding the students “everyone has the right to a respectful audience as you would want for yourself.” The students in the circle are respectful to each other by actively listening and endeavoring to share in the circle.
Relationship with family, ancestors
Students are encouraged to share what they learn and study in school with their parent(s)/guardian(s) at home. Their parent(s)/guardian(s) may even choose to use a family talking circle to work out problems and discuss matters that arise at home. Families may choose to use talking circles in their homes to regularly meet with family members and discuss matters in a respectful way.
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
The circle allows students to express their thoughts and feelings in a safe place. The circle is a place of sharing of one's spirit. It respects and involves the whole child.
Participatory and experiential learning activities
Healthy relationship with self and identity
Talking circles are considered to be safe spaces for people engaged to express their individual identity and to share which creates a communal connection with others in the group through what is expressed.
Personal reflection time (connecting with thoughts and feelings)
Students can reflect on their experience in their writing journal. Potential questions to explore in students' journals include: What did you learn from being in a circle? What was your experience? What did you think about it? How did it make you feel?

Lesson Plan Length

Estimated Length (hh:mm): 1:00
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Stream:	General
Meets curriculum expectations or outcomes for: Saskatchewan	Yes There are no specific outcomes or indicators that reflect the talking circle since it is an approach to instruction; a strategy that may accompany many lessons when appropriate.

Lesson Plan Topics

Questions?

Please contact Bettina Schneider for more information.

Acknowledgement Protocol

Contributors

Contributors

Learning Outcomes

Teachers' Guide

Background/Foundational Information

Activities

1 - Introducing the Talking Circle

2 - Participating in a Circle

Assessment

Where can I find additional information?

Language

Holism and All Our Relations

Lesson Plan Length

Other Details

Lesson Plan Topics

Questions?

1 -

Introducing the Talking Circle

2 -

Participating in a Circle