Documentation:II-Design Lab/Workshop materials

From UBC Wiki

Part 1: Motivation & Context

Welcome to the workshop! We look forward to learning with you.

Pre-workshop materials

Please review the item below and complete by September 24th at NOON.

ACTIVITY: When Will We Be Ready? to be completed before the workshop

(15 mins to complete)

  1. REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
  2. READ/WATCH: Read the short blog post "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?" summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the short accompanying video.
  3. POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

Workshop Agenda

Please note that this is a tentative agenda subject to minor changes.

  • Introductions, workshop overview, territory acknowledgement
  • Ice-breaker: Where are you from?
  • Classroom climate and supporting students (What I Learned in Class Today)
  • Motivation and context activity
  • What's next? Positionality and place, "Big Ideas," exploring learning resources,
  • Wrap-up and formative Feedback

Workshop Materials

Workshop Evaluation

Formative Feedack for Part 1 - please complete the padlet by October 10

Part 2: Positionality & Place

We look forward to continuing to build with you from the first session!

NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.

Pre-workshop instructions

Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).

1. The Big Idea

Objective: Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. Tips: Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:

  1. What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?
  1. In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
  2. In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?

2. Learning Resources

Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group.

Group A: Indigenous Foundations

Group B: Time and Place at UBC along with this handout

Group C: Power of a Name

If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).

Workshop Agenda

  • Introductions, agenda, and territory acknowledgement
  • Icebreaker
  • Positionality and place
  • Learning Resources debrief
  • Course Design: synthesizing “The Big Idea” with “Motivation & Context”
  • Next actions and goal-setting: flash interviews activity
  • Looking ahead: Dec 10th "Design Lab"
  • Wrap-up, closing, and formative feedback

Workshop materials

Workshop Evaluation

Please provide us with some formative feedback about Part 2 via Padlet by October 31, 2018.

Part 3: Design Lab

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.

Pre-workshop instructions

Activity 1: First Day of Class Introduction

In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

Objective: For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

Process: To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

Reflective writing prompts

  • How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
  • How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
  • How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
  • How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
  • Why did you become passionate about teaching?
  • What are you like as a learner?
  • What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?

Resources on Territory Acknowledgements:

Additional resources:

Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning

Activity 2: Prepare to share/present

At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.

  1. GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
  2. EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
  3. REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

Workshop Agenda

  • Welcome, agenda, ice-breaker
  • Review: Where are we now?
  • Shareback: Land acknowledgements and Positionality exercise
  • Presentations and feedback
  • World Cafe - "Really Good Questions"
  • Wrap-up, Closing, and Summative Feedback

Workshop Materials

Workshop Evaluation

Please complete the summative feedback survey by January 8, 2019, 4PM.


Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.-->

II-Design Lab Dec 11, 2018 group photo - red background
II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan
II Design Lab Dec 11, 2018 presentation