Talk About It

Where does this learning lead us? Talking about it, what we have learned, where we go next, provides an opportunity for learners to connect what they have learned to their position as learners at UBC.

Context: This section should hold the most amount of time compared to the other sections. Depending on the size of group, there should be enough time for most people to speak and voice their observations or talk through thoughts they are working through. This is not the part to “teach” the participants, but to let them do most of the talking; this section will be the most different between groups as each group of participants will make this section unique to what they bring to the discussion and where their questions lead. Connect focus questions in this section with the activities chosen in Learning Together. Rather than trying to answer questions that you cannot answer or only have incomplete knowledge, record the questions participants ask on the board. At the end, reflect on how these questions will carry us on to the next stage of learning. At the end of this period, there should also be a space for community care; don’t let the group leave without some support for their emotions and recognition of the learning they have accomplished so far.

What was your educational experience up to this point? What values did it bestow, and what was important enough to be taught?
What are things that you want to learn related to Musqueam and First Nations history?
How is the land acknowledgement a starting place for individual learning? How is it an introduction to the community? What kind of tone does it set?
1. What does a land acknowledgement have to do with the course you are taking/today’s context?
2. What aspects of your identity shape your connection to a land acknowledgement?
3. What will you highlight when you craft a land acknowledgement?
4. Where (in which situation) is a land acknowledgement most impactful?
What are 2 things you noticed watching these videos that enhanced your understanding?
In your own words, define the words traditional, ancestral, and unceded.
How have your questions changed, if at all?
Why is it personally meaningful for you to be a learner and guest on Musqueam lands?
What are the ways to think about our history and the potential for relationships that surrounds us?
Have you learned more about your own positionality and how that informs your role in the classroom? What were some things that you worked through during this exercise? What are some takeaways?

Quescussion

Adapted from “Humber College - Teaching Methods - Quescussion”

Open discussion on the topic of land acknowledgements.

Quescussion, as the name indicates, is a type of discussion that is conducted entirely in the form of questions (think Alex Trebek). Facilitators and participants must multi-task during this game. It is very engaging, requiring the participant to stay in tune with the rules of the game in addition to answering content questions. Use the question-crafting skills learnt from the Anatomy of a Respectful Question diagram.

Rules:

You may only speak in questions.
If you speak, you must wait for at least 3 others to speak before speaking again.
No fake questions (i.e., a statement disguised as a question. For example, "Small classes are better than large ones, aren't they?").
No put down’s, an attack on someone else (i.e., "You would have to be crazy to think that, wouldn't you?" - this is also a disguised statement).
The exercise is self-policing.

By following these rules, the quescussion can be an effective way to generate discussion and learning and to determine what are the levels of understanding on a specific topic. It can also be used to help lead topics that will be covered in subsequent modules. By framing the discussion into questions, students feel less intimidated to speak in front of a large class. The rule of speaking every 3rd time generates a variety of voices and allows for reflection while waiting for a turn to speak. Record the questions either on the board or on a large sheet of paper to show the progression of questions for the entire group.