The lesson involves learning the process and participating in a talking circle in a good way.
“Elementary talking circle teachings use the circle for communicating the importance of our differences and to look at each other’s strengths as an indicator of equality.
Sharing or talking circles provide an opportunity for each and every person to be heard – whether they choose to speak or not. Sometimes not speaking speaks volumes.” (Talking Feathers for Sharing ad Restorative Justice Circles).
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
| 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
|
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. |
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.)
From “Sacred Tree” Curriculum Guide, (p. 21-22) Four Worlds Development Project, University of Lethbridge, AB. T1K 3M4. Adapted with permission.
Students will learn about the Circle as a way of communicating that comes from traditional practice and understanding.
Elders, Knowledge Keepers, or respected community members may be invited to participate in the delivery of this lesson in order to assist with the process of learning a circle. Alternatively, if the teacher is pairing a talking circle strategy with a lesson on a specific topic, the guest speaker may participate in the talking circle in order to debrief the lesson, for example.
The teacher, Elder, or Knowledge Keeper will share about the meaning of the circle to Indigenous groups. They will introduce the use of a stone, talking stick, or feather to pass around and hold when it is their turn to talk.
Intellectual: respectful listening to the protocols and process of the circle is required in this activity.
| Title | Type |
|---|---|
| Saskatchewan Curriculum - Talking Circle Guidelines | File |
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"Talking circles foster respect, enhance self-concept, nurture a sense of belonging and affirm identity." |
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The students will have a sharing circle to instill the practice in their classroom.
In a circle, the students can take turns introducing something about themselves to become familiar with the way of the circle. They will have time for discussion about what knowledge was shared, and what they think about the circle. They will also be invited to ask questions.
A stone or stick is passed around in a circle and it identifies the holder of the stick or rock of whose turn it is to speak. If an Elder or Knowledge Keeper is invited to the circle they may provide an eagle feather to have passed around.
*Note: This activity may require additional time and teachers should prepare for the talking circle to go beyond the 30 minute time allotment indicated above.
The following activities reflect the four principal learning styles:
| Title | Type |
|---|---|
| The Circle | Link |
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This one page document provides background information about the circle in Indigenous ways of knowing and being. |
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| Supplies: A talking item, such as a feather, rock, or stick | Supplies and Equipment |
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Have an item to pass around to indicate who has the floor. Items such as a feather, a rock, a stick, etc. |
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| Supplies: A Journal and pencil | Supplies and Equipment |
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For assessment purposes, students can write in their journals about what they thought about the 'talking circle.' |
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Students' discussion circle and their reflective journals will show their learning. Using an assessment for learning strategy, it is recommended that instructors make notes of student participation and work completed through Anecdotal Notes.
| Title | Type |
|---|---|
| Office of the Treaty Commissioner | Link |
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The Office of the Treaty Commissioner has resources for groups or individuals in school or in workplaces who want to be educated. |
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| Inspiring Success: First Nation's and Métis, Pre K – 12 Education Policy Framework | Link |
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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. |
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| Saskatchewan Curriculum - Talking Circle Guidelines | File |
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"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." |
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| Full Circle: First Nations, Métis, Inuit Ways of Knowing - A Common Threads Resource | Link |
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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." |
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| Walking Together – First Nations, Métis, and Inuit Perspectives in Curriculum | Link |
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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." |
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| Our Words Our Ways: Teaching First Nations, Métis and Inuit Learners – Guidelines for Talking Circles | Link |
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Alberta Education - p. 163 |
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