We partner with schools and school boards to facilitate workshops that focus on inquiry-based environmental learning and related Indigenous perspectives. Our workshops are collaborative and experiential in nature, and focus on the four-branch framework outlined in Natural Curiosity. For more information on our four-branch framework, check out Our Pedagogy page.
Virtual Introductory Workshops
These 2-hour virtual sessions have been designed to provide an introductory overview of the Natural Curiosity approach – the four-branch pedagogical framework for environmental inquiry, and the associated Indigenous lenses articulated by Doug Anderson (Métis/Bungee). Natural Curiosity 2nd Edition is a mentor text that can provide a common language for environmental inquiry and support the introduction of Indigenous perspectives in diverse learning contexts. Participants will engage in a professional inquiry process where they will be encouraged to find their own ways to connect children to the natural world in the spirit of Truth and Reconciliation. Natural Curiosity lives at the relational model of teachers, students, and land – educators will be encouraged to think about how they can support that approach. Pricing for virtual sessions depends on the number of educators.
For more information, please email us by clicking here!
Planning For Inquiry
Looking for new ideas to bring into your teaching practice this school year? Wondering how to begin with inquiry-based methods?
On Wednesday, August 25th (1:00 - 3:00 pm EDT) we held a back-to-school workshop introducing the four branches of Natural Curiosity and Indigenous perspectives on environmental inquiry. Zoe Donoahue (Grade 1) and Mike Martins (Grade 3), Teacher-Researchers at the Dr. Eric Jackman Institute of Child Study Laboratory School (University of Toronto), shared their inquiry-based teaching practice and supported a discussion around how educators can begin to plan for inquiry. Haley Higdon (Program Director at Natural Curiosity) facilitated this 2-hour session to provide inspiration, ideas, and strategies for educators who wish to incorporate environmental inquiry or deepen their Natural Curiosity practice in the coming year.
Pay-What-You-Can to view the workshop recording by clicking here!
Who Should Attend?
K-12 Educators and Early Childhood Educators who wish to infuse environmental inquiry and Indigenous perspectives into their practice.
School administrators and coordinators who wish to support educators with including Indigenous perspectives and environmental inquiry in their schools.
First Nations, Métis, Inuit Coordinators and Indigenous Leads of School Boards who wish to explore how environmental education, inquiry-based learning, and Indigenous perspectives on education inform, support, and build on one another.
Environmental Education/Indigenous Education Organizations wishing to learn about the environmental inquiry framework and Indigenous perspectives, and how these perspectives can inform their organizational practice.
What do Natural Curiosity’s workshops look like?
As per University of Toronto’s guidelines for COVID-19, we are not offering in-person workshops at this time. Please check back to this page for updates.
Natural Curiosity’s workshops are designed to support educators with incorporating the environmental inquiry process into their practice.
Our 2-hour virtual sessions have been designed to provide an introductory overview of the Natural Curiosity approach – the four-branch pedagogical framework for environmental inquiry, and the associated Indigenous lenses articulated by Doug Anderson (Métis/Bungee).
Our workshops are intentionally designed to meet the interests and learning needs of the group of educators we are working with. Please contact us for a more detailed description for our workshops.
How does Natural Curiosity support Truth & Reconciliation?
ALL Natural Curiosity workshops are designed to create professional learning experiences for educators to think more deeply about how we relate to the natural world and to one another. Educators will be challenged and empowered to think about how land-based learning can support educators and students with their journey towards Truth and Reconciliation.