The Next Generation of Delta Stewards:
Identifying Youth Perspectives on Stewardship
February 2, 2016
Community team members: Lily McKay-Carriere, Ingrid MacColl, & Renee Carriere
U of S team members: Evan Andrews, Kiri Staples & Jacquelyne Nokusis
Lead researcher: Dr. Toddi Steelman
For more information about this report or this project, contact:
Kiri Staples, Project Manager
Tel. (306) 966-7135
E-mail kiri.staples@usask.ca
http://www.usask.ca/research-groups/ddn/
1
Executive Summary
This report describes the results from an activity that a research team did with Charlebois students in
grades 7 to 10. The focus of the activity was to understand student perspectives on the meaning and
health of the delta, student knowledge of the delta, and how students relate delta knowledge to Circle of
Courage values. The activity involved showing students video and audio clips that represent different
perspectives on the delta held by current and former community members.
The first set of questions was about the meaning of the delta. Students were shown four perspectives
related to the question, “What does the delta mean to you?”. In general, students agreed with these
perspectives. More than half of the students agreed that the delta is important for reasons related to
healthy lifestyles. About a third of the students were unsure whether or not they identified with the
different perspectives. Students were also asked to identify any Circle of Courage values they thought
were captured by the different perspectives. The most common value that they identified across all of the
perspectives was belonging. The themes of “Health” and “Belonging” may resonate most with students
and provide helpful frames for curriculum development.
The second set of questions was related to different priorities for delta stewardship. The top three
priorities that students identified with were 1) respecting nature for future generations, 2) decreasing
pollution in the delta, and 3) addressing concerns about water level. These priorities could provide areas
for future coursework for the students. Many of the students (about 37% on average) were unsure about
their perspectives about priorities, and a smaller number (about 14% on average) did not identify with
the perspectives in the video clips. These areas could represent important areas where knowledge could
be built within the curriculum.
The third set of questions was related to delta health. There were slightly more students that think the
delta is unhealthy, compared to students who think it is healthy. However, these responses change
according to grade and gender. There may be opportunities to better understand and educate about 1)
what “health” means for the delta and 2) the gender differences of what it meant to have a “healthy” delta.
Students were also shown different perspectives on how to tell if the delta is healthy. In general, students
identified with these perspectives. The only time that this was not the case was for the indicator “plants
and animals”, to which most of the students (44%) responded “I don’t know”. This category may
represent a good opportunity for additional curriculum development. The indicator that the most
students (54%) identified with was “community lifestyles”. We also wanted to know whether the
perspectives that students were being shown on indicators of delta health were presenting new
information to the students. The indicator that the most students (67%) already knew about was water
quality. Students knew the least about “plants and animals”. This might explain why so many students
responded “I don’t know” when asked about their perspective on “plants and animals” as an indicator. In
general, students in Grades 7 and 8 knew less about the changing delta than students in Grades 9 and 10.
There may be room to educate Grades 7 and 8 about how the delta is changing.
In addition to general questions about how students tell if the delta is healthy, we also showed them
more detailed indicators. For plant and animal indicators, students were most likely to agree with
observations about muskrat and moose. Despite this finding, there were still a large number of students
2
who weren’t previously aware of the observations they were shown in the video clips. The video related
to invasive plant species had the highest number of students that were unsure about their perspective
and the highest number of students who didn’t already know about the observations they were being
shown in the video. These areas may represent opportunities for expanding education and knowledge
about these topics. Students knew the least and were unsure about their perspectives on two water
quantity indicators in particular: fluctuations in water levels and unnatural water flow. There may be
opportunities to educate students more about these water quality indicators. Most of the students knew
about and identified with three of the four indicators related to water quality that they were shown. The
video on concerns over contaminants in the water was the only indicator that students were unsure of in
terms of their perspective, and didn’t already know about. Additional education opportunities may exist
related to contaminants in the water.
The fourth set of questions related to how students learn about the delta. Most of the students (54%)
identified with the perspective on learning through relationships, or wahkohtowin. They were most
unsure about learning experientially (52%). In general, male students were less sure about how they
learned. When asked to identify Circle of Courage values associated with different learning styles,
students selected belonging and mastery most often. These findings may be helpful for framing future
student learning as well as identifying areas where new knowledge can be built.
The final question we asked students was to tell us if there was anything more about the delta that they
wanted to learn more about. Many of the students (44%) are interested in learning more about changes
that the delta has gone through. One area of interest in particular is learning more about what things
were like in the time of their parents or Elders. However, there is still a large proportion (less than a
third) of students that are either not interested in learning more about the delta or think that there is
nothing more for them to learn.
3
Background
In June 2015, a team from the University of Saskatchewan came to the Northern Village of Cumberland
House to help a group of students from Charlebois Community School to document “Coming Home”, the
event celebrating 125 years of education in Cumberland House. Working in partnership with Charlebois
Community School members, we created a plan to document the Coming Home event to capture lessons
about the importance of the delta and the way of life it provides so that this knowledge could be used to
inform curriculum development at the School. Before the event, we trained ten students to conduct
interviews with people attending and take photographs and videos of activities during the event. In total,
59 interviews were conducted by the students. The research team went through these interviews and
identified several themes that included: priorities for delta stewardship, how to tell if the delta is healthy,
what the delta means to different people, and how people learn about the delta.
In December 2015, we returned to Charlebois Community School and with the guidance of the
Community Team Members, showed four classes (grades 7-10) a selection of video and audio clips from
the interviews. We asked students several questions about what they thought about the videos, whether
they already knew some of the observations that were made in the videos, what Circle of Courage values
they thought the videos represented, and what more they wanted to learn about the delta. The purpose of
this activity was to identify student perspectives and student knowledge on the themes we had identified.
This report is for our Community Team Members as they move forward in the creation of a locally
developed course for the Charlebois Community School.
This project is part of a larger research effort of the Delta Dialogue Network. The Delta Dialogue Network
is a partnership between the University of Saskatchewan; communities in the Peace-Athabasca Delta, the
Slave River Delta, and the Saskatchewan River Delta; and research partners such as the Charlebois
Community School. The Delta Dialogue Network team is collectively working to share knowledge and
learn from each other about how different people are dealing with issues like upstream development,
water fluctuations, and changing wildlife populations. This network is being built through collaborative
research in Fort Chipewyan, Fort Resolution (NWT), Fort Smith (NWT), and Cumberland House (SK).
4
Part 1: What does the delta mean to you?
The students were shown four video clips, each with a different perspective on what the delta means to
community members. These perspectives were:
The delta supports livelihoods (Livelihoods).
Sample quote: I’m very proud to talk about the delta and its meanings because it served a purpose
as a livelihood in the past for trapping and fishing. Until up to the later eighties for many, many
family members and I hope it continues to benefit many people in the future.
The delta provides a healthy lifestyle (Health).
Sample quote: We grew up like on moose meat, fish, bannock, duck, muskrat, that was our way of
life. So that’s a healthier way of life.
The delta provides sustenance (Sustenance).
Sample quote: Water is the substance of life.
The delta is home (Home).
Sample quote: I am so proud of being from this delta and knowing that I was raised in a place
where the true saying of how it takes a village to raise a child, I lived in that era.
Students were asked to respond to questions about which perspectives 1) were similar to how they think,
2) were not similar to how they think, or 3) they were unsure about. They were also asked which Circle of
Courage value (i.e., belonging, generosity, mastery, independence) they associated with the perspectives
they were shown.
What does the delta mean to you - main takeaways:
 Most of the students agreed with all of the perspectives. More than 50% of students agreed with
the “Health” perspective (Figure 1.0).
 About 30% of the students (on average) were unsure whether they identified with these


perspectives (Figure 1.0).
Most students identified the Circle of Courage value belonging in the videos they were shown – it
was the most common value identified across all of the perspectives (Figure 1.1).
The themes of “Health” and “Belonging” may resonate most with students and provide helpful
frames for curriculum development.
1. A: Comparing perspectives on “what does the delta mean to you?”
When we compared the student responses on whether or not they identified with the perspectives they
were shown, we found:

Students were most likely to agree with all of the perspectives in the video clips
o Health - 54%
o Sustenance - 48%
o Home - 43%
5
o Livelihoods - 41%

Students were second most likely to be unsure about whether they identified with the
perspectives in the video clips
o Home - 40%
o Livelihoods - 37%
o Sustenance - 29%
o Health - 22%

Students were least likely to disagree with the perspectives in the video clips
o Health - 22%
o Sustenance - 21%
o Home - 17%
o Livelihoods - 12%
Figure 1.0 Comparison of perspectives on “what does the delta mean to you?”
100%
90%
54%
80%
29%
40%
37%
17%
19%
70%
Percentage of all 60%
student responses
50%
(total number of
40%
students = 63)
30%
22%
21%
Did not answer
I don't know
Not how I think
54%
20%
How I think
48%
43%
41%
Sustenance
Home
Livelihoods
10%
0%
Health
Perspectives
1. B: Comparing Circle of Courage values and perspectives on “what does the delta mean to you?”
The results on how the Circle of Courage values were associated with the different perspectives found:


Students were most likely to associate the value of belonging with the video clips
After belonging, the most common Circle of Courage value varied, depending on the perspective.
For example:
o The Livelihoods perspective was frequently associated with belonging and mastery
o Both the Health and Home perspectives were most often associated with belonging and
independence
o The Sustenance perspective was associated with belonging and generosity
6
Figure 1.1: Circle of Courage values associated with perspective video clips
80
70
10
10
12
60
8
50
Number of student
responses (students
40
can choose multiple
values for each video)
30
18
20
23
15
22
Independence
13
8
11
29
29
Livelihoods
Health
25
26
Sustenance
Home
0
Perspectives
7
Mastery
Belonging
20
10
Generosity
Part 2: What are your priorities for taking care of the delta?
Students were shown different video clips on what people’s priorities are for the future of delta
stewardship.
These priorities were organized into six perspectives, focused on what youth should be doing to take care
of the delta.
They should be advocates for the delta (Advocacy).
Sample quote: Advocate for more water. Advocate for more water because it’ll affect even the fish
I would think.
They should take action (Action).
Sample quote: We need the community, as a group, to go out there and to maintain it ourselves.
They should be concerned about water levels (Water Levels).
Sample quote: Give us more water, release more water. Like, consistently, not just randomly.
They should be concerned about pollution (Pollution).
Sample quote: People need to band together and ensure that when and if they do go into the water
ways that they ensure that they do not litter
They should have respect for nature for the sake of future generations (Respecting Nature).
Sample quote: I think we need to respect the land, respect nature and respect the way things work
out there. For you guys and your kids and your grandkids, if we don’t we’re going to destroy it.
They should be getting to know the delta (Knowing the Delta).
Sample quote: You’ve gotta know about your delta. You’ve gotta know how important it is to keep
it alive and well. You gotta learn from the elders in the community. And those people who help and
guide you. And also doing research, those are things that are very important steps in guiding you.
Priorities for delta stewardship - main takeaways:


The top three priorities for delta stewardship that students identified with were 1) respecting
nature for future generations, 2) decreasing pollution in the delta, and 3) addressing concerns
about water level (Figure 2.0). These priorities could provide areas for future coursework for the
students.
Many of the students (about 37% on average) were unsure about their perspectives about
priorities, and a smaller number (about 14% on average) did not identify with the perspectives in
the video clips. These areas could represent important areas where knowledge could be built
within the curriculum.
8
Figure 2.0“What are your priorities for taking care of the delta?”
100%
90%
22%
Percentage of all 80%
student responses
(total number of 70%
students = 63)
60%
30%
24%
8%
52%
14%
46%
46%
24%
Did not answer
50%
6%
40%
19%
16%
68%
30%
56%
20%
51%
40%
I don't know
Not how I think
How I think
33%
32%
Action
Knowing the
delta
10%
0%
Respect for
nature
Pollution Water levels Advocacy
Perspectives
2. A: Comparing perspectives on “what are your priorities for taking care of the delta?”
Students related to certain perspectives more than others. The two priorities that students identified
with the most were “respect for nature” and concerns about “pollution”. However, many students were
also unsure about whether or not they identified with some of the perspectives. For example, the
perspective with the highest number of unsure students (52%) was “advocacy”.
Figure 2.1: Comparing student responses to specific perspectives
Not
how I
think
8%
Did not
answer
2%
I don't
know
22%
Did not
answer
2%
Not
how I
think
6%
Not
how I
think
14%
I don't
know
30%
How I
think
40%
How I
think
68%
How I
think
56%
Respect for nature
Pollution
9
I don't
know
52%
Advocacy
Part 3: Is the delta healthy?
To understand what students thought about the health of the delta, we first asked if they thought the
delta was healthy.
Is the delta healthy - main takeaways:


There were slightly more students that think the delta is unhealthy, compared to students who
think it is healthy. However, these responses change according to grade and gender.
There may be opportunities to better understand and educate about 1) what “health” means for
the delta and 2) the gender differences of what it meant to have a “healthy” delta.
3. A: Comparing perspectives on delta health
Results indicate that number of students who thought the delta was unhealthy (43%) was higher than the
number of students who thought the delta was healthy (33%). In addition, 18% of students did not know
whether the delta was healthy or unhealthy (Figure 3.0).
Figure 3.0 Responses to “is the delta healthy?”
Did not
answer
6%
Yes
I don't
know
18%
Yes
33%
No
I don't know
Did not answer
No
43%
However, the responses of students were different in different grades (Figure 3.1). For example, more
Grade 8 students than any other grade thought the delta was unhealthy (Figure 3.1). Also, unlike all of the
other grades, slightly more Grade 9 students thought the delta was healthy compared to unhealthy.
10
Figure 3.1 Responses to “is the delta healthy?” by grade
12
10
8
Number of student
responses
6
(total number of
students = 63)
4
Yes
No
I don't know
Did not answer
2
0
Grade 7
(14 students
in total)
Grade 8
Grade 9
(22 students
in total)
(13 students
in total)
Grade 10
(14 students
in total)
Grade of students responding
The responses also varied by gender (Figure 3.2). Most of the female students (52%) thought the delta
was unhealthy. In comparison, slightly more of the male students (41%) thought the delta was healthy,
compared to the male students who thought it was unhealthy.
Figure 3.2 Responses to “is the delta healthy?” by gender
16
14
12
10
Number of student
responses
(total number of
students = 63)
8
Yes
No
6
I don't know
4
Did not answer
2
0
Male
(34 students in total)
Female
(29 students in total)
Gender of students responding
11
Part 4: How can you tell if the delta is healthy?
We then asked students to respond to video clips that showed people talking about how they know if the
delta is healthy or unhealthy. There were four perspectives that we showed that focused on indicators of
a healthy delta:
You can tell the delta is healthy by how it supports community lifestyles (Community Lifestyles).
Sample quote: If you have people who can go into a boat, and they can go to their camps, or they
can go hunting, and fishing, and to be able to set a net in deep waters, that’s a healthy delta.
You can tell the delta is healthy by the plants and animals (Plants and Animals).
Sample quote: With bear, with other things we harvest, are kind of going down. You have to go
elsewhere now for the low bush cranberries. They don’t grow around here anymore.
You can tell the delta is healthy by the quality of the water (Water Quality).
Sample quote: You can tell if a delta is healthy by looking at the rivers. How clean are they?
You can tell the delta is healthy by the quantity of the water (Water Quantity).
Sample quote: Now you see it where it’s shallow and filling in, a lot of the places where they said
there were little lakes and winding channels and all that, it’s filled in, silted in.
After being shown the video clips, students were asked whether this information was something they
already knew, or if it was new to them.
Indicators of delta health - main takeaways:





In general, students tended to respond “this is how I think” to the four perspectives on delta health
indicators that they were shown.
The only time that this was not the case was for “plants and animals”. For this indicator, most of
the students (44%) responded “I don’t know”. This category may represent a good opportunity
for additional curriculum development.
The indicator that the most students (54%) identified with was “community lifestyles”.
The indicator that the most students (67%) already knew about was water quality. Students knew
the least about “plants and animals”. This might explain why so many students responded “I don’t
know” when asked about their perspective on “plants and animals” as an indicator.
In general, students in Grades 7 and 8 knew less about the changing delta than students in Grades
9 and 10 (Figures 4.2 to 4.5). There may be more room to educate Grades 7 and 8 about how the
delta is changing.
12
Figure 4.0 Comparison of responses for “what indicators do you use to tell if the delta is healthy?”
100%
90%
80%
24%
24%
35%
70%
Percentage of student 60%
responses
50%
(total number of
students = 63)
40%
30%
17%
44%
22%
Did not answer
14%
14%
I don't know
This is not how I think
54%
20%
This is how I think
49%
46%
37%
10%
0%
Community
lifestyles
Water quality
Water quantity
Plants and
animals
Indicators
Figure 4.1 Comparison of responses for “what do you know about changes in the delta?”
80%
70%
60%
Percentage of student
responses
(total number of
students = 63)
50%
40%
I already knew this
30%
I didn't know this
Did not answer
20%
10%
0%
Water quality
Community
Lifestyles
Water quantity
Plants and
animals
Indicators
4. A: Comparing “what indicators do you use to tell if the delta is healthy?” and “did you already
know that?”
A comparison of the results of student perspectives on delta health indicators with the results of what
they already knew about these indicators suggests there might be a relationship between these two
factors. Students were most likely to identify with the indicators “community lifestyles” (54% of
13
students) and “water quality” (49%). Similarly, the indicators that the most students already knew about
were “water quality” (67%) and “community lifestyles” (54%).
Students were most unsure about the indicator “plants and animals”. This was the indicator that students
knew the least about.
4. B: Comparing knowledge on indicators by grade
We wanted to compare what students knew about the delta health indicators according to different
grades. The results showed that in general, a larger number of students in Grade 9 and 10 knew about the
changing delta than students in Grades 7 and 8. The exception was with the indicator “plants and
animals”, where Grade 10 Students knew the least compared to other grades.
More Grade 10 students said they already knew about changes to “community lifestyles” as an indicator
(Figure 4.2):
 Grade 10 - 84% of students in the grade
 Grade 9 - 69% of students in the grade
 Grade 8 - 41% of students in the grade
 Grade 7 - 36% of students in the grade
Figure 4.2 Comparing responses to knowing about “community lifestyles” by grade
14
12
Number of student
responses
(total number of
students = 63)
10
8
6
I already knew this
4
I didn't know this
Did not answer
2
0
Grade 7
Grade 8
Grade 9
Grade 10
(14 students
in total)
(22 students
in total)
(13 students
in total)
(14 students
in total)
Grade of students responding
The percentage of Grade 9 and 10 students who said they already knew about water quality as an
indicator was higher than other grades (Figure 4.3):
 Grade 10 - 79% of students in the grade
 Grade 9 - 84% of students in the grade
 Grade 8 - 64% of students in the grade
 Grade 7 - 43% of students in the grade
14
Figure 4.3 Comparing responses to knowing about “water quality” by grade
16
14
12
10
Number of student
responses
(total number of
students = 63)
8
6
I already knew this
4
I didn't know this
2
Did not answer
0
Grade 7
(14 students
in total)
Grade 8
Grade 9
(22 students
in total)
(13 students
in total)
Grade 10
(14 students
in total)
Grade of students responding
While the percentage of students who said they knew about “water quantity” as an indicator was lower
across all grades, the percentage of Grade 9 and 10 students who said they already knew about water
quantity was higher than other grades (Figure 4.4):
 Grade 10 - 50% of students in the grade
 Grade 9 - 54% of students in the grade
 Grade 8 - 45% of students in the grade
 Grade 7 - 29% of students in the grade
Figure 4.4 Comparing responses to knowing about “water quantity” by grade
12
10
8
Number of student
responses
(total number of
students = 63)
6
I already knew this
4
I didn't know this
Did not answer
2
0
Grade 7
Grade 8
(14 students
in total)
(22 students
in total)
Grade 9
(13 students
in total)
Grade of students responding
15
Grade 10
(14 students
in total)
The percentage of all students who said they knew about “plants and animals” as an indicator was lower
across all grades. However, there were more Grade 7 and Grade 9 students who already knew about
“plants and animals” than the other grades (Figure 4.5):
 Grade 7 - 35% of students in the grade
 Grade 8 - 32% of students in the grade
 Grade 9 - 38% of students in the grade
 Grade 10 - 29% of students in the grade
Figure 4.5 Comparing responses to knowing about “plants and animals” by grade
16
14
12
Number of student
responses
(total number of
students = 63)
10
8
I already knew this
6
I didn't know this
Did not answer
4
2
0
Grade 7
(14 students
in total)
Grade 8
Grade 9
(22 students
in total)
(13 students
in total)
Grade of students responding
16
Grade 10
(14 students
in total)
Part 5: Exploring responses to identify pathways to teach about the delta
As we know from the previous section, there appears to be an association between the perspectives that
students identify with and what they already know. We also know from the previous section that relative
to other indicators of a healthy delta, students do not know a lot about plants and animals as an indicator.
However, there is a lot of diversity within that category – what types of plants and animals do students
know the most or least about?
The students were shown video clips related to the different aspects of each indicator. For example,
under the indicator “water quality”, we showed four video clips, related to whether water was drinkable,
the colour of the water, contaminants in the water, and pollution in the water. Again, we asked students
what videos they related to and whether or not this information was new to them. The purpose of this
was to understand what students know and what they relate to, in order to identify possible avenues to
teach about how to tell if the delta is healthy. We were not able to complete this exercise with the
students for the “community lifestyles” indicator, as we ran out of time.
Pathways for teaching about the delta - main takeaways:




Students were more likely to agree with perspectives on indicators that they already knew about.
For plant and animal indicators, students were most likely to agree with observations about
muskrat and moose. Despite this finding, there were still a large number of students who didn’t
know about the observations they were shown in the video clips. The video related to invasive
plant species had the highest number of students that were unsure about their perspective and the
highest number of students who didn’t already know about the observations they were being
shown in the video. These areas may represent opportunities for expanding education and
knowledge about these topics.
Students knew the least and were unsure about their perspectives on two water quantity
indicators in particular: fluctuations in water levels and unnatural water flow. There may be
opportunities to educate students more about these water quality indicators.
Most of the students knew about and identified with three of the four indicators related to water
quality that they were shown. The video on concerns over contaminants in the water was the only
indicator that students were unsure of in terms of their perspective, and didn’t already know
about. Additional education opportunities may exist related to contaminants in the water.
5. A: Plants and animals indicators
The different plant and animal indicators included observations about fewer muskrat, fewer moose,
changes in the presence of bird populations, taste and appearance of fish, and presence of invasive plant
species. In almost every category except for those related to moose and fish, there were more students
who didn’t know about the observations that they were being shown. The observations on invasive plant
species had the highest number of students who weren’t familiar with the information they were shown.
17
Figure 5.0 Student perspectives on different plant and animal indicators
100%
90%
80%
29%
32%
35%
70%
Percentage of all
student responses 60%
(total number of
50%
students = 63)
40%
30%
13%
11%
41%
46%
14%
Did not answer
14%
17%
54%
20%
52%
45%
I don't know
This isn't how I think
37%
10%
29%
This is how I think
0%
Fewer moose Fewer muskrat
Taste and
Birds
appearance of
fish
Different plant and animal indicators
Invasive plant
species
Figure 5.1 Student knowledge of different plant and animal indicators
80%
70%
60%
Percentage of all
student responses
(total number of
students = 63)
50%
40%
I already knew this
30%
I didn't know this
20%
Did not answer
10%
0%
Fewer moose
Taste and
appearance of
fish
Fewer
muskrat
Birds
Invasive plant
species
Different plant and animal indicators
5. B: Water quantity indicators
The videos related to water quantity included observations about muddy water, that there is not enough
water for navigation, that there is not enough water for animals, the unnatural water flow, and the
fluctuations in the water levels. Most students identified with the observations about muddy water and
that indicator had the most number of students who identified that they already knew this information.
Students were most unsure about unnatural water flow and water fluctuations. These indicators were
also new information to most of the students.
18
Figure 5.2 Student perspectives on different water quantity indicators
100%
90%
11%
80%
70%
Percentage of all
student responses
(total number of
students = 63)
27%
17%
43%
6%
60%
32%
8%
50%
Did not answer
8%
40%
30%
44%
14%
65%
60%
I don't know
This isn't how I think
54%
43%
20%
33%
This is how I think
10%
0%
Muddy water
Navigation
Water for
animals
Fluctuations Unnatural flow
Different water quantity indicators
Figure 5.3 Student knowledge of different water quantity indicators
80%
70%
60%
Percentage of all
student responses
(total number of
students = 63)
50%
40%
I already knew this
30%
I didn't know this
Did not respond
20%
10%
0%
Navigation
Muddy water
Water for
animals
Unnatural flow Fluctuations
Different water quantity indicators
5. C: Water quality indicators
We showed students videos about water quality, which included observations about the water not being
drinkable, concerns about the colour of the water, concerns about contaminants in the water, and
concerns about pollution. Many of the students identified with and already knew about most of the
indicators, except for the observations on contaminants that they were shown.
19
Figure 5.4 Student perspectives on different water quality indicators
100%
90%
80%
35%
32%
22%
70%
Percentage of all 60%
student responses
50%
(total number of
students = 63)
40%
30%
49%
5%
14%
10%
Did not answer
I don't know
14%
54%
52%
This isn't how I think
This is how I think
52%
20%
30%
10%
0%
Pollution
Drinkable
Colour of water
Contaminants
Different water quality indicators
Figure 5.5 Student knowledge of different water quality indicators
80%
70%
60%
50%
Percentage of all
student responses
40%
(total number of
students = 63)
30%
I already knew this
I didn't know this
Did not answer
20%
10%
0%
Drinkable
Colour of water
Pollution
Different water quality indicators
20
Contaminants
Part 6 – How students learn
The purpose of this activity was to identify student perspectives and student knowledge on the themes
we had identified in the interest of supporting the creation of a locally developed course for the
Charlebois Community School. We identified that one way to support a locally developed course was to
explore not only what students knew but how they learned. This section matches the various learning
approaches that were identified by the interviewees to student preferences on learning.
Students were shown four videos that exemplified different learning approaches:
They learn by doing and experiencing (Experiential).
Sample quote: How can you tell if [the delta] is unhealthy? Well, I’ve been going out in the delta a
lot of these past few years, maybe, I’d say about ten years I’ve been going in and out there.”
They learn through oral traditions (Oral Traditions).
Sample quote: And then, also the oral history of the people that went before me, my uncles, and
the older people telling you stories of what it was like when they were young.
They learn through school (School).
Sample quote: I think through education through our school, I think we’re showing students what
the delta should be like, and I think through education, I think through educating our students and
our people of the importance of the delta will be very important.
They learn through relationships (Wahkohtowin).
Sample quote: But if you have a connection to the land, it helps you to keep your language, know
some skills for survival and, and there’s lots of connections that you keep like with your family,
with elders. That’s just the way that I feel about it, like there’s the connections are stronger if the
environment is stronger.
Students were asked to respond with perspectives that were similar to 1) how they think, 2) not similar
to how they think, or 3) unsure about how they think. They were also asked which Circle of Courage value
(if any) they associated with the perspectives they were shown.
How students learn - main takeaways:
 Most of the students identified with wahkohtowin as a learning approach (54%) (Figure 6.0)
o They were most unsure about learning experientially (52%).
o Male students were less sure about how they learned in general.
 Students selected the Circle of Courage values belonging and mastery most often when they were
shown about learning approaches (Figure 6.9).
 These findings may be helpful pathways forward for framing future student learning as well as
identifying areas where new knowledge can be built.
 There are some important gender differences in what students know and how they may learn.
21
6. A: Comparing perspectives on “how do the students learn”
When we compared the student responses on whether or not they identified with the perspectives they
were shown, we found:


Students were most likely to identify with learning through wahkohtowin
o Wahkohtowin 54%
o School 41%
o Oral Traditions 35%
o Experiential 24%
Students were most unsure about experiential learning
o Experiential 52%
o Oral Traditions 46%
o School 33%
o Wahkohtowin 29%
Figure 6.0 Comparing responses to “how do the students learn?”
100%
90%
80%
29%
33%
46%
70%
Percentage of all
student responses
(total number of
studnets = 63)
60%
11%
Did not answer
21%
50%
I don't know
14%
40%
30%
52%
19%
54%
41%
20%
Not how I think
How I think
35%
24%
10%
0%
Wahkohtowin
School
Oral Traditions
Experiential
Different ways of learning
6. B: Comparing perspectives on experiential learning by grade and gender
The responses to the video related to experiential learning varied by grade and gender (Figure 6.1 and
Figure 6.2). More Grade 8 students were sure about experiential learning than other grades, identified by
selecting either “how I think” or “not how I think”. When we compared responses from male students
with responses from female students, male students were less sure about experiential learning (74%).
22
Figure 6.1 Comparing responses for experiential learning by grade
10
9
8
7
6
5
Number of student
responses
(total number of
students = 63)
How I think
4
Not how I think
3
I don't know
2
Did not answer
1
0
Grade 7
Grade 8
Grade 9
Grade 10
(14 students
in total)
(22 students
in total)
(13 students
in total)
(14 students
in total)
Grade of students responding
Figure 6.2 Comparing responses for experiential learning by gender
Did not
answer
9%
Female
Male
How I
think
17%
I don't
know
62%
Not
how I
think
21%
How I
think
29%
I don't
know
74%
Not
how I
think
18%
6. B: Comparing perspectives on oral traditions by grade and gender
The responses to the video related to oral traditions varied by grade and gender (Figure 6.3 and Figure
6.4). More Grade 8 students identified with learning through oral traditions than other grades. When we
compared responses from male students with responses from female students, the proportion of female
students (48%) that identified with learning through oral traditions was higher than that of male
students (24%).
23
Figure 6.3 Comparing responses for oral traditions by grade
12
10
8
Number of student
6
responses
(total number of
students = 63)
4
How I think
Not how I think
I don't know
2
Did not answer
0
Grade 7
Grade 8
Grade 9
Grade 10
(14 students
in total)
(22 students
in total)
(13 students
in total)
(14 students
in total)
Grade of students responding
Figure 6.4 Comparing responses for oral traditions by gender
Did not
answer
3%
Did not
answer
6%
Female
How I
think
48%
I don't
know
38%
Not
how I
think
10%
Male
How I
think
24%
I don't
know
53%
Not
how I
think
18%
6. C: Comparing perspectives on school by grade and gender
As with the other learning approaches, the responses to the video related to school varied by grade and
gender (Figure 6.5 and Figure 6.6). Most Grade 8 students identified with learning through school. When
we compared responses from male students with responses from female students, the proportion of
female students (48%) that identified with learning through school traditions was higher than that of
male students (35%). Additionally, the proportion of male students (29%) who identified with did not
identify with school was higher than that of female students (10%).
24
Figure 6.5 Comparing responses for school by grade
14
12
10
Number of student 8
responses
(total number of
6
students = 63)
How I think
Not how I think
4
I don't know
Did not answer
2
0
Grade 7
Grade 8
Grade 9
(14 students
in total)
(22 students
in total)
(13 students
in total)
Grade 10
(14 students
in total)
Grade of students responding
Figure 6.6 Comparing responses for school by gender
Did not
answer
3%
Female
I don't
know
38%
Did not
answer
3%
How I
think
48%
Male
How I
think
35%
I don't
know
29%
Not
how I
think
29%
Not
how I
think
10%
6. D: Comparing perspectives on wahkohtowin by grade and gender
As with the other learning approaches, the responses to the video related to wahkohtowin varied by
grade and gender (Figure 6.7 and Figure 6.8). The highest number of students who identified with
learning through wahkohtowin were in Grade 7 and 8. When we compared responses from male
students with responses from female students, the proportion of female students (69%) that identified
with learning through wahkohtowin was higher than that of male students (41%). Additionally, the
proportion of male students (18%) who identified with did not identify with school was higher than that
of female students (3%).
25
Figure 6.7 Comparing responses for wahkohtowin by grade
14
12
10
Number of student 8
responses
(total number of
6
students = 63)
How I think
Not how I think
I don't know
4
Did not answer
2
0
Grade 7
(14 students
in total)
Grade 8
Grade 9
(22 students
in total)
Grade 10
(13 students
in total)
(14 students
in total)
Grade of students responding
Figure 6.8 Comparing responses for wahkohtowin by gender
Did not
answer
8%
Female
Did not
answer
3%
I don't
know
21%
Not
how I
think
3%
Male
How I
think
41%
I don't
know
35%
How I
think
69%
Not
how I
think
18%
6. E: Comparing Circle of Courage values and perspectives on “how do the students learn?”
The results on how the Circle of Courage values were associated with the different learning approaches
found:


Students most often associated the value of mastery with learning through school and experiential
learning
Students most often associated the value of belonging with wahkohtowin
26

The most frequently identified value across all of the different learning styles was mastery,
followed by belonging
Figure 6.9 Comparing student learning styles and Circle of Courage values
80
70
60
50
Number of student
responses (can choose
40
multiple values)
30
18
7
16
15
18
12
15
14
19
Independence
21
23
Belonging
19
20
10
25
23
20
15
0
School
Generosity
Experiential
Wahkohtowin
learning
Learning styles
27
Oral tradition
Mastery
Part 7 - When it comes to the delta, what do students want to learn more about?
The last question we asked students was a written response. We asked them if there was anything related
to the delta that they wanted to learn more about.
What students want to learn more about - main takeaways:
 Many of the students (44%) are interested in learning more about changes that the delta has gone
through. One area of interest in particular is learning more about what things were like in the time
of their parents or Elders.
 However, there is still a large proportion (less than a third) of students that are either not
interested in learning more about the delta or think that there is nothing more for them to learn.
When we asked students about whether there were topics related to the delta that they wanted to learn
more about, responses were split. Most of the students (44%) indicated there was something they
wanted to learn more about. For these students, the most frequent response was that they wanted to
learn more about how things were “back then”. In other words, students wanted to learn more about
what the delta (the water, the animals, etc.) and life was like in the time of their parents and Elders.
Another frequent response by students who wanted to learn more was related to water quality –
specifically having clean or healthy water for things like drinking or swimming. This was followed by
wanting to learn more about wildlife, water quantity, and plants.
The rest of the students were almost evenly split between responding negatively (29%) or responding “I
don’t know”/ not responding at all (27%). This pattern was generally the same across all of the grades.
For the students who responded negatively, they often said that didn’t want to learn more about the
delta, or felt that they already knew enough.
Figure 7.1 – Do students want to learn more about the delta?
I don't
know/No
response
27%
I want to
learn more
44%
I don't want
to learn
more
29%
28