For many kids, particularly Indigenous kids, the regular K-12 education system isn’t working. Current solutions offer more of the same. More homework, more testing, more tutoring, more after school ‘enrichment’. We don’t need more of what’s already failing and we don’t need an “Indigenized” version of the regular system, we need different. Radically different. 
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What's the Problem?

Our education system is struggling to meet the diverse needs of our youth and is not adequately preparing them for the complex and interconnected world they will face. Many ingrained education practices, as well as the very structure of our education systems, are counterproductive to real learning and to the successful transition into adulthood, active citizenship and full employment.  We see this reflected in student disengagement; unprecedented levels of anxiety and depression; and, inequitable educational outcomes. This is particularly true among our Indigenous youth who suffer drop-out rates that are double the national average. If Canadians intend to alter this trajectory, we need to completely re-imagine the system.
 
Ironically, research indicates that the methods used by first cultures around the world are solidly grounded in how humans learn best. Hunter-gatherer societies, which characterized our species for most of human history, passed on skills and knowledge by relying on children’s innate curiosity, desire to play and drive to master the tools of their culture. Children are, in fact, born learning machines. Far too often, however, traditional schooling systematically erodes this enthusiastic capacity in our youth, Indigenous and non-Indigenous alike. 

What's the Solution?

Redesigning education – away from conformity and towards curiosity.  We are proposing an entirely different model of learning in a pilot school, located in Toronto, Ontario. It will be embedded within the public system and designed for Indigenous and non-Indigenous students to attend together. Children from 4 to 19, led by their innate curiosity, will take charge of their own learning path in an experiential, land-oriented, democratically run system. They will play together, work together and grow together in an environment of mutual respect and exploration.  This self-directed environment is both aligned with traditional ways of learning and proven effective in this complex digital age.  Youth will leave this school prepared to be productive, self-reliant adults in an ever more quickly changing world.
Reconciliation must inspire Aboriginal and non-Aboriginal peoples to transform Canadian society so that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.
Honouring the Truth, Reconciliation for the Future. Summary of the Final Report of the Truth and Reconciliation Commission of Canada, 2015.

Why Self Directed Learning?

Because it capitalizes on children’s innate curiosity and natural drive to learn, and it is strongly supported by evidence in anthropology, psychology and history.  Sudbury Valley School has been using this model successfully for over fifty years and, since then, many other schools, including  Agile Learning Centers  have continued to prove the model’s value. Moreover, the structured model creates an environment where children gain the skills to steer their own lives and learning, problem solve, and prepare for productive and meaningful futures. Over seventy-five percent of graduates go on to higher education and these graduates prove to be emotionally resilient, confident and independent learners who are self-motivated and adaptable to rapid change. 
To foster children who will thrive in today’s constantly changing world, we must entrust them to steer their own learning and development.
Peter Gray, Free to Learn


​What would the CIU Centre for Self-Directed Education look like?

  • Learning is self-initiated and driven by innate curiosity and play.  In an enriched environment, children pursue learning through the lens of their own interests;  actively exploring their unique passions. Specially trained staff provide role-models, extra resources and just-in-time-instruction. 

  • Staff include Indigenous and non-Indigenous adults who will follow and support the learning and exploration of individual pursuits and passions—including cultural traditions and land-based practices.

  • The environment is democratic. The School Committee runs the school and everyone has a vote.  Students learn through direct experience to function as productive members of a democratic society—with all of its choices and responsibilities.

  • There is a clear structure.  The rules and daily operations are instituted via the School Committee. There is complete freedom (and the associated accountability) within these parameters.

  • All students/staff are held accountable and responsible for their actions and behavior. A Justice Committee, which convenes daily, engages students in problem solving and determining remediation and/or consequences.

  • Age mixing is essential. Smaller children naturally want to emulate bigger kids and learn from their activities. Acting as role models, older students develop empathy and leadership.

  • The school will be a learning opportunity where students can get hands-on skills training through self-run corporations, social-enterprises and supported work experiences.
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  • The learning environment will be integrated with the community. Project-based learning will be extended inside and outside the walls of the school.  Elders, mentors, businesses, higher education and community organizations can all be part of this enriched, learning-by-doing education.​

Who is Leading the Charge? 

After decades of commitment to education and First Nations advancement, Classroom Connections has identified this approach to learning as uniquely addressing both the needs of our youth in general, and specifically the gap between Indigenous and non-Indigenous peoples. Together with our community partners the CIU Centre for Self-Directed Education will revolutionize traditional schooling to optimize all children’s ability to learn and succeed in a dynamic world.
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Strategic Advisory Board

Gail Anderson (Past Executive Director, Ontario Public School Boards Association)
Patrick Buffalo (Samson Cree Nation Elder)
Michael Bryant (Canadian Civil Liberties Association)
Kevin Costante (Former Ontario Deputy Minister Education)
Peter Garrow (Akwesasne Education, Former Education Director AFN)
Dr. Peter Gray (Evolutionary and Developmental Psychologist and Researcher, Boston College)
William Hogarth (Board of Governors University of Guelph, Former Director York Region School Board)
Jeff Hopkins (Founder, Pacific School of Innovation and Inquiry)
Frank Kelly (Executive Director, Council of Ontario Directors of Education)
Kelly Lendsay (CEO Indigenous Works)
Shailla Manitowabie (Toronto Youth)
Sarah Midanik (Executive Director, Downie-Wenjack Foundation)
Rhiannon Rosalind (President and CEO, Economic Club of Canada)
Don Tapscott (Author, Business thought leader, Executive Chairman Blockchain Research Institute)
Toronto Native Organizations (i.e. Native Child and Family, Nishnawbe Homes, ENAGY Youth Council, Wigwamen Housing)

Learn more here:

It's time to Change it Up!

Join us, make change happen.
© Change it Up!, an initiative of Classroom Connections.