Storytelling plays an important role in Indigenous culture and it is a method used by First Nations, Inuit and the Métis to teach cultural beliefs, values, customs, ritual, history, practices, relationships and ways of life (First Nation Pedagogy Online, 2009). As storytelling plays such an integral role in many indigenous students' lives it makes sense to use storytelling as a way to bridge the cultural knowledge that students bring to the learning.

Many Indigenous cultures value the idea of learning by observation and then doing. This means that teachers need to find ways to ensure that students can experience their learning out in the real world and not just through a PowerPoint presentation. There is a really good story titled Kwezens makes a lovely discovery which emphasizes the importance of this way of learning through observation and then doing (Simpson, 2014). In “Kwezens makes a lovely discovery” a Nishnaabeg girl learns how to tap a maple tree for syrup by first observing her animal teachers and then adapting and applying what she observed to her own context (Simpson, 2014). This story also showed how learning is personal and students need to be able to share these personal experiences.

Many Indigenous pedagogies are focused on developing the whole person, not just the knowledge subset of that person. This means that learning focuses on nourishing the four dimensions of knowledge which include the physical, cognitive, spiritual and emotional. 

• The physical dimension of knowledge pertains to how the learners actually interact with the learning, such as through a kinesthetic learning approach.

• The cognitive dimension pertains to the fact basis of the learning. 

• The emotional dimension looks at how the learner relates to the knowledge and what their personal connection to the learning is. 

• The spiritual looks at how the learning is done for a higher purpose and impacts the learning spirit. The learning spirit is “[the] entity that emerges from the exploration of the complex interrelationships that exist between the learner and his or her learning journey (Antoine et al., 2018). The learning spirit is developed when all four dimensions of knowledge are valued and attended to as the four dimensions are inseparable 

One way to incorporate Indigenous pedagogy into the classroom is by giving students opportunities to reflect on these four dimensions of knowledge and the growth and development of their learning spirit

In the Indigenous context Place includes everything from the physical environment and geography to less tangible characteristics such as memories, histories, emotions and the relationships created in that place. As place is made up of both tangible and intangible parts that are inseparable from land, culture, worldview, philosophy and spirituality. There are five key dimensions of place (AERC, 2008): 
 

1. Place is Multidimensional - extends the beyond the physical and temporal characteristics of a space to also include the emotional 

2. Place is Relational - looks at the spiritual relationship one has with the land as well as how this spirit connects all life forms

3. Place is Experiential - it is influenced by the experiences that people have in the place and their active participation with nature within that place 

4. Place is Local - people must inhabit a place in order to create it.  

5. Place is Land-Based - humans are deeply connected to the land and thus the land is a central aspect of the group’s identity.
    

Place-based learning is an essential element of Indigenous pedagogy as “Indigenous people are a people of place (AERC, 2008, p.26)” Place-based learning is the idea that all learning occurs in direct relation to Place and knowledge is situated within that place, experience and group of people (Antoine et al., 2018). Thus, educators work to “create opportunities [for students] to learn about the local place and to learn in connection to the local place (Antoine et al., 2018, p.18)