February 5, 2025 • 28 mins
Unlock the secrets of nature-based education with our incredible guest, Jenna Jasek from the Outdoor Learning School/Store. Jenna, with her roots deep in the natural landscapes of rural British Columbia, brings a unique perspective on integrating outdoor experiences into modern educational practices. Listen as she recounts childhood adventures like huckleberry picking with her grandmother, and how these experiences shaped her understanding of the environment. Jenna also addresses the growing concern of how digital distractions can disconnect today's youth from the natural world, fostering a vital conversation on the benefits of reducing screen time to nurture the next generation of environmental stewards.
Discover innovative ways to creatively incorporate nature into the classroom as Jenna shares methods that engage students beyond traditional four walls. From art projects to building animal homes, these activities spark curiosity and make learning both interactive and enjoyable. Jenna also talks about her journey with the Outdoor Learning Store, highlighting initiatives such as the truth and reconciliation challenge. These programs aim to deepen students' understanding of their environment while introducing them to crucial Indigenous perspectives and histories, paving the way for a richer educational experience.
Explore the enriching world of Indigenous education as we delve into the "Four Seasons of Indigenous Learning" program and the importance of building authentic relationships with Indigenous communities. Jenna underscores the healing power of storytelling and the significance of participating in local events to genuinely connect with Indigenous cultures. Upcoming opportunities like the Medicine of Storytelling course and an outdoor learning conference promise to offer educators unique insights into blending cultural knowledge with nature-based learning. Join us as we draw inspiration from Jenna's stories and experiences, and find motivation to embrace the outdoors as a powerful educational tool.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Chris Colley (00:11):
Welcome back everyone.
Happy New Year.
If I haven't said that, I thinkI said that already, but I'm
going to say it again.
We are in a frigid month ofJanuary here in Quebec anyway,
but I have some wonderful.
I have a wonderful guest herethat's going to warm us all up
with some beautiful words andreflections and thought.
(00:31):
I have Jenna Jacek from theOutdoor Learning Store and she
is the Director for IndigenousLearning there, and I was really
pleased that she took me up onthis offer to come in and share
some of her insights abouteducation, but also from an
Indigenous perspective as well.
(00:52):
We talk a lot about this andI'm glad that we're getting such
a wonderful person to come andshare some ideas.
So thanks, jennifer, forjoining us today here.
Jenna Jasek (01:04):
Aw, thanks so much for having me.
It's such kind words.
Chris Colley (01:08):
Well, it's a real pleasure.
I've been kind of following youthroughout a few years now and
your work and articles andvideos that you've put forth.
It's really been fun to do abit of a deep dive into what
you've been doing, and I'd loveto start these with early
(01:28):
recollections of when did natureand connection to it and a
sense of wanting to share thatwith others start to percolate
for you, because I really feellike you have such a wonderful
connection to our natural worldand you have this wonderful
(01:49):
innate ability to to share itwith others in such a wonderful
way.
Could you tell us what some ofyour early recollections about?
You know where that started andand your community and and
where developed?
Jenna Jasek (02:03):
Yeah, well, I live in rural BC, so I grew up on an
acreage and I was an only childfor six years.
I didn't get a sibling until Iwas six.
So I spent a lot of timeoutside by myself and I just
always felt that I was connectedto the land.
(02:24):
I always felt like they were mysiblings and we had, like I, I
always talked and connected andjust felt most comfortable
outdoors and I would just spendtime like in the grass, and then
we had long grass and I justremember just laying there and
just being feeling the most atpeace, and so it's always just
(02:47):
been a part of me, and mygrandma, growing up, would
always take us huckleberrypicking, uh, and so I always had
that.
My family was always outside, wewere camping and, um, yeah, my
grandma had the biggest gardenand so I, I was always there,
you know, not helping, playingin the soil and running around,
(03:09):
and then, yeah, we just, it'sjust.
I love being outdoors.
It's where I feel my most trueself and I always want everyone
else to feel that too, because aday outdoors is there's nothing
better than eating outdoors andbeing outdoors and sharing that
fun with family and friends.
(03:30):
And, and so I think, gosh, ifwe could do this every day, that
would be incredible, and theworld would be different I'm
sure.
Can you imagine, yeah, andgetting kids out there every day
, you know they sleep better.
And getting kids out thereevery day, you know they sleep
better.
You know you crave healthierthings when you're outdoors.
So, yeah, I just it's just,that's really cool, yeah.
Chris Colley (03:53):
Yeah, I often ask teachers too, like when we're
doing outdoor workshops orbringing them outside, to show
them how they could bring theirkids outside more, For them to
recall memories of outdoor whenthey were young and they always
have great stories of fortmaking and playing with friends
and riding bikes and outdoors.
You know like I love that ideaof being consumed by the field
(04:16):
and the wind and what a magicaland I reflect and I'm like do
you see your kids that sit infront of you every day having
those same experiences?
And oftentimes it's not.
There seems to be this less ofa connection to the natural
world.
Yet we're going to be leavingthese kids to be stewards of the
(04:40):
natural world without muchexperience being a part of it.
What do you think's kind oftransformed over?
You know?
A handful of decades here, of,of, of this removal almost of of
our beautiful natural worldthat we have all around us.
Jenna Jasek (04:58):
Yeah, we're just consumed, I think, by the
screens and you know they createmore.
I feel like more of a schedule,more of a routine, of like
being connected all the timethat you don't make that time
for outdoors, or it's like it'sso much work to get out there
you got to put on all this stuffor you have to, you know, put
(05:18):
on the sunscreen and get youknow there's always extra things
.
But once you're out there,you're like I didn't get out
here sooner and think, um, yeah,I think it is the screens.
Like my kids, um, if I were tosay you have a free day, what do
you want to do?
They're not going to be likeI'm gonna go outside.
They're like let's get on ascreen and watch tv or play a
(05:39):
video game.
So it's like I understand.
But once we're outdoors and wespend tons of time outdoors and
it's just like that's what we'redoing, so you can have fun or
you cannot.
You can choose.
And so they're actually, theylove being outdoors and we do so
many different sports that, um,it really connects us and just
getting away from the screen isit's, you know, it is we're like
(06:02):
really tied to it.
So I find that once we breakfree of it, it's like, oh, I
never want to see that thingagain okay, right yeah well, it
seems too that that's startingto seep a little bit more into
into our schools anyway wherethey're.
Chris Colley (06:14):
Yeah, some are trying to limit it and not have
in classrooms and yeah but Imean, I was thinking too like,
like at lunchtime, you don'twant them to like just all be
sitting in a row on their phonebecause they haven't had it.
You know, like it's, it's anissue that we're going to have
to deal with because it is alsocreating very anxious kids and
(06:36):
mental wellbeing, as well asbeing affected quite a bit by
what they're exposed to online,and we have such a we're not
very in control of what they'rewatching or what they choose to
view.
So it does play this like we'retrying to create this balance
almost.
But the outdoors, I find, isour magic key, I think so, of
(07:00):
getting them out.
And it kind of leads me to thisquestion how is it that we can
get educators thinking moreabout the outdoors as and this
is a quote that the land willteach you?
You know, like getting thatmindset, in that there's such
(07:21):
wonderful lessons out there forany subject area.
You can have your math, you canhave your ELA, you can have
whatever, like it's there, it'sa classroom.
How do you get teachers'mindsets to start shifting a
little bit towards more ofopening those school doors out
and getting the kids out?
Jenna Jasek (07:41):
I think the first step is just getting outside,
even if it's in your field, likeyour school field, because
there's insects and there'sbirds, and you do have what, if
you just kind of stop and arestill for a moment, which is
hard, but there is stories beingtold.
You just kind of have to takethat breath and listen and look,
(08:19):
you know, use all your senses.
And the first couple times Ijust let the kids explore, and
you know, because they're socontained in that square box
that once they get out they'relike, oh my gosh, and you know,
just let them run free and beloud.
And that's the first step iscreating that relationship with,
with the land, right, you know,um, you have to figure out what
(08:40):
it has and and, and then whatyou can offer too.
Chris Colley (08:43):
So, yeah, and do you think that that process is
an easy process for teachers togo through once they realize the
positive effects?
Cause you were mentioning itbefore too, that, like the sense
of going outside, we see fromresearch that behavior problems
drop right Like kids are muchmore the anxious, kids are much
more free the kids that used todisrupt, become leaders or you
(09:06):
know yeah like it shifts, somuch.
Yeah, yeah, absolutely, yeahlike if you're looking at
through that lens, I just don'tunderstand, like I don't see how
, as a teacher and I was ateacher as well I mean, I taught
for many years that it wouldn'tlike be like.
Of course I'm going to do thatwhy wouldn't I.
Jenna Jasek (09:24):
Why wouldn't I?
Chris Colley (09:26):
What do you think that divide is?
That happens that they kind ofsee it at a distance and it's
not like a relevant, importantthing to expose our kids to.
Jenna Jasek (09:37):
Yeah, I think it's the stress, the anxiety of
getting everything in thecurriculum done, that it's kind
of like we'll go outside when wehave time but you're never
going to have time right,because there's always.
We're always adding somethingelse.
Now you have to teach this orthis and it's um.
It's really having to take thatstep and combine um curriculum
(09:59):
with the outdoors and making itpart of the lessons, which is
tricky at first when you're,when you don't know how to do
that Um, and so it's just, Ithink it's kind of accepting
that your first lessons of beingoutdoors are not going to be
the lessons that um you havewritten down.
Um, because the exploration isgoing to be completely different
(10:19):
forever wherever you are,because the land is different
wherever you are, um, but havingwherever you are, but having
that giving yourself in yourclass permission to just go and
play because with the play islearning it's just different,
right, than what we've beenconditioned to believe.
So it's just taking that step.
You guys can do it.
I believe in you all that's it,that too.
Chris Colley (10:43):
And I like the idea too of small, like start
small, like get to know yourpath, you know, like your patch,
where you are and your space.
And what kinds of things youmight want to observe.
I can see the intimidation, forexample, like for science and
math, like where the content isso heavy.
But yeah, I also think at thesame time, once you open those
(11:04):
doors up to science and math,outside it would just seem like
a like a snowball effect thatwould start to happen because
you would start to be like oh,observe that and that connection
to this, and like um, what areother than encouraging, like do
you have some examples thatyou've seen throughout?
um, where you were like they'regetting it?
Jenna Jasek (11:25):
like this is yeah, these are some really great ways
that you could start to open,open up your classroom I think
the easiest is always, you know,with art or um, with creating
for younger, like creating homesfor animals.
I think those are just, youknow, kids get so excited.
Let's create a beautiful homefor a little mouse that might
(11:46):
come here or an insect you knowwhat type of animals might be
out in this area.
That's always super fun for thelittle ones.
And then, using the materialsyou have in your area and
creating some sort of art ofoutside, that really just gets
you know you're collecting andthinking and the creativity is
(12:07):
really important when you'reoutdoors.
Um, that artistry and umimagination really kind of gets
you very connected with, withwhat you have.
And that's where I would,that's where I would start is is
those sorts things and also,yeah, just observing what you
have, like the colors.
(12:28):
With the seasons they alwayschange.
The animal colors change.
Yeah, animals, plants andinsects are always so fun for
kids and for me.
I always think what's going tobe fun for me is going to be fun
for them.
Chris Colley (12:43):
Yeah, I remember we were working with some
teachers and they wanted to lookat animal hibernation and that
brought up and then we startedtesting how much they insulate,
you know.
And yeah, like I said, likeonce you start going right, and
I know we had these littlethermometers we put inside and
measured outside and then putthem inside and looked at the
(13:04):
differences and gathered thedata on it and like yes like
when I say the ball starts, youknow the snowball starts
happening.
I'll use a winter term.
Yeah, it really does right,like.
But you have to have thatopenness to like I'm gonna try
and I'm gonna try it again andthen I'm gonna try it again.
Exactly, doing it one timenever is sufficient, really
(13:24):
right.
You just get your toes wet alittle bit.
Jenna Jasek (13:27):
Yeah, that's your first time to just say OK, here
I am now.
What can I do next time to makeit better?
I'm always about fun, rightLike?
Chris Colley (13:35):
what can we do to?
Jenna Jasek (13:35):
make it more fun, because that's when I learn best
.
Chris Colley (13:39):
That's it.
That's it.
No, that's really yeah.
So you new to, are you fairlynew to the learning, to the
outdoor learning stores, schooland store?
Is that a new position thatyou've taken on lately, Jenna?
Jenna Jasek (13:53):
Well, I've been a part of the school and store for
about five years now, but Ijust was kind of what was the
word that I would like notadvocate?
But I was just was kind of um,uh, what was the word that I
would like not advocate?
But, um, I can't think of theword, but it's.
I would always, you know, belooking at resources and um,
(14:15):
vetting them to see, and um, Iwould be on um, we created the
truth and reconciliation umevery child matters challenge, I
think in 2021.
And so I, while I was workingmy other job, I was also um
being a part of um, this amazingum store and school.
Chris Colley (14:35):
Yeah, oh, I love it.
I've attended numerous webinarsand like the numbers of
teachers you guys get, it's likeamazing, like it's it always
floors me every time.
I see the numbers going up.
Jenna Jasek (14:48):
I'm like are you serious?
I know Okay, People like this,yeah absolutely.
Chris Colley (14:53):
Well, there's great guests on it.
I like the free part and thatit's for us.
It's a little bit after school,Cause we're like three hours
ahead of you guys.
Yeah ahead of you guys.
Yeah, um.
So it's always been like,sensational like and some of the
people that that I've reachedout to as well just to grow our
community because quebec's stilllike we're just in our baby
(15:15):
phase right now of getting, yeah, exploring, outdoor learning
for, for the youngest, for ourkids.
Um, what was the point behind,like the four seasons of
indigenous learning?
What was the crux behind thatprogram?
Because you are one of theorganizers of it um, yeah what?
What was, what's your intentbehind someone participating in
(15:36):
this, in this, you know amazingcourses.
I mean they look super right.
I'm you know foundation,foundations of knowledge,
learning from the land yeahbuilding reciprocal
relationships.
I mean all these amazing thingslike how did, what was, what
was the starting seeds of this,this program that you offered?
Oh?
Jenna Jasek (15:54):
my God, well, I've I've been a teacher, like I
graduated when I was 22.
So it was like 15 years, um, asa teacher and I didn't really
get to share my, my story, mypast and you know the brilliance
of, of my people, and so thatwas always.
I always was like, oh, I wishthere was this course or I wish
(16:17):
this person could share.
You know, I always wished therewas more.
And Duncan and I startedworking together and our
meetings were always we would bewalking meetings to be outdoors
, because that's where I am mybest self and Duncan loves to be
outdoors as well.
So he's like, why don't we justhave meetings outdoors?
(16:39):
And I was like, yes, why not?
And it was right.
After the 215 were found atKamloops residential school and
we were both just devastated.
And we're out in our walkingmeeting and I'm always teaching,
like sharing is.
He's one person that alwayslistens.
(17:01):
I find other people don't askor or they have opinions, but he
was always like tell me more,tell me more.
So I was always sharingdifferent stories.
And he's like I think morepeople want to hear about this,
especially now.
And he's like I think I thinkat that time there was the every
(17:21):
um, every child matters dayonce a year and he's like we
need this more, we need this allthe time and um and um.
So he's like why don't we, likewe'll take turns and share?
I think it was each week likewe just were like, okay, let's
do this each week.
We would kind of research andshare something important about
indigenous um perspectives andlearning, and at that time there
(17:43):
was nothing had been shared, soit was like murdered and
missing, indigenous Peoples Day,the Indian Act, undrip, you
know all those really importantaspects that aren't really ever
talked about, and so we've gotto deep dive into so many
different things and learn moreand get better resources.
(18:03):
Because we were new to it tooand as an indigenous person, I
like I didn't learn um growingup.
I learned what everyone elselearned, right, and my grandma
didn't really talk about it, andso I always felt like a lost
connection um to to my ancestorsand um.
Our band wasn't really umsharing our knowledge and um,
(18:29):
and not that we had it like umcolonization, the residential
schools that worked for our area, and so, um, there were bits
and parts, and um, like hisconnect band, would invite us to
events too, and so we did, um,we did learn some, but it was
enough for me to know more thanothers, but not enough, not
(18:49):
enough.
And still, even to this day,after all the learning I've done
, I'm still a lifelong learnerand my perspective will change
and grow and, um, I just wantpeople to know that, like I'm
not, I will never be an expert.
I am, um, I'm a learner and alover of learning, of learning,
and this is my dream.
My lifelong dream is to knowand share, and just share, the
(19:11):
brilliance of our people and ourancestors.
Chris Colley (19:15):
I do find that, like our schools want to create
awareness, but oftentimesteachers are kind of nervous
about how do I approach it in arespectful way, because I I want
to make sure that I'mrepresenting or or you know,
(19:38):
they feel like they have this,this large responsibility.
And because of it, it prevents alot of the talking because they
just feel like it's not myplace.
But how do we get, how do weget teachers to like past, that
of, and what are some of thethings that they could start to
do that that that would helpwith with making you know the
(19:59):
truth aware, to just start there, like where the truth, what
happened in the past, so thatour kids know that, so that they
can carry it on.
And history is only as strongas the stories that we continue
to tell.
Exactly, what would yourorientation be for teachers that
are looking to incorporate moreinto their class and creating
(20:20):
more awareness?
Telling some of the stories,maybe, or reading the books of
the stories that were told.
Can you shed a bit of light ontothat, because I know a lot of
teachers I talk to have thatsense of they really want to do
something, but beyond the landacknowledgements they're like I
just don't have the authority.
Nor do I want to misinterpret.
Jenna Jasek (20:41):
Exactly.
No, I totally get that.
What I've learned and where Ifeel most comfortable and safe
with is just talking with thelocal Indigenous communities,
checking in with them.
You know, go on their websitebecause a lot of the time they
have all this amazing knowledge,they're sharing stuff right on
(21:03):
there.
That's a public site andthey'll have an education person
and a cultural person that youcan talk with.
They'll have resources or theywill, or it will say like send
you to somewhere and I'm sograteful.
Many Indigenous communities aresaying check out the outdoor
(21:23):
learning school.
That just like fills my heartbecause, you know, we do make
sure that everything that wehave is vetted by Indigenous
people, and more than one, fromdifferent communities, different
areas, and so because we wantto have, you know something that
is that people think indigenouspeople think this is quality,
(21:45):
this is exceptional and that'swhat we strive on.
But you know, go with yourlocal communities first and you
know visibility creatingrelationships communities first
and you know visibility creatingrelationships.
So, um, anytime there's anevent with indigenous people,
show up and that's then you know, um, parents are gonna say and
grandparents are like isn't thatyour teacher over there?
(22:06):
And it's like, oh my gosh, myteacher's here.
That builds, that starts, it'snot, it's it's.
It takes time and you know whatthat's.
Everything takes time and wehave to accept that and it's
okay, you're doing every step,it's not going to.
You can't just jump in and belike I'm going to do this.
Now you create thoserelationships that are the most
(22:27):
important and and they'll sharewhat they have.
Now, you know, some areas arewe're working on healing
ourselves and and our communitymembers and learning about our
own culture, and so we don'thave much.
And that's when um, you look atum people in the same, you know
there's nations and there'stribes and there's bands,
(22:49):
communities.
You start with your local.
If there's no information there, then you kind of branch out
and see what other communitiesfrom the same nation are.
So I'm from I'm Sequetan,there's 17 fires, which means
there's 17 bands, and we havethe Sequetan Nation Tribal
(23:12):
Council and it has a lot ofinformation that's from all of
us, and so you can kind of finda bigger place if you can't find
the local things.
And then there's also anythingthat's published by Indigenous
people is out there.
It's yours to use.
But I would always check withthe education person first,
(23:33):
because sometimes you knowsomeone goes rogue and and share
some things that the communitydoesn't agree with.
You've got to be careful aboutthat.
But those are my, my firstrecommendations.
Chris Colley (23:45):
Relationships yeah Well, I mean that's what I tell
teachers, too, when they'reworking with their kids and
other teachers like build thatrelationship, because that's
what's going to guide you forthe rest of of the year.
Yeah, and it tends to to be allabout that relationship
building.
Jenna Jasek (24:04):
So it does, yeah, it is wise words it's important
and it takes time, and that'sokay.
It just shows that you'reyou're putting in the effort,
which is almost absolutelyabsolutely and kind of bring
things to a close.
Chris Colley (24:18):
Jenna, thanks so much again for this.
This has been super insightfuland I hope we can talk again one
day.
I have so many questions like Ikeep these to 25 minutes, but I
only get through maybe threequestions, so there's more to to
develop it's like my favoritetopic, so I can talk for so much
.
Jenna Jasek (24:37):
I love like these questions have been so great.
It fills my heart that I get toshare, so thank you.
I love it, thank you.
Chris Colley (24:44):
What's coming up with the outdoor learning story
that you might want to sharewith the listeners, that where
they can go in and start thatjourney?
Jenna Jasek (24:53):
Oh my gosh, where they can go in and start that
journey.
Oh my gosh.
Well, at the end of January,we're starting medicine of
storytelling with, you know, myidols Robin well Kimmerer, monty
Grace Smith, richard Van Camp,leona Prince, like it just, and
there's more.
Yeah, I mean, storytelling isreally healing and that's where
(25:19):
I started um healing was youknow, um Lee Maracle.
When I was a teenager, I waslike, oh my gosh, there's
someone that's Native, a woman,that's written books, and so you
know, I, I started reading andthose are the, you know, a
connection of someone is like meand and more of these writers
(25:40):
coming.
They just healed me so muchwith their stories and and when
we have our four seasons oflearning Indigenous learning and
our Indigenous academics andknowledge holders and elders
share their stories.
They're so beautiful andhealing and and really you get
to open like hear their story.
(26:02):
I think that's really important.
So that's that's coming up andI'm so excited.
Chris Colley (26:10):
I can't believe there's a course like this.
I see like this is a dream cometrue.
Jenna Jasek (26:13):
And then the summer we have, like this is a dream
come true, um.
And then the summer we have, uma creative, like it's kind of
more for teachers just to kindof work on you.
Richard van cap is doing acreative writing workshop one
day.
And then, um our author aboutum nature, outdoors, like
sketching he's doing a day.
So there's like four of themcoming up.
(26:33):
Um, we have the outdoorlearning conference in may,
which very excited about, but Ithink it's sold out like really
cool, like within the day I knowit's so fast yeah, but get on
the wait list yeah, well, that'scool.
Chris Colley (26:49):
It looks like an amazing experience that I saw
some photos and stuff from thelast couple years and, wow, just
magical it is magical, it is.
Jenna Jasek (26:58):
I mean, first of all, you're in BAM which is
gorgeous, you know.
You're surrounded by nature, um, and then all these incredible
teachers and educators sharingtheir knowledge and you get to
be learning outdoors.
That's just amazing, yeahthat's awesome.
Chris Colley (27:17):
Well, I mean, it's an amazing place to start.
So, listeners, if you'relooking for a place to start,
first of all, I love that looklocal, but also visit the
outdoor learning store yes showschool and story should say yeah
, and they can email me too cool, I will put the link in our
descriptor and I will put yourpage too, so that they know
(27:39):
where to find you.
Um, and please participate insome of these If you're looking
to get beyond the landacknowledgement what a great
place to start.
Um, it's so great.
Well, I I really thank youagain, jennifer, for this time,
and I'm sharing some of yourstories and your knowledge and
wisdom passing that along and,like I said, I hope this is not
(28:01):
our last conversation.
Jenna Jasek (28:03):
I hope not.
It's been really lovely for me.
Chris Colley (28:06):
Cool, I appreciate that.
Well, I wish you a great 2025and all that comes.
And I'm looking forward togoing having a walk right now
outside oh good, I'm justlooking outdoors.
It's cold and chilly, but it isso good to get out yeah, that
fresh air cool, all right, well,take care.
Welcome back everyone.
Happy New Year.
If I haven't said that, I thinkI said that already, but I'm
going to say it again.
We are in a frigid month ofJanuary here in Quebec anyway,
but I have some wonderful.
I have a wonderful guest herethat's going to warm us all up
with some beautiful words andreflections and thought.
(00:31):
I have Jenna Jacek from theOutdoor Learning Store and she
is the Director for IndigenousLearning there, and I was really
pleased that she took me up onthis offer to come in and share
some of her insights abouteducation, but also from an
Indigenous perspective as well.
(00:52):
We talk a lot about this andI'm glad that we're getting such
a wonderful person to come andshare some ideas.
So thanks, jennifer, forjoining us today here.
Jenna Jasek (01:04):
Aw, thanks so much for having me.
It's such kind words.
Chris Colley (01:08):
Well, it's a real pleasure.
I've been kind of following youthroughout a few years now and
your work and articles andvideos that you've put forth.
It's really been fun to do abit of a deep dive into what
you've been doing, and I'd loveto start these with early
(01:28):
recollections of when did natureand connection to it and a
sense of wanting to share thatwith others start to percolate
for you, because I really feellike you have such a wonderful
connection to our natural worldand you have this wonderful
(01:49):
innate ability to to share itwith others in such a wonderful
way.
Could you tell us what some ofyour early recollections about?
You know where that started andand your community and and
where developed?
Jenna Jasek (02:03):
Yeah, well, I live in rural BC, so I grew up on an
acreage and I was an only childfor six years.
I didn't get a sibling until Iwas six.
So I spent a lot of timeoutside by myself and I just
always felt that I was connectedto the land.
(02:24):
I always felt like they were mysiblings and we had, like I, I
always talked and connected andjust felt most comfortable
outdoors and I would just spendtime like in the grass, and then
we had long grass and I justremember just laying there and
just being feeling the most atpeace, and so it's always just
(02:47):
been a part of me, and mygrandma, growing up, would
always take us huckleberrypicking, uh, and so I always had
that.
My family was always outside, wewere camping and, um, yeah, my
grandma had the biggest gardenand so I, I was always there,
you know, not helping, playingin the soil and running around,
(03:09):
and then, yeah, we just, it'sjust.
I love being outdoors.
It's where I feel my most trueself and I always want everyone
else to feel that too, because aday outdoors is there's nothing
better than eating outdoors andbeing outdoors and sharing that
fun with family and friends.
(03:30):
And, and so I think, gosh, ifwe could do this every day, that
would be incredible, and theworld would be different I'm
sure.
Can you imagine, yeah, andgetting kids out there every day
, you know they sleep better.
And getting kids out thereevery day, you know they sleep
better.
You know you crave healthierthings when you're outdoors.
So, yeah, I just it's just,that's really cool, yeah.
Chris Colley (03:53):
Yeah, I often ask teachers too, like when we're
doing outdoor workshops orbringing them outside, to show
them how they could bring theirkids outside more, For them to
recall memories of outdoor whenthey were young and they always
have great stories of fortmaking and playing with friends
and riding bikes and outdoors.
You know like I love that ideaof being consumed by the field
(04:16):
and the wind and what a magicaland I reflect and I'm like do
you see your kids that sit infront of you every day having
those same experiences?
And oftentimes it's not.
There seems to be this less ofa connection to the natural
world.
Yet we're going to be leavingthese kids to be stewards of the
(04:40):
natural world without muchexperience being a part of it.
What do you think's kind oftransformed over?
You know?
A handful of decades here, of,of, of this removal almost of of
our beautiful natural worldthat we have all around us.
Jenna Jasek (04:58):
Yeah, we're just consumed, I think, by the
screens and you know they createmore.
I feel like more of a schedule,more of a routine, of like
being connected all the timethat you don't make that time
for outdoors, or it's like it'sso much work to get out there
you got to put on all this stuffor you have to, you know, put
(05:18):
on the sunscreen and get youknow there's always extra things
.
But once you're out there,you're like I didn't get out
here sooner and think, um, yeah,I think it is the screens.
Like my kids, um, if I were tosay you have a free day, what do
you want to do?
They're not going to be likeI'm gonna go outside.
They're like let's get on ascreen and watch tv or play a
(05:39):
video game.
So it's like I understand.
But once we're outdoors and wespend tons of time outdoors and
it's just like that's what we'redoing, so you can have fun or
you cannot.
You can choose.
And so they're actually, theylove being outdoors and we do so
many different sports that, um,it really connects us and just
getting away from the screen isit's, you know, it is we're like
(06:02):
really tied to it.
So I find that once we breakfree of it, it's like, oh, I
never want to see that thingagain okay, right yeah well, it
seems too that that's startingto seep a little bit more into
into our schools anyway wherethey're.
Chris Colley (06:14):
Yeah, some are trying to limit it and not have
in classrooms and yeah but Imean, I was thinking too like,
like at lunchtime, you don'twant them to like just all be
sitting in a row on their phonebecause they haven't had it.
You know, like it's, it's anissue that we're going to have
to deal with because it is alsocreating very anxious kids and
(06:36):
mental wellbeing, as well asbeing affected quite a bit by
what they're exposed to online,and we have such a we're not
very in control of what they'rewatching or what they choose to
view.
So it does play this like we'retrying to create this balance
almost.
But the outdoors, I find, isour magic key, I think so, of
(07:00):
getting them out.
And it kind of leads me to thisquestion how is it that we can
get educators thinking moreabout the outdoors as and this
is a quote that the land willteach you?
You know, like getting thatmindset, in that there's such
(07:21):
wonderful lessons out there forany subject area.
You can have your math, you canhave your ELA, you can have
whatever, like it's there, it'sa classroom.
How do you get teachers'mindsets to start shifting a
little bit towards more ofopening those school doors out
and getting the kids out?
Jenna Jasek (07:41):
I think the first step is just getting outside,
even if it's in your field, likeyour school field, because
there's insects and there'sbirds, and you do have what, if
you just kind of stop and arestill for a moment, which is
hard, but there is stories beingtold.
You just kind of have to takethat breath and listen and look,
(08:19):
you know, use all your senses.
And the first couple times Ijust let the kids explore, and
you know, because they're socontained in that square box
that once they get out they'relike, oh my gosh, and you know,
just let them run free and beloud.
And that's the first step iscreating that relationship with,
with the land, right, you know,um, you have to figure out what
(08:40):
it has and and, and then whatyou can offer too.
Chris Colley (08:43):
So, yeah, and do you think that that process is
an easy process for teachers togo through once they realize the
positive effects?
Cause you were mentioning itbefore too, that, like the sense
of going outside, we see fromresearch that behavior problems
drop right Like kids are muchmore the anxious, kids are much
more free the kids that used todisrupt, become leaders or you
(09:06):
know yeah like it shifts, somuch.
Yeah, yeah, absolutely, yeahlike if you're looking at
through that lens, I just don'tunderstand, like I don't see how
, as a teacher and I was ateacher as well I mean, I taught
for many years that it wouldn'tlike be like.
Of course I'm going to do thatwhy wouldn't I.
Jenna Jasek (09:24):
Why wouldn't I?
Chris Colley (09:26):
What do you think that divide is?
That happens that they kind ofsee it at a distance and it's
not like a relevant, importantthing to expose our kids to.
Jenna Jasek (09:37):
Yeah, I think it's the stress, the anxiety of
getting everything in thecurriculum done, that it's kind
of like we'll go outside when wehave time but you're never
going to have time right,because there's always.
We're always adding somethingelse.
Now you have to teach this orthis and it's um.
It's really having to take thatstep and combine um curriculum
(09:59):
with the outdoors and making itpart of the lessons, which is
tricky at first when you're,when you don't know how to do
that Um, and so it's just, Ithink it's kind of accepting
that your first lessons of beingoutdoors are not going to be
the lessons that um you havewritten down.
Um, because the exploration isgoing to be completely different
(10:19):
forever wherever you are,because the land is different
wherever you are, um, but havingwherever you are, but having
that giving yourself in yourclass permission to just go and
play because with the play islearning it's just different,
right, than what we've beenconditioned to believe.
So it's just taking that step.
You guys can do it.
I believe in you all that's it,that too.
Chris Colley (10:43):
And I like the idea too of small, like start
small, like get to know yourpath, you know, like your patch,
where you are and your space.
And what kinds of things youmight want to observe.
I can see the intimidation, forexample, like for science and
math, like where the content isso heavy.
But yeah, I also think at thesame time, once you open those
(11:04):
doors up to science and math,outside it would just seem like
a like a snowball effect thatwould start to happen because
you would start to be like oh,observe that and that connection
to this, and like um, what areother than encouraging, like do
you have some examples thatyou've seen throughout?
um, where you were like they'regetting it?
Jenna Jasek (11:25):
like this is yeah, these are some really great ways
that you could start to open,open up your classroom I think
the easiest is always, you know,with art or um, with creating
for younger, like creating homesfor animals.
I think those are just, youknow, kids get so excited.
Let's create a beautiful homefor a little mouse that might
(11:46):
come here or an insect you knowwhat type of animals might be
out in this area.
That's always super fun for thelittle ones.
And then, using the materialsyou have in your area and
creating some sort of art ofoutside, that really just gets
you know you're collecting andthinking and the creativity is
(12:07):
really important when you'reoutdoors.
Um, that artistry and umimagination really kind of gets
you very connected with, withwhat you have.
And that's where I would,that's where I would start is is
those sorts things and also,yeah, just observing what you
have, like the colors.
(12:28):
With the seasons they alwayschange.
The animal colors change.
Yeah, animals, plants andinsects are always so fun for
kids and for me.
I always think what's going tobe fun for me is going to be fun
for them.
Chris Colley (12:43):
Yeah, I remember we were working with some
teachers and they wanted to lookat animal hibernation and that
brought up and then we startedtesting how much they insulate,
you know.
And yeah, like I said, likeonce you start going right, and
I know we had these littlethermometers we put inside and
measured outside and then putthem inside and looked at the
(13:04):
differences and gathered thedata on it and like yes like
when I say the ball starts, youknow the snowball starts
happening.
I'll use a winter term.
Yeah, it really does right,like.
But you have to have thatopenness to like I'm gonna try
and I'm gonna try it again andthen I'm gonna try it again.
Exactly, doing it one timenever is sufficient, really
(13:24):
right.
You just get your toes wet alittle bit.
Jenna Jasek (13:27):
Yeah, that's your first time to just say OK, here
I am now.
What can I do next time to makeit better?
I'm always about fun, rightLike?
Chris Colley (13:35):
what can we do to?
Jenna Jasek (13:35):
make it more fun, because that's when I learn best
.
Chris Colley (13:39):
That's it.
That's it.
No, that's really yeah.
So you new to, are you fairlynew to the learning, to the
outdoor learning stores, schooland store?
Is that a new position thatyou've taken on lately, Jenna?
Jenna Jasek (13:53):
Well, I've been a part of the school and store for
about five years now, but Ijust was kind of what was the
word that I would like notadvocate?
But I was just was kind of um,uh, what was the word that I
would like not advocate?
But, um, I can't think of theword, but it's.
I would always, you know, belooking at resources and um,
(14:15):
vetting them to see, and um, Iwould be on um, we created the
truth and reconciliation umevery child matters challenge, I
think in 2021.
And so I, while I was workingmy other job, I was also um
being a part of um, this amazingum store and school.
Chris Colley (14:35):
Yeah, oh, I love it.
I've attended numerous webinarsand like the numbers of
teachers you guys get, it's likeamazing, like it's it always
floors me every time.
I see the numbers going up.
Jenna Jasek (14:48):
I'm like are you serious?
I know Okay, People like this,yeah absolutely.
Chris Colley (14:53):
Well, there's great guests on it.
I like the free part and thatit's for us.
It's a little bit after school,Cause we're like three hours
ahead of you guys.
Yeah ahead of you guys.
Yeah, um.
So it's always been like,sensational like and some of the
people that that I've reachedout to as well just to grow our
community because quebec's stilllike we're just in our baby
(15:15):
phase right now of getting, yeah, exploring, outdoor learning
for, for the youngest, for ourkids.
Um, what was the point behind,like the four seasons of
indigenous learning?
What was the crux behind thatprogram?
Because you are one of theorganizers of it um, yeah what?
What was, what's your intentbehind someone participating in
(15:36):
this, in this, you know amazingcourses.
I mean they look super right.
I'm you know foundation,foundations of knowledge,
learning from the land yeahbuilding reciprocal
relationships.
I mean all these amazing thingslike how did, what was, what
was the starting seeds of this,this program that you offered?
Oh?
Jenna Jasek (15:54):
my God, well, I've I've been a teacher, like I
graduated when I was 22.
So it was like 15 years, um, asa teacher and I didn't really
get to share my, my story, mypast and you know the brilliance
of, of my people, and so thatwas always.
I always was like, oh, I wishthere was this course or I wish
(16:17):
this person could share.
You know, I always wished therewas more.
And Duncan and I startedworking together and our
meetings were always we would bewalking meetings to be outdoors
, because that's where I am mybest self and Duncan loves to be
outdoors as well.
So he's like, why don't we justhave meetings outdoors?
(16:39):
And I was like, yes, why not?
And it was right.
After the 215 were found atKamloops residential school and
we were both just devastated.
And we're out in our walkingmeeting and I'm always teaching,
like sharing is.
He's one person that alwayslistens.
(17:01):
I find other people don't askor or they have opinions, but he
was always like tell me more,tell me more.
So I was always sharingdifferent stories.
And he's like I think morepeople want to hear about this,
especially now.
And he's like I think I thinkat that time there was the every
(17:21):
um, every child matters dayonce a year and he's like we
need this more, we need this allthe time and um and um.
So he's like why don't we, likewe'll take turns and share?
I think it was each week likewe just were like, okay, let's
do this each week.
We would kind of research andshare something important about
indigenous um perspectives andlearning, and at that time there
(17:43):
was nothing had been shared, soit was like murdered and
missing, indigenous Peoples Day,the Indian Act, undrip, you
know all those really importantaspects that aren't really ever
talked about, and so we've gotto deep dive into so many
different things and learn moreand get better resources.
(18:03):
Because we were new to it tooand as an indigenous person, I
like I didn't learn um growingup.
I learned what everyone elselearned, right, and my grandma
didn't really talk about it, andso I always felt like a lost
connection um to to my ancestorsand um.
Our band wasn't really umsharing our knowledge and um,
(18:29):
and not that we had it like umcolonization, the residential
schools that worked for our area, and so, um, there were bits
and parts, and um, like hisconnect band, would invite us to
events too, and so we did, um,we did learn some, but it was
enough for me to know more thanothers, but not enough, not
(18:49):
enough.
And still, even to this day,after all the learning I've done
, I'm still a lifelong learnerand my perspective will change
and grow and, um, I just wantpeople to know that, like I'm
not, I will never be an expert.
I am, um, I'm a learner and alover of learning, of learning,
and this is my dream.
My lifelong dream is to knowand share, and just share, the
(19:11):
brilliance of our people and ourancestors.
Chris Colley (19:15):
I do find that, like our schools want to create
awareness, but oftentimesteachers are kind of nervous
about how do I approach it in arespectful way, because I I want
to make sure that I'mrepresenting or or you know,
(19:38):
they feel like they have this,this large responsibility.
And because of it, it prevents alot of the talking because they
just feel like it's not myplace.
But how do we get, how do weget teachers to like past, that
of, and what are some of thethings that they could start to
do that that that would helpwith with making you know the
(19:59):
truth aware, to just start there, like where the truth, what
happened in the past, so thatour kids know that, so that they
can carry it on.
And history is only as strongas the stories that we continue
to tell.
Exactly, what would yourorientation be for teachers that
are looking to incorporate moreinto their class and creating
(20:20):
more awareness?
Telling some of the stories,maybe, or reading the books of
the stories that were told.
Can you shed a bit of light ontothat, because I know a lot of
teachers I talk to have thatsense of they really want to do
something, but beyond the landacknowledgements they're like I
just don't have the authority.
Nor do I want to misinterpret.
Jenna Jasek (20:41):
Exactly.
No, I totally get that.
What I've learned and where Ifeel most comfortable and safe
with is just talking with thelocal Indigenous communities,
checking in with them.
You know, go on their websitebecause a lot of the time they
have all this amazing knowledge,they're sharing stuff right on
(21:03):
there.
That's a public site andthey'll have an education person
and a cultural person that youcan talk with.
They'll have resources or theywill, or it will say like send
you to somewhere and I'm sograteful.
Many Indigenous communities aresaying check out the outdoor
(21:23):
learning school.
That just like fills my heartbecause, you know, we do make
sure that everything that wehave is vetted by Indigenous
people, and more than one, fromdifferent communities, different
areas, and so because we wantto have, you know something that
is that people think indigenouspeople think this is quality,
(21:45):
this is exceptional and that'swhat we strive on.
But you know, go with yourlocal communities first and you
know visibility creatingrelationships communities first
and you know visibility creatingrelationships.
So, um, anytime there's anevent with indigenous people,
show up and that's then you know, um, parents are gonna say and
grandparents are like isn't thatyour teacher over there?
(22:06):
And it's like, oh my gosh, myteacher's here.
That builds, that starts, it'snot, it's it's.
It takes time and you know whatthat's.
Everything takes time and wehave to accept that and it's
okay, you're doing every step,it's not going to.
You can't just jump in and belike I'm going to do this.
Now you create thoserelationships that are the most
(22:27):
important and and they'll sharewhat they have.
Now, you know, some areas arewe're working on healing
ourselves and and our communitymembers and learning about our
own culture, and so we don'thave much.
And that's when um, you look atum people in the same, you know
there's nations and there'stribes and there's bands,
(22:49):
communities.
You start with your local.
If there's no information there, then you kind of branch out
and see what other communitiesfrom the same nation are.
So I'm from I'm Sequetan,there's 17 fires, which means
there's 17 bands, and we havethe Sequetan Nation Tribal
(23:12):
Council and it has a lot ofinformation that's from all of
us, and so you can kind of finda bigger place if you can't find
the local things.
And then there's also anythingthat's published by Indigenous
people is out there.
It's yours to use.
But I would always check withthe education person first,
(23:33):
because sometimes you knowsomeone goes rogue and and share
some things that the communitydoesn't agree with.
You've got to be careful aboutthat.
But those are my, my firstrecommendations.
Chris Colley (23:45):
Relationships yeah Well, I mean that's what I tell
teachers, too, when they'reworking with their kids and
other teachers like build thatrelationship, because that's
what's going to guide you forthe rest of of the year.
Yeah, and it tends to to be allabout that relationship
building.
Jenna Jasek (24:04):
So it does, yeah, it is wise words it's important
and it takes time, and that'sokay.
It just shows that you'reyou're putting in the effort,
which is almost absolutelyabsolutely and kind of bring
things to a close.
Chris Colley (24:18):
Jenna, thanks so much again for this.
This has been super insightfuland I hope we can talk again one
day.
I have so many questions like Ikeep these to 25 minutes, but I
only get through maybe threequestions, so there's more to to
develop it's like my favoritetopic, so I can talk for so much
.
Jenna Jasek (24:37):
I love like these questions have been so great.
It fills my heart that I get toshare, so thank you.
I love it, thank you.
Chris Colley (24:44):
What's coming up with the outdoor learning story
that you might want to sharewith the listeners, that where
they can go in and start thatjourney?
Jenna Jasek (24:53):
Oh my gosh, where they can go in and start that
journey.
Oh my gosh.
Well, at the end of January,we're starting medicine of
storytelling with, you know, myidols Robin well Kimmerer, monty
Grace Smith, richard Van Camp,leona Prince, like it just, and
there's more.
Yeah, I mean, storytelling isreally healing and that's where
(25:19):
I started um healing was youknow, um Lee Maracle.
When I was a teenager, I waslike, oh my gosh, there's
someone that's Native, a woman,that's written books, and so you
know, I, I started reading andthose are the, you know, a
connection of someone is like meand and more of these writers
(25:40):
coming.
They just healed me so muchwith their stories and and when
we have our four seasons oflearning Indigenous learning and
our Indigenous academics andknowledge holders and elders
share their stories.
They're so beautiful andhealing and and really you get
to open like hear their story.
(26:02):
I think that's really important.
So that's that's coming up andI'm so excited.
Chris Colley (26:10):
I can't believe there's a course like this.
I see like this is a dream cometrue.
Jenna Jasek (26:13):
And then the summer we have, like this is a dream
come true, um.
And then the summer we have, uma creative, like it's kind of
more for teachers just to kindof work on you.
Richard van cap is doing acreative writing workshop one
day.
And then, um our author aboutum nature, outdoors, like
sketching he's doing a day.
So there's like four of themcoming up.
(26:33):
Um, we have the outdoorlearning conference in may,
which very excited about, but Ithink it's sold out like really
cool, like within the day I knowit's so fast yeah, but get on
the wait list yeah, well, that'scool.
Chris Colley (26:49):
It looks like an amazing experience that I saw
some photos and stuff from thelast couple years and, wow, just
magical it is magical, it is.
Jenna Jasek (26:58):
I mean, first of all, you're in BAM which is
gorgeous, you know.
You're surrounded by nature, um, and then all these incredible
teachers and educators sharingtheir knowledge and you get to
be learning outdoors.
That's just amazing, yeahthat's awesome.
Chris Colley (27:17):
Well, I mean, it's an amazing place to start.
So, listeners, if you'relooking for a place to start,
first of all, I love that looklocal, but also visit the
outdoor learning store yes showschool and story should say yeah
, and they can email me too cool, I will put the link in our
descriptor and I will put yourpage too, so that they know
(27:39):
where to find you.
Um, and please participate insome of these If you're looking
to get beyond the landacknowledgement what a great
place to start.
Um, it's so great.
Well, I I really thank youagain, jennifer, for this time,
and I'm sharing some of yourstories and your knowledge and
wisdom passing that along and,like I said, I hope this is not
(28:01):
our last conversation.
Jenna Jasek (28:03):
I hope not.
It's been really lovely for me.
Chris Colley (28:06):
Cool, I appreciate that.
Well, I wish you a great 2025and all that comes.
And I'm looking forward togoing having a walk right now
outside oh good, I'm justlooking outdoors.
It's cold and chilly, but it isso good to get out yeah, that
fresh air cool, all right, well,take care.
Popular Podcasts
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Therapy Gecko
An unlicensed lizard psychologist travels the universe talking to strangers about absolutely nothing. TO CALL THE GECKO: follow me on https://www.twitch.tv/lyleforever to get a notification for when I am taking calls. I am usually live Mondays, Wednesdays, and Fridays but lately a lot of other times too. I am a gecko.