Modern Techniques used to Cultivate Engagement
Teachers are encouraged to promote creativity and stimulate motivation. In order to cater a variety of learning styles and passions, the implementation of active, unique lessons and tools can help improve student participation, interest and growth.
Sponsored by Nord University and the CANOPY Project
Sara has been teaching in the Ottawa-Carleton District School Board for the past seven years, and been a full time teacher at Woodroffe High School for the past four years. In that time she has taught a variety of courses in the English, History, and Social Sciences departments. In addition to this role, Sara has worked with the Continuing Education program to help design English subject curriculum and program logistics for night school and summer school courses offered to students across the OCDSB. Her interests in education involve bringing relevant material to her students, often including a historical contextual stance to the teaching of her classes. When she's not in school she enjoys exercising, reading, travelling, and discovering new coffee shops in the greater Ottawa area.
Workshop: "Bringing the Novel Study to Life: Assessment Strategies for Encouraging Creativity and Real World Connectivity in Secondary English Classrooms"
The focus of the presentation is creating a framework of assessments that could apply to any novel, a set of activities that an English teacher could employ to reach a variety of curriculum expectations through dynamic and often more engaging means than traditional assessment strategies. It will focus on unique projects such as tutorials, altered books, podcast creation, video presentations, etc., used for implementing creative tasks in their classrooms. Contextually, the workshop will also touch on how the English teaching philosophy has evolved since Sara's first year of teaching in 2012, for instance how teachers currently employ choice novels to encourage student engagement at each course level. These novels cover a variety of topics and issues our students might be experiencing (LGBT characters, diversity, mental health issues, growing up, etc) rather than a lockstep novel text that each student is forced to read.
Emily Moorhead, OCT (BAH, B.Ed) Limestone District School Board
Emily Moorhead has been teaching early primary children for seventeen years. When her own child showed signs of difficulty in learning to read, she recognized that, like her son, there were consistently children who were leaving kindergarten unprepared for reading success in Grade One. Emily became deeply engaged in her own learning and teaching practices to ensure that every child was given the tools to become a successful reader.
Workshop: Playing with Structured Literacy: Incorporating SL in a Play-Based Kindergarten Program
Emily will present her experience with using a structured literacy program in a play-based kindergarten classroom. She will share how she incorporates phonological and phonemic play; direct, delightful and explicit phonics instruction; and opportunities for children to practice and play through whole-class, small focused groups, and one-to-one teaching on a daily basis. Emily will model the introduction of new letters/sounds, demonstrate playful activities to develop blending and segmenting skills, and provide simple examples of fun games and teaching strategies to review and reinforce early reading skills and engage young learners in PLAY-full learning! She will share how including this approach as part of her literacy instruction provides a sound start for every child.
Jessica Bredschneider likes a challenge. As the Kingston, Ontario Co-Chapter Lead for Ladies Learning Code, she has built a community of learners, instructors, and support to increase opportunities for digital literacy and skill development in the Limestone City. In doing so, she has grown community and exposure for the national not-for-profit. By day, Jessica is a Marketing Generalist at Benefits by Design (BBD), a third-party administrator in the group health insurance industry. She navigates unique communications challenges while building brand awareness and delivering on BBD's content strategy. Jessica recently travelled across Canada to teach members of BBD's community about digital marketing and strategy, and regularly coaches people on the finer points of customer online experiences. A graduate of Algonquin College and the University of Ottawa, she is continuing her educational pursuits with a graduate certificate in Digital Analytics. In her spare time, Jessica loves supporting local, and ties that to undertaking creative pursuits as a hobby. In the past year she has tried her hand at paper art, hand lettering, ceramics modelling, and painting. Her shih-tzu Molly is a loyal sidekick, and she loves time at the gym almost as much as she loves a great culinary experience in a restaurant featuring local fare and craft beer.
Workshop: Teachers Learning Code: Bringing Coding to the Classroom
Technology is everywhere and it’s not going anywhere. Teaching kids to code is about more than just helping children understand the technology they are using and secure employment in the future. At a fundamental level it improves problem-solving and thinking skills. Through our experiences teaching thousands of youth across the country to code, we've put together tips and tricks to get started, resources to familiarize yourself with code, plus lots of easy to follow and even easier to implement coding activities to empower and teach the future generation of technologists across Canada. In this fun and interactive workshop, we'll explore opportunities to use coding in the classroom, and actively take part in an exercise using computational thinking processes (breaking down a problem, looking for patterns, developing algorithms) to build the international space station using Scratch.
Paul Darvasi is an educator, game designer, speaker, and writer whose work looks at the intersection of games, culture and learning. He teaches English and media studies, is a doctoral candidate at York University, and a founding member of the Play Lab at the University of Toronto. His research explores how commercial video games can be used as texts for critical analysis by adolescents. He has designed pervasive games that include The Ward Game, based on Ken Kesey’s One Flew Over the Cuckoo’s Nest, and Blind Protocol, a cyber warfare simulation that instructs on online security, privacy and surveillance. Paul has worked with the Canadian Royal Military College, the US Department of Education, UNESCO, foundry10, Consumers International, the iThrive Games Foundation, and Connected Camps and has participated in several international research projects. He recently wrote a working paper for UNESCO on how commercial video games can be used for peace education and conflict resolution. Paul’s work has been featured on PBS, NPR, CBC, the Huffington Post, Polygon, Killscreen, Gamasutra, Sterne, Endgadget, Edsurge, Edutopia, and MindShift.
Workshop: City as Classroom: Scott Pilgrim, Psychogeography, and Gaming the City
The advent and convergence of smart cities, self-driving cars, augmented reality, and the internet of things will soon invite people to have more meaningful interactions with their urban contexts. Games like Pokémon Goand and Ingress have paved the way for a vision of how technology and play can completely transform our civic interactions and take learning outside the classroom.
The Scott Pilgrimage Project is a bellwether location-based game and city tour designed by Toronto high school students, inspired by the Scott Pilgrim film and graphic novel series. The session will look at the successes and challenges of creating a locative game with high school students, while exploring the theoretical underpinnings of the project and its implications for the future of education, tourism, civics, urban design, and how we engage with our cities.
Emma and Scott Willoughby
Emma Willoughby was born and raised in Yellowknife Northwest Territories. She also spent one year of school in northern Spain and another year in Costa Rica.
She has been spending time out on the land her whole life – family camping, boating and snowmobile trips in the north; summer camp and canoe trips in Northern Ontario; and most recently as a leader with Northern Youth Leadership.
She is currently a first year Concurrent Education student at Queen’s University. Outside of school she enjoys sports, fiddling, photography, travelling and spending time outdoors. She hopes to pursue a career in education, community development or global relations.
Scott Willoughby is originally from Ontario but he has been living and teaching in Yellowknife for over twenty-five years. His current position with the Yellowknife Education District is Indigenous Education Coordinator. This keeps him busy being involved with Indigenous Language programming, offering authentic cultural experiences and Indigenizing aspects of the curriculum. Over the years, his passion has been providing opportunities for students and Elders to spend time travelling on the land together in respectful ways. In 2002, he founded the Sir John Franklin High School Northern Excursion Club.
The goals of the club are:
· Instill an appreciation for the local environment
· Provide insight into Indigenous culture
· Develop self-esteem, confidence and leadership
This club has completed many winter excursions in the Great Slave Lake area, a Nahanni River trip in 2008, a Coppermine River trip in 2011 and another Nahanni River trip this past summer.
Workshop Title: Northern Excursion Club
Scott and Emma will reflect on their two week canoe trip down the Nahanni river this summer. The presentation will address topics such as the importance of preparation and safety in wilderness travel, accepting and embracing risk and the value of taking education outside the classroom. We will also explore concepts such as appropriate protocols when spending time in spiritual places, the value in sharing time with Elders and acts of reciprocity bewteen people and land.
The theme of the presentation will be how to Indigenize learning in an authentic, respectful and experiential way. There might a few funny canoe tripping stories along the way.