Cultivating Imagination And Creativity Through A Lifewide Curriculum

By Norman Jackson In this earlier post on imaginED I introduced the idea of lifewide learning and how such an inclusive concept of learning could be encouraged, supported and recognized through a lifewide curriculum. It is interesting to note that this concept emerged from the work I was doing in the early 2000’s to develop understandings […]

King William I, The Conqueror…Of Great Writing!

By Tim Waddington One of the more vexing challenges in Social Studies education is teaching children how to write, you know, well. This post intends to support your thinking about what works, doesn’t work, and cannot work. In many lessons with a focus on writing, including those I abashedly confess are mine, one regularly sees the […]

The Power Of Imagination (III): Visualizations & Debate

Welcome to Part 3 in this mini-series on the Power of Imagination by Dr. Kevin Byron.  (Part One: Myths, Stories, & Thought Experiments ; Part Two: Abstractions, Analogy, Metaphor) Enjoy! Please leave a comment to continue the conversation. Seeing is Believing The boundary between our real and imaginary world has become more and more indistinct recently […]

Use Cognitive Tools To Create Positive Experiences in Physical and Health Education

By Ryan Braich and Tim Waddington It’s a tough but worryingly true sort of realization: Physical & Health Education (P.H.E.) can feel acutely unwelcoming for many young students. Happily, a great number of children thrive in the gym, finding a place for personal mastery and self-expression, all while finding an enjoyable outlet for that energy, […]

The Power of Imagination (II): Abstractions, Analogy & Metaphor

Welcome back to this 3-part mini series entitled The Power of Imagination by Dr. Kevin Byron. In Part I, Kevin describes the connections between imagination and Myths, Stories, & Thought Experiments. In this post he discusses abstraction, analogy, and metaphor.  Enjoy! Knowing the Unknowable Abstraction concerns the mind’s extraordinary ability to think about ideas, principles and […]

Getting Outside In Higher Education cont.: Walking Curriculum (II)

Last week I described an idea I had for a walking-based Higher Education teaching activity. You can read it here. This post indicates how some of my #CreativeHE colleagues responded to the Walking Challenge that was part of our #CreativeHE conversation. I can only give you a glimpse of the variety of ways moving outside (physically and metaphorically) supports […]

My God, It’s Full Of Stories

By David Futter (Retired IE Teacher, MED in IE alumni) On a lazy Sunday afternoon in my local coffee shop, I was reading Thomas King’s book, The Truth about Stories, in which he observed, “The truth about stories is, that’s all we are.” Contemplate this thought, the phrase, “My God, it’s full of stars!” popped […]

Re-Imagining School Leadership With Cognitive Tools

What is the role of imagination in educational leadership? How does it fuel innovation and creativity and how do we maximize it? How can the imagination deepen school leaders’ understanding of educational issues? How can the imagination support the generation of new ideas in educational leadership? How can school leaders employ tools of imagination to […]

Using Uno’s Story to Teach Graphing to Grade 3/4s

By Ed Ezzie (Grade 3/4 Teacher, Australia) To teach graphing this week I used the stunning text Uno’s Garden (2006) by Graeme Base. The text basically shows how as the number of people and buildings increase in Uno’s garden the number of plants and animals decrease. However, this story does much more than show data! […]

IERG News Update: February 2018

Welcome Message From Dr. Mark Fettes Dear IERG friends and colleagues, Wherever we find ourselves these days, a glance around confirms how much the world is in need of “education that connects.” Bridging old animosities and divides, re-grounding students in the places and ecosystems where they live, tracing the links between person and planet – […]

Evoking Feelings for Fractions, Photosynthesis, & Forces

(This post was recently published on the Nexus Education blog) We don’t talk much about feelings in education. There are many reasons for that, but I think one of the most important is that many people don’t see what feelings have to do with “serious” learning—that is, the serious learning of the 5-year-old making sense of colour, the […]

We Walk: Reflections On The Walking Curriculum

By Dina Lenning (Grade 3/4 Montessori teacher, MEd student in Imaginative Education) I recently tried the “Surfaces Walk” from the Walking Curriculum with my students. It was a great learning experience for all of us. Here are a few of my reflections. My colleague and I first gathered our two classes in my room. I spoke to […]

Once Upon A Time…A Story Of Learning Through Leading

Being a “newish” administrator in an elementary school is a continually daunting task. You are attempting to learn the role of an educational leader, while at the same time managing the administrative tasks that go along with the role. It really becomes a precarious balancing act which many new administrators can struggle with. Being an […]

You Tell Me…What’s Next?

Dear imaginED readers/supporters–and contributors! imaginED was created just over two years ago. Honestly, it’s a bit of a blur for me. A steep learning curve, lots of writing, but also lots of fun. I am really pleased by the wide range of topics, ideas, resources, and insights we have been able to offer educators (PreK-Higher Education). […]

Your Free Walking Curriculum Journal: My Place, My Collections

“Don’t worry, they aren’t hoarders.” How’s that for a catchy title? I published a post in 2017 reassuring readers that their children’s/students’ seeming obsession with collecting things should not cause alarm.  Indeed, an interest in collecting is completely normal. No need for an intervention! The post outlined the imaginative interest that children (and adults) often […]