Meaningful Acts of Reconciliation: Infusing Indigenous Perspectives in Outdoor Education and Inquiry
By: Michelle McKay Michelle McKay is a PhD student at the Ontario Institute for Studies in Education (University of Toronto) in Curriculum and Pedagogy and teaches full-day Kindergarten in Ontario (@MsMichelleMcKay). My exploration of infusing Indigenous perspectives in outdoor education and inquiry in Kindergarten was something that emerged from contemplating how to engage in meaningful […]
What’s The Story on Imagination in Educational Leadership?
By Gillian Judson (Imaginative Educator; Executive Director, CIRCE) It’s sad, but true. Imagination continues to reside on the margins of educational theory and practice despite ongoing and increasingly urgent calls for originality and innovation in the world around us. Beyond the context of early years education, arts education, and the unique offering of Imaginative Education, talk […]
Organized Chaos: This is Makerspace
By Tia Luker (SDG and STEM enthusiast, teaching and living in Shanghai, China) Imagine this space: Kids on the floor, on desks, in chairs and the hall. Aluminum crushed. Glittering lights poking through felt. Paper canoes floating in buckets of water. Flowers blooming from tissue paper. Bright yellow bananas serving as game controllers. Credit cards […]
Light Narratives: A light adventure in the Think Tank environment
By Holly BF Warren (Atelierista and creator of the Think Tank) Introduction This project revolves around the creative versatility of students across age groups, from nursery (2 years old) to Year 10 (15 years old) and across two schools. The early years created light installations and the middle and senior years used these installations as […]
The Heroic Classroom: Perseverance and Purpose
By Christa Rawlings (MEd in IE; Grade 6 Teacher, Learning in Depth Teacher) Welcome back to: The Heroic Classroom. Over the course of this year I am on the hunt for two things: 1. Reflections on my lessons and how various Heroic Qualities present themselves. 2. Observations of how/if students recognize Cognitive Tools in action […]
