Equity

In this session, we will explore issues and concepts related to social justice and equity (e.g., FNMI, LGBTQ, racialized communities, poverty, identity, privilege, oppression, etc) and how we can use Culturally Relevant and Responsive Pedagogy to create rich learning experiences for our students. Participants will learn how to use ‘life’ big ideas, the SDGs, and global issues using a culturally responsive framework. These learning experiences are created by using an integrated curricular framework that focuses on big ideas, and related driving questions to develop students’ skills such as critical thinking, problem solving, evaluating, judging, and synthesizing. We will explore a variety of resources and tools (e.g. UnLearn posters, videos, guest speakers, various social justice organizations, and social media) as well as exploring assessment practices to ensure student success (e.g., learning goals, success criteria, performance tasks, etc). We will also work collaboratively through a variety of problems as well as developing discussion questions to promote students’ critical thinking skills in the areas of equity and inclusion.

On the road to truth and reconciliation, a group of grade 5/6 learners embarked on an artistic learning journey that called students to action. Through various projects, students explored indigenous artists, learned about treaties and territorial acknowledgments, and developed mathematic and artistic skills as they designed and created beaded wampum belts. This year-long indigenous focus included activities for Orange Shirt Day in September, Secret Path Week in October, Indigenous Veterans' Day and National Treaties Week in November, and National Indigenous History Month in June. Students were exposed to a cross-curricular adventure that inspired a greeting card fundraiser, publicly acknowledging the history and naming of our school, a school smudging ceremony, and a class visit from Mike Downie and members of the Downie Wenjack Fund (in January before schools were closed)! Check out our site where we compiled some of our resources: bit.ly/reconciliaction

Discover how one classroom used Minecraft in two different Royal Ontario Museum programs to foster Global Competencies and curricular comprehension without needing to leave the school. In “ROMminecraft,” students explored a fictional virtual world to learn about resource management and social responsibility in an authentic way. In “Hack the ROM,” students built Minecraft worlds inspired by Indigenous ancestral objects under the guidance of ROM Indigenous Knowledge Resource Teachers.

Storytelling and oral traditions are the essence of Indigenous knowledge and culture. Blending 21st century fluencies with these Indigenous pedagogies is the fastest way to connect to today’s youth. This session will highlight the National Film Board of Canada’s education offer, with an emphasis on building global competencies from our Indigenous Film collection. Attendees will explore how to inspire students to learn about histories and current issues through an Indigenous lens with the world’s largest Indigenous film collection. The National Film Board of Canada responded to the calls to action from the Truth and Reconciliation Commission with an Indigenous Education Action Plan. This plan included the creation of The Learning Lodge, a web-based experience for all walks of life to fully immerse themselves in learning about the first peoples of this land. The Learning Lodge will be launched in the spring, and participants will receive a sneak peak of this exciting new project. Participants will also learn the value of the Indigenous Cinema Gallery as it lends itself to issues in Equity, Justice and Anti-Racism work. We know this type of work with students is heart work, and we know the power of film. Blending the two is a powerful combination for encouraging youth to take action, truly understand reconciliation, and reflect on their roles in society as a settler and ally, or as an Indigenous person finding the language of power through film. This session is specifically for intermediate and senior educators (Grades 7-12) who want to make change in their daily programming, and for principals, superintendents, administrators, directors, who want to blend anti-racist, equity and inclusion education with technology. They will explore ways to integrate Indigenous education into their own practice as educators and administrators. The question and answer period will allow participants to ask meaningful questions to improve their understanding of reconciliation, Indigenous education, and practical strategies for blending the NFB collection into the lives of their students.

The gaming industry is a multi-billion dollar industry, whereby less than 5% is represented by women. The Girls Who Game Program, provides a tremendous opportunity for young girls to learn more about gaming through the use of Minecraft as a learning tool. The outcome of these girl-centric clubs has been known to foster awareness and interest in future participation in STEAM related fields, particularly in the gaming industry. Through this program, the girls develop their global competencies, such as creativity, collaboration, critical thinking and problem solving. In this session, you will hear from two female Elementary School Principals, who introduced this program into their schools, and their reflections on the impact it made on gender equity in STEAM.

Using Catholic Social Teachings as a framework and the Beatitudes as a guide, this workshop will provide dynamic, content rich teaching strategies for a variety of courses 6 through 12. The focus on social justice will push participants to think critically and ask questions about the type of world they live in and the type of world they would like a hand in creating.

Media literacy can identify constructed social and cultural biases, but how might it also mitigate against racism? This interactive session will discover and examine the roles of social and mainstream media in racist attitudes and activity, and also as positive forces for awareness and change. Rich teaching strategies include on-ground and on-line learning approaches, and the application of key media literacy concepts as a grounding framework.

Throughout the presentation I would be going over virtual and in classroom assistive technologies to assist students of all abilities. These would include classroom environment changes (online and in person), direct learning, productivity, knowledge and vocal communications. I would give guidance for use of a variety of strategies teacher can use to engage, and assist students in the classroom and online.