Category Archives: Aligning Resources with Practices

Professional Learning and Physical Constraints

I was honoured to be invited to facilitate a workshop for Canadian World Studies teachers around the topic of inquiry-based learning.  As I began to plan, I realized that they were scheduled to be in a very small meeting room and no other space was available.

As a facilitator I had a few choices. Let the physical space stop me from doing what I think is essential (providing hands learning experiences) and create a sit-and-get presentation, decline the invitation because I couldn’t do it justice…

OR, become innovative within constraints (one my favourite big ideas out of George Couros’ Innovator’s Mindset book ).  I chose to be creative with my physical space and use the hallway, as well as the power of Google Slides to collaborate within the confines of the small space.

There were more than a few eyebrows raised as I was setting up my inquiry stations and putting up images and QR codes on the walls of the hallway. And I knew that we would have to be relatively quiet considering the Accounting Department works primarily on that floor. I had to move some of the furniture, of course as well.  As District personnel walked past, I wondered what they were thinking.  A few of them asked and others just paused inquisitively to look.


This experience has me wondering a few things:

Is learning visible in all aspects of our school organizations?  Do all stakeholders, regardless of role, who work in our educational system know what this looks like and is it important that they do?

How many of our physical spaces (in schools, in District offices) which were created so long ago, prohibit true collaboration and exploration?  And if they do, how can we be creative with our physical spaces so we see opportunities instead of obstacles?

What’s more important in a learning organization: a little noise, some moved furniture, or tape marks on walls or active hands-on, learning experiences?

If indeed we want teachers to move towards learner-centered classrooms, then doesn’t our professional learning need to model this stance no matter what room we are in?

What do we say when we walk by teachers’ rooms  or by hallways when active learning is happening? Do we think things are out of control, or do we recognize that learning and collaboration is sometimes messy and noisy?

In the end, I think the teachers appreciated the opportunity to move, discuss, share, and wonder.  And I was glad that I didn’t let physical space stop me from modelling what inquiry looks like (though I might try sticky tack instead of tape next time) 🙂

How might we measure Innovative Practice?

innovative practice

Monitoring and measurement are things that I know I am supposed to do in my role as Literacy Consultant, but it is something I find the most difficult to do.

In a recent collaborative inquiry with teachers on inquiry-based learning, my colleague Sonia Racco and I tried to come up with a pre and post tool that was formatted similar to OSSLT questions.  One question asked students to create a question, the next asked them to summarize the main idea, and the third asked them to make a connection.  We used a graphic text.  And when we set out to do this, it seemed reasonable enough…

And yet, by the end of the inquiry, teachers had really moved in their understanding of inquiry-based learning and had tried it out in their own classrooms.  They brought student questions to the table and when we looked at them together, teachers and students were asking good questions, were engaged in critical thinking, and were genuinely interested in learning.  Students also created some really neat artefacts of their learning which we shared at one of our sessions.

And we decided that giving the post-diagnostic in the format we had given the pre-diagnostic did not make sense.  Because what mattered to us was the fact that teachers and students were engaged in a learner-centered process of learning and felt more comfortable with the stages of inquiry-based learning.

Measure Innovation

And so I struggle with the idea of assessing innovative practice.  If we are using standardized test measurements to determine “success” of a school community in 2016, are we missing the point entirely?  What are some more powerful measures of success? How can we convince parents that these measures are more valuable than report card marks and test scores?  How can we convince other stakeholders?

I go back to my What Ifs from another #InnovatorsMindset Blog Hop and can’t help but think that we do have the tools and the creativity to make a shift in practice here.

What if, we used technology tools such as Explain everything or iMovie (insert any other similar tool here) to capture the learning reflections and thinking of students and shared these as artifacts with the wider community?

What if instead of a Fraser Report, the true report of a successful school could be told through the voice of a student?  And not just a student on a Council, but a student in grade 9 applied or grade 12 open?  A dis-engaged grade 7 student?

What if the school climate exit cards could be captured in video reflections and garnered as much credence as the formulaic exit cards Districts are currently collecting?  Can school climate be measured by how happy kids are? how interested they are in their learning? How effectively they can read, write, represent, create, think critically?

I already see video reflections being used as a means to capture learning and reflection at several levels.  I see George Couros modelling this during in his work with teachers and administrators.  (Check out #LDSBCollaborate and the video reflections there) . I see Jen Hegna, Director of Information and Learning Technology for Byron Public Schools in Minnesota use video reflections to capture the learning experiences of teachers and students in her District to create a Board report summarizing a 1:1 iPad initiative.  I see the 21st Century learning branch of Ontario creating a resource for what technology-enabled learning looks like in classrooms across the province (of which I am honoured to be a part).  I see principals such as Doug Timm creating video newsletters for his parent community.   And I see it in classrooms whereby children beginning in Kindergarten are explaining their thinking and learning and this learning is being shared with parents to change the conversation around, “What did you do in school today?”.

Rethinking our assessment practices is not impossible; it just requires a shift in what we value as a true gauge of what innovation and learning looks like.

Check out these other blogs on the topic.  What I love about them is how each have approached the topic so differently!

Leigh Cassell

Donna Fry

Tina Zita

Mark Carbone

Amit Mehrotra

Stacey Wallwin

Lisa Noble

What are your ideas about how we might assess innovative practice?  Add your blog URL to the OSSEMOOC Blog Hop or feel free to comment here.



Professional learning that works

There is no paucity of articles bemoaning the state of professional learning and providing suggestions as to what to do about this.  I have been collecting articles about this since I began the draft version of this post back in August.

Doug Peterson’s post, “Thinking about Professional Learning”,  based on Tom Whitby’s post, “Poor Teachers, Who is to Blame”.

Katie Martin’s post, Re-envisioning how teachers learn  and two posts by EdSurge about personalized learning for PD.  Part 1 and Part 2

Mark E. Weston’s post, Flip the Switch for Professional Learning and Professional Development vs Professional Learning by George Couros.

These are all great reads about the need to personalize learning for teachers.  My reflection here provides insight into the models which I have had the privilege to lead and that I believe have been very effective for us in our District.

One of the key components in all of these is that professional learning opportunities I have led are voluntary in that teachers choose to participate.  

The Collaborative Inquiry Model

Many Districts in Ontario have been employing this method of professional development for several years now.  The point of a Collaborative Inquiry (CI) is not to come to a session where a District leader gives you a mass of strategies to go and try and then you are on your own.  It is a learning process which involves trial and error, co-learning, co-assessing, and reflecting.  It is iterative and requires a sustained commitment to meeting regularly.  At the end of the inquiry, there are no golden answers, but a better understanding of how to approach a student need.

The basic components of this model of professional learning include:

  • developing an inquiry focus to address a student need based on data (including standardized test scores, student work, and observations/anectdotal information)
  • unpacking assumptions (both teacher and student)
  • experiencing strategies and protocols rather than just presenting them and thinking about what these look like in the context of the student need
  • determining and/or developing resources needed
  • selecting two or three students to observe closely over the course of the CI
  • co-planning, co-teaching, co-debriefing
  • observation of student learning in the classroom
  • reflection and refocus based on student learning and feedback

For example, a Collaborative Inquiry I ran last year asked the question, “If we give students greater opportunities to plan, monitor, and evaluate their learning will they become more self-directed learners?”  The question came from a desire for English teachers in my District to address the “Reflecting on Skills” strand in their Curriculum expectations.

And though our journey began with this very broad and lofty question, when we reflected on student work and listened to student feedback we realized we needed to reassess our direction and focus on something more specific: we decided on metacognitive strategies with reading as we noticed this to be the more student urgent need.  In the end, the students involved in the inquiry did see a value in metacognitive reflection before, during, & after reading, and became better at planning, monitoring, evaluating their own learning.  The teachers with whom I worked felt they had more strategies to address metacognition, and we all came to a better understanding of what metacognition looked like in a high school English classroom.

Learning Series

The Learning Series model is a solution to the  one-off PD session which we all know does not work, but is less intensive than the Collaborative Inquiry model (which is fairly time intensive as it requires co-planning, co-teaching, and co-debriefing and ideally works better with a smaller group of teachers).  A Learning Series model allows for teachers to come together to address a specific student learning need and meet regularly to address it.

This model includes the following elements:

  • establishing Norms for working and learning together to create a risk-free environment
  • community building activities and opportunities for sharing and asking questions
  • selecting two students of “interest” to pay particular attention to as we move through the learning series
  • experiencing a variety of strategies and protocols and brainstorming ideas for how to best incorporate these into the classroom
  • trying it out–teachers go back and try the lesson, idea, or strategy/protocol in their class; co-teaching is voluntary
  • collaborative assessment of student learning and conversations about next steps
  • hands-on integration of technology in the context of the student learning need
  • regular assessment of whether or not the series is meeting the needs of learners a re-focus as necessary
  • participants (the same group) meets about five times over the course of the school year
  • culminates in sharing and celebrating

My Learning Series this year is focused on Reading in the 21st Century. This particular series is also concerned with meeting the needs of students with learning disabilities, so we went through similulations in order to better understand what accommodations need to look like to support those students. Though I do provide the framework for the sessions, these are guidelines only and the sessions themselves are participatory and hands on.  If we need to spend more time on one idea, rather than move onto another, then that is what we do.  The time spent in community building means that teachers feel comfortable challenging one another (and me), and asking questions.

Inquiry Carousels

Last Spring, our elementary Curriculum team (led by Sonia Racco, Annette D’Addese, Yvette Sztorc, and Simone Kennedy) created a professional learning opportunity in the form of Inquiry Carousels as the culmination of some of the Collaborative Inquiries they ran.  What did this look like?  Essentially teachers who were involved in the CI’s, set up stations and shared their learning journeys including artefacts of student work. Participants (Teachers K-12) were invited to visit each station for sharing and asking questions.   It was a great consolidation and sharing opportunity for teachers who had engaged in the Collaborative Inquiry throughout the year, and an engaging experience for people who had never been a part of a CI, but who were interested in learning more about Inquiry-based learning in their classrooms. Most people left saying it was one of the best sessions they had attended.  It was organic, fluid, and very learner-centered.

Student Learning Proposals

Our District allots a budget for teachers who are interested in pursuing their own professional learning needs to submit a proposal for teacher-release time.  In this model, a Curriculum consultant or program resource teacher’s support may be requested if needed.  Primarily the learning happens at the school level and is driven by a community of learners interested in pursuing a common problem of practice.

When one-offs are inevitable

A few weeks ago, my colleague Gina Micomonaco and I had to run a session on Assessment for our NTIP (new teacher) program: A one-off and NOT voluntary like the other opportunities listed here. With only 2 hours and an after lunch time slot, the easiest thing to do would have been to engage in the presentation model with occasional opportunities to “turn and talk” with a partner.  We opted for a more constructivist approach.  We gave each group a different artefact (student work, an assessment tool, etc…), a copy of Growing Success (our Assesment and Evaluation guidelines for Ontario), and guiding questions about Assessement FOR, AS, and OF learning.  The result?  Almost the entire session was spent discussing the nuances of assessement in small groups in ways we would never have been able to achieve by presenting information at the front of the room.  We strategically and intentionally modeled what learner-centered instruction could look like, even in a very content-driven context and though there were still questions at the end of it, their feedback indicated that they really had a better understanding of assessment by the end.

EdCamps and District-Level Conferences

Let’s face it, the average teacher is not afforded the luxury of attending a conference–it’s just too cost-prohibiitive.  So it is incumbent upon District leaders to provide opportunities to teachers to attend an EdCamp and/or an in-house conference, free of charge which is modelled after some of the bigger conference experiences.  Teachers can choose sessions that will help them to learn and grow and are provided with the opportunity to network and share beyond the walls of their own classrooms and schools.  Best of all, our sessions are facilitated by our own teacher leaders which ultimately buids the capacity of our own talented teachers.

Elements of this model that have worked for us:

  • Lead learners from throughout the District facilitate sessions based on successful classroom practices.
  • Ignite sessions (by both teachers and students) which provide just the right amount of ideas and motivation.
  • Lots of opportunities for hands-on sessions where participants are doing rather than listening, blended with opportunities to pose questions and have discussions about topics that are important to them.
  • Providing food and prizes and not charging our teachers to attend
  • providing a back-channel for feedback and questions

Is all of the Professional Learning offered by our District this personalized?  Of course not.  But these are some concrete examples of professional learning opportunities that have worked and that we continue to model as we move towards more learner-centered and participant driven approaches.

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This post by Dean Shareski, Professional learning is messy is an interesting read on the topic and suggests that job-embedded practices are top-down, which they can be.  It’s worth a read.

What are some of the examples of professional learning models that have really worked for you in your District?  What has the best learning looked like for you? Please share!




Is the EdCamp model right for all learners?

Ever since I attended a virtual Ed Camp this past summer, I really wanted to organize one for my District.   So many of the amazing Educators in my PLN, especially my Edumatch Voxer friends had organized Ed Camps and had given me lots of advice and resources to help get us started.  If you are on Twitter, you know that the Ed Camp model is the preferred method of professional learning nowadays and I wanted to bring that to my District.

To me, the idea of choosing my own topics, having a discussion around a topic which involves the sharing of ideas vs having to listen to someone at the front of the room show me things I already know is ideal.  The Edcamp “Law of Two Feet” whereby you let your legs do the walking and go to another session is also appealing as I have wanted to do that so many times at conferences.

But that’s me.

When I shared the model with my awesome 21C Board team, some of whom had never heard of it, a few of them were hesitant and a little skeptical.  They brought up good points:

  • What about the learner who doesn’t know what they don’t know?
  • What about the learner who is just beginning on their journey to integrate technology and needs time to consolidate and a place for hands on practice?
  • If we invite everyone, then will the people there get excited by tools not in our District’s ecosystem which we have been trying hard to establish?
  • Can the Law of Two feet actually prevent a learning opportunity?  If I don’t give a session enough time, move on to the next, and then the next, might I get nothing at all out of that session?

All very valid.  I have to admit, I was a little disappointed that the EdCamp wouldn’t run as I had envisioned it in my head, but in the end, we went with a blended model which honoured the contributions and concerns of our team and the needs of the system–with a few added flourishes.

21C Camp 2016:  What we did

  • We opted for a 1/2 day of learning rather than a full one
  • We chose to limit participation to our District (so we actually could not use the kit that was offered to us by
  • Participants indicated what they wanted to learn and what they wanted to share when they walked in and sessions were created based on this
  • We allotted ample time to network in between sessions and had food and coffee 🙂
  • Participants were encouraged to use the Law of Two Feet
  • We had student keynotes happening while the sessions were being organized
  • We had included in the registration link an optional beginner Google Apps for Education stream for participants who wished to use their time that way
  • We had prizes and a button maker (just for fun)

Screen Shot 2015-12-21 at 9.43.31 AM

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What really worked

Student Keynotes

We had three very different student presentations.  Adam Goldbloom (grade 9) showed us how Google Apps for Education have helped him become more organized and a better student despite his learning disability.  Daniel Masci (grade 9) and June Wi (grade 12) showed us the power of Robotics and how it connects to subjects they are studying.  And finally, Aidan Aird, (grade 11) spoke about how he has capitalized on social media to spread the word about students doing remarkable work in the area of STEM using his Developing Innovations website.

Not only did the students present, but Aidan led a session and Adam contributed in another one.  This really added to the day and I would highly recommend adding student voice to your next event.  We plan to have student Ignites at our next Ed Tech event in March.

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A Beginner Stream

Despite the fact that this is contrary to the Ed Camp model, and I didn’t want to add this at first, I am glad we did because this was a good idea.  Having a place for people to go to get their questions answered in a very hands on and practical way is essential for some learners.  The session itself revolved around what participants needed to know, but the format was very much a show-and-practice approach which really benefitted many of the participants who had never been to a Saturday learning day/ Ed Camp and who really needed to learn by doing.  The people who attended the beginner stream loved it.  They stayed in the same place for the whole morning and really felt confident that they could try something when they returned to school.

Prizes and a Button Maker: The Fun Factor

Doug Peterson insisted that prizes are a must, so we pounded the pavement and got some great prizes which built a buzz of excitement throughout the day.  Also, we thought it would be fun if participants could make their own buttons!  We borrowed a button maker from a local school and when it came without instructions, tried to figure it out!  Three of us jumped up and down for joy when we created our first button (after about 5 failed attempts).  In the spirit of making and fun, we decided we would include the button maker, without instructions for participants to play with throughout the morning.


Reflection and New Learning

At one point I was sitting in on a discussion about the merits of Google Classroom vs our Board’s virtual Learning environment, Desire to Learn. It was a wonderful combination of discussion, showcasing of information, asking questions: essentially what an Edcamp session should look like.  And yet, I noticed one participant who kept trying to create a Google Classroom and being quite frustrated.  Her body language spoke volumes and I approached her at the end of the session. She wanted someone to take her through it.    She told me that she gave up her Saturday to learn, and though having a discussion about the topic was great, she wanted to be able to have something she could go back and try on Monday.

This was an aha moment for me.  You see, I am the type of learner who would go back home, create my Google Classroom, and if I got stuck, Google it.  But I need to remember that not every learner is like this–not that they won’t be some day–but at this moment in time, their needs are very different from mine. Let’s be honest–if teacher is going to give up a day out of her weekend, she should have a learning experience that fully meets her needs.

I sat and showed her what to do and told her that if she thought her time would be better spent consolidating her learning, that she NOT go to her last session.  Instead, I directed her to an empty room where she could just work on it.   If I hadn’t noticed her body language or been at that session, she would likely have left the day dissatisfied with her learning experience.

Next time, I would incorporate into the day a room for people to go to consolidate their learning with a facilitator there to help trouble shoot.

We take participant feedback very seriously.  The comments below affirmed our team’s own reflections and will inform our next steps.

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And so…

It really was a great day of learning and mostly everyone who came loved it…but I truly believe there are no absolutes in Education (or in life).  The EdCamp model works so well for me because I am a connected Educator who regularly converses about educational issues and I have been dabbling in Ed Tech for many years.  Like the students in our classes, District leaders need to remember that people might need different entry points.  No group should feel alienated when it comes to professional learning; it is the role of the District to provide learning opportunities that meet the needs of all learners.  I am grateful to my team for suggesting the changes, and I am glad that as the lead organizer I was not so arrogant not to listen.

When we run our next Ed Tech event on March 5th, we will be able to take the best of this and other previous events and hopefully create a learning opportunity that is even more awesome!

Why do we feel the need to abandon good ideas for the next shiny new thing?

I was recently at the Bring It Together conference (BIT15) and engaged in an interesting conversation about using Periscope in Education, moderated by Andrew Campbell. We covered many important nuances on the topic, but what resonated with me, in particular was Andrew’s comment that we never seem to celebrate mastery of something, before we feel the need to jump onto the next thing (referring to Periscope vs the various other live stream/video options as well as other tech tools brought up in our conversation).

I’ve been thinking of teaching and learning with Infographics in this context after my Digital Literacy course last week was dedicated to Infographics.  I realized that despite the many benefits for teaching with infographics and even more for creating them, that there isn’t very much shared about the genre among the professional learning community I follow on Twitter anymore. I know I started talking about them in 2011 in one of my earliest blog posts.

 Are infographics already so yesterday?

Is this another case of abandoning an effective practice for something shiny and new?

Is it important that we teach students how to read and create infographics?

I reaiize that I had fallen victim to this mentality.  I too had stopped talking about infographics and instead have been focused on skechnoting which has been popularized by Silvia Tolisano, Sylvia Duckworth, Royan Lee and Vicky Davis, among others.  As a fan of Sylvia Duckworth’s work, I even tried my hand at one for this topic using Sylvia’s tutorial.  (you have no idea how long this took me to create!!).

Sketchnote Infographics

And though sketchnoting is a form of data visualization, reading, interpreting, and creating infographics are important for literacy AND numeracy skill acquisition and should NOT be ignored in education today!

Here’s why:

Infographics(Krauss, 2012)

Reading Infographics

  • Infographics are everywhere; students need to make sense of information in that format.
  • Because infographics include both visual and text, they engage more of the brain: The “eye is exquisitely sensitive–language with the eye + language of the mind = two languages both working at the same time” (McCandles, 2010).
  • Critical Literacy questions (Whose voice is missing? Is this source credible? What is the purpose? etc…) can be addressed naturally via an infographic.
  • The graphics within infographics can sometimes be mis-represented to make a specific point.  Looking at the graphics for misrepresentation of data is an important numeracy and critical thinking skill.

Creating infographics

  • In order to create an infographic a student needs to sort information, determine what is most important, and organize text and images in a cohesive way.  This requires students to think critically and creatively and to communicate ideas effectively.
  • Creating infographics really do require tech tools (canva, pictochart) which requires them to practice digital, technical knowledge.
  • If students are engaged in an inquiry they can ask their own questions and create their own data (with support).  This is important for developing research skills including creating effective questions.
  • Data has to be represented accurately.  These considerations require both literacy and numeracy skills.

Here is a presentation I created last year which I revised last week.  It includes resources to get you started.

Here is presentation with notes about recognizing misrepresented data, created by Diana Santos.

This New York Times Learning Network post shared by Dr. Janette Hughes provides a variety of resources that refer to subject-specific infographics.

I think we need to be cautious as educators about jumping from one fad to another.  We need to consider the skills students need to have and commit to those lessons that will meet those needs most effectively.  Creating infographics does take time, but considering the skills students are practicing, I think it is time well spent.


Krauss, J. (2012).  Leading and Learning with Technology, ISTE.

McCandless, D. (2010). The Beauty of Data Visualization, TED Talk


A local innovation project: St. Jerome’s SPLICE week

As much as I was impressed by the innovation I saw at ISTE 2015 in Philadelphia, there is a local project that I’d like to highlight in my District that is just as powerful as some of initiatives I saw showcased there.

Ingredients for Success

  • 1 highly motivated Intermediate teacher-team willing to try something completely different
  • 1 administrator supporting the initiative and removing barriers that might impede success
  • 1 collaborative peer group exploring ePortfolio and the All About Me Portfolio
  • 2 dashes of inspiration (Bishop Strachan‘s similar initiative & George Couros’ presentation @YCDSB talking about Innovation week at Parkland School Division in Alberta)
  • 1 bunch of  grade 7/8 students using their creativity and passion as inspiration

Bake for 1 full week.  Result is an amazing learning opportunity for students!

Marisa Benakis and Brad Blucher, two intermediate teachers at St. Jerome Catholic Elementary School decided to drop everything in order to create a unique learning experience for their intermediate students.  In order to do this, they needed and got support from their Intermediate team and administrator, Michele Reume who gave them the go-ahead to eliminate all other subject periods.  This meant that the whole school day for one full week would be entirely devoted to this self-directed learning opportunity.  I’m not sure what SPLICE stands for exactly, but the learning initiative was awesome!

Goals of SPLICE (as articulated in the student handout)

  • To learn more about a topic that interests you
  • To push your creativity and innovative thinking skills
  • To reflect upon yourself as a learner and the learning process
  • To communicate your learning and experiences to others

Students could research or create absoultely anything of their choice and could work independently or up to groups of three.  Most importantly, they had to capture the process in a reflection and share the learning with their peers.

These are just a few of the presentations I was privileged to see:

  • A student created an All About Me scrapbook and showcased the process in film
  • A group of students built a marshmallow launcher (after unsuccessfully trying to create a potato launcher)
  • A student painted a canvas and created an accompanying short story

Many more projects can be seen in this storify.


One of the questions that is a burning one for educators is, how can you possibly assess or evaluate a project like this?  Well, Benakis and Blucher addressed this in two ways.  Firstly, students were evaluated on the quality of their oral presentation.  And though you might be wondering, what if a student isn’t strong orally,  I can assure you that when a student is presenting a project that is meaningful and personal to them, this is a non-issue.

There is also an explicit focus on Assessment AS Learning through these guided questions:

  • What did you learn about yourself as a creator?
  • What was difficult? What was interesting?
  • What would you do differently?

When we chatted later, we agreed that if we really wanted to go into the Curriculum to evaluate the project, we would likely find lots of curriculum connections.

Connections to the Individual Program Pathways, All About Me Portfolio

Both Benakis and Blucher are involved in a District  pilot exploring ways in which to implement the Creating Pathways to Success Policy Document; more specifically helping students address these four areas:  Who Am I? What do I want to Become? What are my Opportunities? What is my plan for achieving my goals?

Ed Career Poster smaller

Many other teachers in that collaborative pilot, led by Michelle Bulger, Ines DiTullio, and Patricia Zaroski are providing students with unique opportunities to explore these questions.

Interested in hosting your own Innovation or SPLICE week?

Contact @marisabenny or @blucherclass  They are so passionate about the project and its success, they would be willing to assist anyone who is interested in trying it!

Jesse McLean, @jmclean77 , of the Parkland Public School District in Alberta, generously shares his resources here.  He too is excited for schools to realize the benefits of an Innovation week project.




Student ED Tech Day at St. Stephen’s

I had the privilege of being invited to the 1st ever Student ED Tech Day at St. Stephen’s last week.  The logistics of the event were organized by a group of teachers (Fab Grossi, Laura Bagnara, Melissa Alonzi, and Jason Pacheco) and three students who were part of the District-wide student ED Tech team.  Denise Dupuis, an administrator at the school not only supported the event, but ensured that any obstacles would be overcome.

Why a Student-led ED Tech Event?

  • To provide the opportunity for students to teach other students about the tech tools they use to learn.

How did it work?

  • An invitation was sent out to all students from grades 3-8 to submit a proposal for what they would teach.
  • From these, a variety of tools & projects were selected and a schedule was created.
  • Each class in the school was invited to come into the Library for approximately 20 minutes to go through the stations based on interest.
  • In each case, the students didn’t just show their peers, but got them to co-create something. Here is a sample Animoto created by a grade 4 in just a few minutes.

What was awesome…

The excitement:  it was palpable.

Administrative support:  The Vice Principal was not only a supporter but a champion of the event.  When it was clear that with over 50 presenters and over 100 kids to place, Denise extended the event to two days.

The risk free environment: Teachers accompanying their classes felt safe to peruse and learn as well and the students were really excited to share their learning with them.

The pride and ownership of the student organizers: Bianca, one of the student leads said she had gone around to each class to elicit participation and then organized which devices were needed and who was bringing their own devices.  You could tell that she was invested in the success of the event.  Kudos to Bianca, Luca, Nicholas, and Vincenzo, YCDSB Student ED Tech leaders!

The Discovery Centre:  Here students could play with Augmented Reality (just for fun)  or practice a tool they had just learned.

The potential:  there is a plan to utilize this same model for a Parent ED Tech Day in the Fall and the school is excited about having this as a yearly event.  There was definitely a realization that students are much more capable than we often give them credit.

Check out the day in images in this Storify:







On Being a Connected Educator

One of the most exciting things that has happened this month is the many number of YCDSB educators who have joined Twitter.  This is partly due to the fact that when George Couros  (@gcouros) came to speak with us on April 7 & 8, one of his main messages was to connect with other educators.  Check out the Learning Reflection from his visit.   As a result, our #ycdsb21c hashtag is gaining momentum and teachers are connecting and sharing!

Earlier this week, Mark Carbone (@MarkCarbone) and Donna Frye (@frye) came to speak to our Administrators. Their theme?  Becoming a Connected Educator.  The stars are aligning!

I am so excited because I know the world of possibility that can happen when we connect with other educators and develop a strong Professional Learning Network (PLN).  Some of the educators I follow, I’ve never met, but many of them are people I’ve met face to face at a conference, a workshop, or at a school.  Twitter allows me to extend those connections and conversations in a way that was never really possible before.



It is not unusual for the following to happen on Twitter:  If you are stuck for a resource or help, people will help you!  When we were looking for resources a few weeks ago around misleading data, we were helped within minutes by people I have never met in real life.

Connect Educator 1Connect Educator 2

Here’s the IGNITE talk I presented first at our EDTech Saturday on March 7th and then again for Senior Admin in our District in April.  It provides an overview of how being a connected educator allows me to practice the 6Cs as a learner.

This IGNITE represents a moment in time in my learning journey.  Check out my Twitter Lists for other very influential people I’ve since met who are now a part of my Twitter PLN and who have had a great impact on me even in the past few months.


Here is a presentation I created with the help of Bruna Gallace (@gallace)  to help navigate what seems to be the confusing world of Twitter: Using Twitter for PD

If you joined Twitter, don’t forget to make your Bio a personal reflection of you!  Thanks to @MsD_Teach for letting me use her bio for this.

Twitter Profile


Check out Donna Frye’s (@fryed) post, “Why Do [Our Students] need Connected Leaders” as well as the resources found at OSSEMOOC (@OSSEMOOC):  Building your professional learning network.

Here’s a great post by Brian Aspinall (@mraspinall) called T is for Twitter and Transparency

Educator’s Technology’s 11 Great Twitter Etiquettes that Teachers should know may also be useful.

Alice Keeler’s (@alicekeeler) has a great post that helps to demystify Twitter hashtags: Twitter Hashtag Tips

George Couros provides a thoughtful reflection on the idea of a Connected Educator as well.

If you ever have any questions, I am just a tweet or DM away!