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1. Embrace Curiosity: Curiosity is the fuel that drives creativity. By embracing curiosity, you open yourself up to new ideas, perspectives, and possibilities. Cultivate a childlike sense of wonder and ask questions about the world around you. Explore diverse subjects, read books, watch documentaries, or engage in thought-provoking conversations. By nurturing your curiosity, you’ll expand your knowledge and inspire fresh insights that fuel your creative endeavors.
2. Engage in Mind Mapping: Mind mapping is a powerful technique for organizing your thoughts and generating new ideas. Start by writing down a central concept or problem in the center of a blank page. Then, connect related ideas, thoughts, and associations using lines and branches. Allow your mind to roam freely and explore different directions. Mind mapping helps you visualize connections between ideas and stimulates your brain to think creatively.
3. Embrace Failure as a Learning Opportunity: Fear of failure can be a major roadblock to creativity. Instead of viewing failure as something negative, reframe it as a valuable learning opportunity. Embrace mistakes as stepping stones to success and growth. Understand that failure is an essential part of the creative process and allows you to refine your ideas. By adopting a growth mindset, you’ll feel more liberated to take risks and explore new possibilities.
4. Cultivate a Creative Environment: Your environment plays a significant role in shaping your creative output. Surround yourself with inspiration by curating a creative space that stimulates your senses. Declutter your physical surroundings, personalize your workspace with meaningful objects, and incorporate elements that spark your imagination. Experiment with lighting, colors, and textures to create a space that energizes and motivates you.
5. Practice Divergent Thinking: Divergent thinking is all about generating multiple ideas and exploring different possibilities. Break away from conventional thinking and encourage yourself to think outside the box. Engage in brainstorming sessions, jot down all ideas without judgment, and allow your imagination to run wild. The goal is to generate a large quantity of ideas, which can then be refined and combined to form unique and innovative solutions.
6. Take Breaks and Seek Inspiration: Creativity thrives when you give your mind time to rest and recharge. Take regular breaks during your creative process to avoid burnout. Engage in activities that bring you joy and relaxation, such as going for a walk in nature, listening to music, or practicing mindfulness. Seek inspiration from various sources, including art, music, literature, and nature. Exposing yourself to different stimuli helps broaden your perspective and triggers fresh ideas.
7. Collaborate and Share Ideas: Collaboration is a powerful catalyst for creativity. Seek out like-minded individuals who share your passion and engage in collaborative projects. Exchange ideas, seek feedback, and challenge each other’s thinking. Collaborating with others brings diverse perspectives to the table, fuels collective creativity, and opens doors to new possibilities. Remember, the synergy of shared creativity can result in extraordinary outcomes.

Conclusion: Creativity is not a gift reserved for a select few; it’s a skill that can be cultivated and nurtured. By embracing curiosity, practicing mind mapping, reframing failure, cultivating a creative environment, practicing divergent thinking, taking breaks, and collaborating with others, you can unlock your creative potential and tap into your inner genius. Embrace the journey of self-discovery, and let your imagination soar to new heights. Get ready to unleash your creativity and transform your life in ways you never thought possible!

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As we enter the dawn of 2024, I want to take a moment to wish each one of you a Happy New Year filled with joy, growth, and abundant possibilities. It has been a reflective time for me, and I’ve been largely off Facebook and other social media platforms for the past two months. This intentional break allowed me to focus on being a present partner and dad during these precious early months after our baby was born in late October.

In the professional realm, I’ve been grateful for the opportunity to have spent the fall working as a Career Guidance Counsellor on a 60% teaching contract in my hometown.

As this contract concludes at the end of January, I find myself at a crossroads, getting ready to explore new opportunities that may arise. Having sold my house in Fort Qu’Appelle this summer and fully embraced life in Regina with my growing family, I am excited about the possibilities that lie ahead.

I’m planning to re-apply to Regina Public Schools, and am ready and willing to join the substitute teachers list and explore potential contracts that come up within Regina Public as well as with Prairie Valley School Division, who’ve employed me for the last three years running.

The prospect of pursuing further education is also on the horizon. Two Master’s of Education programs have captured my interest that I am considering applying for—one with the University of Regina’s M.Ed in Teaching, Learning, and Leadership, and the other through Cape Breton Island University, who offer an M.Ed in Sustainability, Creativity, and Innovation. I will decide in the coming days which of these two M.Ed programs I would like to pursue.

Over the holidays, I’ve been delving into some research around the idea and feasibility of creating makerspaces in schools and communities. This aligns seamlessly with the vision for Creative Classroom Connections—to facilitate access to the resources needed to establish such creative hubs. I’m considering developing a series of blogs exploring my inquiries and seeing where it leads me.

In personal news, Alison and I are eloping to Hawaii in February to exchange vows on a beach on Valentine’s Day. It will be an intimate ceremony with just the three of us—Alison, our baby, and me! We promise to host a gathering next summer for friends and family to come to celebrate with us. Meanwhile, Alison is diligently completing her final two courses to earn her university degree in Therapeutic Recreation. With her background in TR, we are excited about the prospect of working together on Creative Classroom Connections, potentially evolving it into a family business enterprise.

The comic strip on the right was created as a Christmas gift by Alison’s son Nick, who is a grade 12 student at Cambell Collegiate. He will be performing in Cambell Collegiate’s upcoming musical production of the Drowsy Chaperone, running January 17-20th.

As we embrace these personal milestones, it’s impossible to ignore the global challenges we face—rising global conflicts, climate change, and the impending elections in numerous countries, including our American neighbours to the south. It can be overwhelming, and the temptation to retreat into a smaller world is understandable in the face of all the uncertainty. Despite the apprehension and the feeling that things may become more dire, let’s strive for lives of deeper purpose and resolution to remain connected. Together, we can focus on the love for our families and our communities and the actions needed to persevere through the present.

In the face of uncertainty, let’s anchor ourselves in the present and commit to positively impacting our various social spheres. Here’s to a year of growth, resilience, and collective hope.

Wishing you all a wonderful year ahead!
Stay warm:)

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Education is not merely about textbooks and assignments; it’s about creating an environment that fosters growth, creativity, and inspiration. As an educator at Bert Fox Community High School, I embarked on a journey during the 2022/2023 school year to explore the transformative power of music in the classroom. By curating a playlis

t of uplifting and inspiring songs, I aimed to enhance the learning experience for my students in our self-paced, module-based high school credit attainment program.

The Melody of Learning:

Music has an incredible ability to transcend barriers and connect with our emotions. In the classroom, it can serve as a powerful tool to uplift and inspire students. As the overseer of the self-paced module-based program at Bert Fox, I wanted to create an atmosphere that encouraged focus, creativity, and a sense of ease. The curated playlist became the heartbeat of our classroom, weaving through the air as students delved into the various modules and courses.

Creating the Playlist: 

Carefully selecting songs over the course of the academic year, I aimed to curate a diverse collection that would appeal to different tastes and moods. From instrumental compositions to energetic anthems, each track was chosen with the intention of fostering a

positive and productive learning environment. The goal was not just to fill the silence but to create a harmonious backdrop that supported and enhanced the students’ educational journey.

The Impact on Students:

As the playlist became a staple in our classroom, I noticed a remarkable shift in the atmosphere. Students seemed more engaged, focused, and at ease while working through their modules. The music acted as a motivator, elevating their spirits during challenging tasks and providing a sense of comfort during moments of frustration. It created a unique sense of unity as the shared experience of the playlist brought students together, creating a supportive and collaborative learning community.

Beyond the Classroom Walls:

While the impact of the playlist was evident within our classroom, I wanted to extend its reach beyond our school walls. Sharing the playlist on YouTube seemed like a natural step, and to my delight, the statistics revealed that it was resonating with a wider audience. The playlist has already garnered numerous streams, indicating that others were finding value in this carefully curated collection of songs.

Conclusion:

The experiment of integrating music into the learning environment at Bert Fox Community High School made all the difference in creating a positive atmosphere with the power to uplift and inspire students to engage with their assignments. As educators, we have the opportunity to enhance the learning experience by embracing innovative approaches that go beyond traditional methods. I invite you to explore the playlist that transformed our classroom, and I hope it inspires you and your students as well. Click here to access the playlist on YouTube and experience the harmonious blend of melodies that can truly transform the learning journey:

https://youtube.com/playlist?list=PLIUugNN48bYftcjFisULndUEAt7IoTXRh&feature=shared

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Recently, the Ministry of Education has released an updated document that outlines various ways students in Grades 10, 11, and 12 can earn their high school credits. While in school, synchronous delivery of course credits is the traditional approach, there are now alternative pathways available, catering to a wider range of student interests and needs. In this blog post, we will delve into these alternative credit-earning methods, emphasizing the exciting prospects of Special Project and Volunteerism credits.

• Special Project Credit

Special Project credits are perfect for students with a passion project in mind. These credits are earned for out-of-school initiatives that are not classified as dual credit courses. Students need approval from their school principal before embarking on these projects, which require a minimum of 100 credit hours of work supervised by a teacher. The potential for creativity and innovation is vast with this credit option.

• Volunteerism 30 Credit

For students who are passionate about community service, the Volunteerism 30 credit is a rewarding option. It allows students to earn elective credits while contributing to their community. Approved volunteer hours will be recognized with a final mark record of Standing Granted (SG).

• Apprenticeship Credit

For students interested in the trades, apprenticeship credits are a valuable opportunity. These credits are earned while working under the supervision of a journeyperson in a trade, making the hours worked eligible for credit through the Saskatchewan Apprenticeship and Trade Certification Commission. Up to four secondary-level apprenticeship credits can be earned. These credits can be applied to practical and applied arts or electives, making them a versatile option.

• Dual Course Credits

Dual course credits offer students a unique opportunity to earn both high school and post-secondary credits in the same course. This can be a significant advantage, providing a head start on future education or career paths. Students can explore courses like Continuing Care Aid, Early Childhood Education, and Computer-aided Design, among others.

• Online Course Credits

Online course credits have become increasingly accessible and provide students with the flexibility to learn at their own pace. In Saskatchewan, we now have the Sask Distance Leaning Centre that offers online courses that may not be offered at the student’s high school or in the semester that the student needs to take them. These can be a fantastic option for students looking to expand their horizons or make up for missed credits.

• Course Challenges

For students who believe they have a strong grasp of course material, course challenges are a great option. This allows students to demonstrate their mastery of learning outcomes without going through the entire course. Keep in mind that only two courses at the 10 or 20 level can be challenged.

• Supplemental Provincial Examinations

Supplemental Provincial Examinations provide students with an opportunity to improve their marks in Grade 12 English language arts, mathematics, or science courses. These exams can boost a student’s transcript, as only the highest mark will be recorded. Preparing for these exams is made easier with online practice resources.

• Credit Recovery

Credit recovery options are designed for students who need extra time to complete coursework without having to retake an entire course. Each Education Organization may have specific requirements for this option, so it’s advisable to discuss it with your teacher or school counsellor.

• Summer School Options

Summer school is a great way to get ahead or catch up on credits. Whether you prefer online or in-person courses, your principal or school counsellor can provide you with the necessary information. Taking courses over the summer can help lighten your course load during the regular school year.

Conclusion

The education landscape in Saskatchewan is evolving, offering students a variety of methods to earn high school credits that suit their individual needs and interests. Whether you are an aspiring artist pursuing a Special Project, a future tradesperson exploring apprenticeship credits, or a community-oriented individual seeking Volunteerism credits, the possibilities are endless. By staying informed and discussing these options with your teachers and school counsellors, you can chart a unique educational path that empowers you to succeed and to graduate with confidence.

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In the ever-evolving landscape of education, finding innovative ways to engage students and foster creativity is paramount. One such avenue that has captured the imagination of both students and teachers alike is Pixton.com, an online platform that allows users to create vibrant and personalized comics. This article explores the myriad ways Pixton can be a game-changer in the classroom, connecting students through the art of storytelling.

Pixton in the Classroom:

Pixton.com offers a unique and interactive space for students and teachers to delve into the world of comics. For $144 per year or $25 per month, educators can sign up and provide an unlimited number of students with a creative outlet to express themselves through storytelling. The platform enables students to design their own characters and utilize classmates as characters in their narratives, fostering collaboration and a sense of community within the classroom.

Personal Experience:

As a testament to the platform’s versatility, I recently opted for the monthly subscription at $9.99 to create a Pixton comic that delves into the questions of who I am, where I come from, where I am going, and why I am here. This exercise allowed me to explore and share my perspectives as a teacher and served as an example of the powerful storytelling potential Pixton offers.

Discovery at Prairie Valley School Division:

My introduction to Pixton occurred during my tenure as a Student Services Teacher with Prairie Valley School Division’s Remote Learning option. Grade 5-6-7 Alana Yarnton’s teacher used Pixton with her class, providing students with a unique platform to express themselves visually. The students crafted avatars of themselves and wove their narratives into captivating comics. A standout feature was the ability to create a group class photo using their avatars, providing a tangible sense of unity, even in a virtual setting.

Connecting Beyond Boundaries:

Pixton excels in breaking down physical barriers and fostering a sense of connection. Through this platform, students can share their stories, perspectives, and experiences with each other, creating a virtual bond that transcends the limitations of traditional classroom settings. The group class photo feature, as experienced in Prairie Valley, exemplifies how Pixton can bring students together despite being physically apart.

Pixton.com stands out as an invaluable tool for educators seeking to cultivate creativity and collaboration in the classroom. By providing students with the means to express their narratives visually, Pixton fosters a sense of community and connection. With its user-friendly interface and affordable pricing, Pixton opens the door to a world of imaginative possibilities, making it a must-have resource for modern educators committed to inspiring and engaging their students.

Click here to read my full comic.

The post Pixton Comics – A Platform for Creative & Collaborative Storytelling appeared first on Creative Classroom Connections.

Before the last school year ended, I had the opportunity to sit down with T’Asia, one of our incredibly talented grade 12 Bert Fox Community High School students, for lunch at the Valley Bake and Coffee Shop. Alongside a few colleagues, meeting for our book club over lunch, we listened as T’Asia shared her reflections on a passion project she undertook as part of her Native Studies 30 and Art 30 courses last semester. It was a moment of pride for me as an educator to witness T’Asia’s decision and dedication to channel her creativity into an exceptional art piece she painted.

Finding Inspiration in the Anishinaabe Creation Story:

T’Asia’s passion project was sparked by the profound and enchanting Anishinaabe Creation Story of Turtle Island:

From her initial sketch of a mom and dad holding up a baby in front of a tipi on the back of a giant turtle swimming in the ocean, her vision evolved into a breathtaking painting, encompassing various aspects of the Anishinaabe worldview.

The Artwork Unveiled:

The final artwork, skillfully crafted by T’Asia, beautifully conveyed the essence of the Anishinaabe Creation Story. The giant green squares at the bottom of the painting artfully represent the back of the turtle, symbolically connecting us to the very foundation of Turtle Island. Above this foundation, the circle of life unfolded as a storyteller captivated three attentive listeners around a home fire, highlighting the profound significance of oral traditions in passing down wisdom and knowledge through generations.

With finesse and thoughtfulness, T’Asia incorporated the majestic eagle and the bear into her painting, symbolizing the deep relationships between people and the spirits and animals of the land. She expressed during our interview, “We believe that everything and anything has a soul, and it can be brought to life.”

On the left side of the artwork stood a vibrant tree, its branches adorned with a mesmerizing display of colours, representing the diverse hues that grace our world. With passion in her voice, T’Asia explained, “A lot of people like to say that as you get older, you don’t see things as vibrant or colourful as you do as a kid, but there’s a lot of colours and different life out there, and you’ve just got to watch out for that. The tree represents all of these colours.”

A Heartfelt Connection: Creative Classroom Connections

As T’Asia’s passion project unfolded, it reminded me of why I initiated Creative Classroom Connections— a growing and evolving passion project of my own. Witnessing students like T’Asia connecting their coursework with their true passions is an incredibly gratifying experience. By merging Native Studies and Art courses, T’Asia had the opportunity to delve deep into her cultural and family lineage through her artistic expression, resulting in a profoundly meaningful creation.

When asked about her motivation for choosing this specific passion project, T’Asia shared, “It inspired me to paint this because I come from a family of really good artists, and a lot of Indigenous art is meant to be gifted and from the heart. I’m giving this painting to my dad so that he’ll always remember it. And also giving a first piece of something you made, like beaded earrings, a ribbon skirt, or a painting, means good luck because it comes from your heart and is genuine.”

A Closing Note:

As I bid farewell to my teaching role at the school, I’m grateful to have witnessed students like T’Asia showcase their creativity and passion through meaningful projects. T’Asia’s artwork will undoubtedly leave a lasting impression, and her dedication to creating art from the heart will undoubtedly inspire others who see it.

Congratulations, T’Asia, on this beautiful achievement. Your project will undoubtedly continue to touch hearts and make a positive impact. As you progress on your life journey beyond high school, allow yourself any opportunities to follow your passions and let your creativity shine brightly. The world awaits your extraordinary talents, and I have no doubt that you’ll leave a trail of beauty and inspiration wherever you go.

The post Celebrating T’Asia’s Remarkable Passion Project appeared first on Creative Classroom Connections.

Check out this creative music video project that fellow teacher, a gifted musician and close friend of mine, Scott Richmond produced while teaching a group of middle years students in his hometown of Gravelbourg, SK in the spring of 2021.

The students played an active and engaging role in creating these videos, which were covers of the original song written by Quebec band, Bleu Jeans Bleu.

The students were engaged and involved in singing together, videoing and acting out the lyrics. Together, these two music videos provide a great french lesson along with the importance of wearing your mask and keeping ourselves COVID-free while continuing to endure this global pandemic.

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On August 10th, I quietly deactivated my Facebook account as it was beginning to feel like kryptonite for me whenever I went on it. I felt like I didn’t have the mental capacity to be able to keep up with it all and I became a very passive consumer and felt like I was unable to show up to support and engage with friends on it the way I’d like to. All too often, I resorted to passive scrolling, sending out some likes and loves here and there, but also was left feeling apathetic and distracted from what I’m in the process of working towards at this time.

Since then, I have redesigned Creative Classroom Connections by changing my former Services page into a Research page to reflect the types of research and design that I am passionately interested in pursuing, both as a full-time educator and as an M.Ed student. I have created a Connect page to invite anyone who is interested in these topics as well, to consider becoming a subscriber, collaborator, or even a contributor to the Featured Blog page. My hope is that I will be able to develop a readership for this blog organically and even separately from social media. I may not always share every post that I write on social media, so the best way to connect with this page is to subscribe to the RSS feed or fill out the new and improved contacts form through the Connect page.

One of my first tasks as an M. Ed. student was to write an introduction of ourselves and share it with the rest of the cohort who will be taking this program with me over the next two years. Here is what I wrote, and have been intending to share through this blog ever since:

I come from a historic gathering place, now called the town of Fort Qu’Appelle, situated in the Qu’Appelle Valley northeast of Regina, SK. I come from the heart Treaty 4 Territory, where a treaty was signed in 1874 between representatives of the British Queen Monarch, the 7-year old Dominion of Canada, and various bands of the nêhiyawak (Plains Cree), Anishinaabeg (Saulteaux), and Nakota (Assiniboine) First Nations, whose existence and nationhood evolved on these lands long before the nation of Canada ever came to be.

Growing up with several First Nations surrounding my hometown, I have come to develop an empathetic understanding of the negative impacts of colonial government policies, including the creation of the Indian Act and the horrific residential schools that were forcefully enacted, shortly after treaties were signed and existed for over a century. I have come to know and understand the extent of intergenerational traumas resulting from colonial policies and practices of cultural genocide and assimilation. I have also come to recognize the extent of the systemic privileges I’ve been receiving because of my perceived identities as a white cis-gendered, heterosexual male. It was at a fairly young age that I came to realize that I would either be part of the problem of continuing the poisoning of our relationships with the Earth, ourselves, and one another, or I could grow and evolve to become part of the solution and work towards the healing of these fragmented relationships.

I completed my B.Ed. degree in 2008 after having dropped out of university after my second year of Education in 2003 to make sure that I was pursuing a path that aligned with a sense of passion and a purpose and which has been carrying me forward ever since. I spent a year travelling (domestically and abroad); another year working as a youth care worker with the Ranch Ehrlo Society; and another school year as an Educational Assistant in an at-risk youth satellite school program with Regina Public Schools before I decided I was ready to go back and complete the remaining two years of my B.Ed. degree.

I completed my teaching internship in my hometown of Fort Qu’Appelle in 2007, in the same high school I graduated from nearly ten years prior. As an emerging Social Studies major, I was tasked with “teaching” the Native Studies 10 and 20 courses to classes made up almost entirely of Indigenous students. Through these early teaching experiences, I learned the importance of taking a learning facilitator (guide on the side) approach to teaching rather than the top-down sage on the stage approach like so many teachers have traditionally taken on. You can catch the highlights of my professional experience since graduating with my B.Ed at the bottom of my About page. What I love most about my approach as a facilitator of learning, is that I don’t feel like I have to know everything. The most important thing I can bring is a passion and commitment to developing supportive learning environments and processes that can spark natural curiosities to learn and grow with one another.

After trying my hand at self-employed consulting contracts last fall, I picked up a contract as a Learning Support Teacher with Prairie Valley School Division’s Remote Learning School from February until the end of June. PVSD Remote Learning school was created on the fly to meet the needs of students and their families through this pandemic year. Although this position didn’t become available until February, I am so glad it did, as I was able to learn a lot about individual student supports that can be offered within a remote learning environment.

This coming school year, I have accepted a follow-up position to work as a Transitions Teacher for Prairie Valley SD this coming school year, where my upcoming job description reads as follows:

The Transitions Teacher provides a significant connecting and integrated role. This teacher will provide both virtual and in-person support to students, families, and staff. The priority for this teacher will be to engage with students and families that did not attend a school or had low attendance in 2020-2021. The Transitions Teacher will work with a team to provide supports.

As for the M. Ed program through Vancouver Island University, I had initially applied for and was accepted into the program in the spring of 2020, but after the pandemic hit and with too much uncertainty in the air, I withdrew shortly before classes began and so had to re-apply again this year. I feel the timing is better for me now and am looking forward to researching, synthesizing and designing practical applications of Universal Design for Learning, Personalized Inquiry Learning, and Social & Emotion Learning, as outlined through my research page.

The plan is to seek, explore, and inspire best practices for developing education programming supports that can re-engage our most disengaged students.

My Top 5 Audiobooks that I listened to this summer and would highly recommend include:

• Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihaly. Including and celebrating flow activities and how to inspire students into that state of mind.

• The Practice: Shipping Creative Work. by Seth Godin. This book leaves me thinking about the creative practices, purposes and responsibilities involved in this work as an innovative educator.

• Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens. By Barabara Oakley. There is also a free online course through Coursera that covers this material too.

• Drive: The Surprising Truth About What Motivates Us, by Daniel Pink. How to inspire intrinsic motivation by offering opportunities for students to practice autonomy, mastery, and purpose in their educational programming.

And lastly, I wanted to share a link to another great audiobook and author who I was introduced to by one of my classmates in my M. Ed. program who works with this fellow teacher/educator in Victoria, BC:

• Dive into Inquiry. By Trevor McKenzie. This book provides some great practical tips and tricks to implementing inquiry over the course of the year, and great examples of how to co-design learning with your students.

If you’ve read this far, I thank you for your interest! If you’d like to subscribe/support, collaborate, contribute to the evolution of Creative Classroom Connections, you can do so by filling out the form Connect page here.

Until next time, take care out there.

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Since becoming an educator within the field of education, I have often struggled with how I can best meet the diverse needs and current abilities of all students I have been able to work with over the course of my teaching career. I think we can all agree that the goal of education is to provide equitable learning opportunities for students to grow to their full potentials. Despite our best interests, we still face many uphill challenges to create inclusive classrooms that meet an array of diverse learning needs in a typical classroom.

Fortunately, there is a large and growing body of research to support the need to move towards three areas of research that I’m interested in pursuing:

1. Universal Design for Learning (UDL) – this annotated bibliography includes an overview of UDL literature provided by Barteaux. Jennifer Katz’s Three block model of UDL provides some great follow-up literature within Indigenous and Canadian contexts.
2. Personalized Inquiry and strength-based approaches to learning – this annotated bibliography features a four-year impact study of a Strengths-based blended, personalized learning model implemented across an entire California school division.
3. Social and emotional learning – including explorations of channelling feelings into creative expression through the arts for holistic and inclusive education practices that situate each student as a unique being, with purpose, roles and responsibilities to explore and to serve within larger communities.

I have carefully chosen the following seven articles to share as they have provided me with some great insights into how I might want to pursue an applied action research project.

I have a long-time interest in community inquiry action-based projects that can make the research come alive. I am a social learner, and as part of my approach to gathering more research, I would like to share this annotated bibliography with like-minded education professionals, knowledge keepers, friends, family, colleagues and seek their guidance to connect me with other academic literature as well. The more I can get people on board with supporting similar approaches, the more informative, collaborative, and exciting this research can become.

Without further ado, here is an annotated bibliography that connects my academic journey with my experiential one and that best aligns with my educational aspirations that are taking shape over at www.creativeclassrooms.ca

Article Annotations

Barteaux, S. (2014). Universal Design for Learning. BU Journal of Graduate Studies in Education, 6(2), 50-54. ERIC Number: EJ1230738. https://eric.ed.gov/?id=EJ1230738

In this article, Susan Barteaux, a grade three teacher from Carberry, Manitoba, demonstrates an understanding of what Universal Design for Learning (UDL) encompasses with basic concepts and definitions that provide a framework for what this would look like in any classroom. She does this by seamlessly referencing a long list of books and journal articles from well-known authors I am familiar with, including Jennifer Katz, Doug Willms, the National Centre for Learning Disabilities, and the National Centre on Universal Design for Learning. After an overview of where UDL began, Barteaux highlights the three core principles of UDL: respecting and allowing all students to explore and develop: 1) Multiple means of representation; 2) Multiple means of expression; and 3) Multiple means of engagement.

UDL is backed by nearly 40 years’ worth of brain research on how a child’s brain gathers information, acquires learning styles, and develops learning differences. “By providing multiple means of expression, teachers can create multiple opportunities for students to showcase their understanding” through a variety of tools, increased access to these tools, and strategies to overcome barriers to learning (Katz, 2012, cited in Barteaux, 2014, p 51).

This article contains numerous quotes with which I agree; however, it does not reference any specific studies that have gathered data on the immensely positive changes that UDL can have on the affective domains of all students. I appreciated that it was written by a teacher/practitioner, though. It did serve its purpose for providing a big-picture view of UDL and numerous great references to the supporting academic literature.

Bradshaw, R.D. (2016). Art integration fosters empathy in the middle school classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4-5), 109-117. DOI: https://doi.org/10.1080/00098655.2016.1170441

In this article, R.D. Bradshaw, from the Department of Art & Design, University of Dayton, Ohio, shares the findings from the second of two nine-day units delivered within a larger, four-month-long qualitative action research study set in a public middle school. This study looks at art education’s role in helping students become more empathetic and caring community members. (Eisner, 2002, as cited in Bradshaw, 2016). That is what this action research study set out to do.

Art educator Carol Jeffers (2009) argues for an art education of empathy that combines caring, relational pedagogy with cognitive growth and sociocultural awareness. In our complex, pluralistic society, art educators must not only adapt to the needs of learners; we must celebrate the value of art as a means of fostering empathy, developing creative and critical thinking skills, and finding solutions to the problems we face. (Bradshaw, 2016, p. 109)

The students in the study “engaged in creating collaborative ecological installations…and through making art, students built shared knowledge, engaged in safe discourse, and expressed empathy” (Bradshaw, 2016, p.109).

While this article shared some practical applications towards art and ELA outcomes through projects that Bradshaw lead with middle school students, it was limited in its scope and sequence to two nine-day units. I feel like this would be easy enough to pull off. It provided a great example of a qualitative action research project rooted in both the Arts, Culture and its strong connections and appeal to Social and Emotional Learning.

Bunch, G. (2015). An analysis of the move to inclusive education in Canada. What Works. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18(1), 1-15. DOI: http://dx.doi.org/10.6018/reifop.18.1.21431

This article examines the Canadian federal government’s role in Inclusive Education and the roles provinces and territories have taken, or not taken, with regard to where Inclusive Education flourishes and where it does not. As a result of Canada’s constitution and the balance of powers, education falls under provincial/territorial jurisdiction, and the federal government has no authority at the provincial levels. “Change and practice are the essentials of Inclusive Education” (Bunch, 2015 p. 2), and this article examines evidence showing some provinces are leading the evolution towards inclusive education and other provinces that are lagging behind.

Until the late 1980’s the Special Education terms “mainstreaming” and “integration” were in general use across Canada with reference to students with disabilities who are placed full-time or part-time in regular school settings or in special schools or in segregated special classes within regular schools. A great quote from the introduction reads:

Many educational authorities confuse integration with Inclusive Education and use the terms as if they were synonymous. Inclusive Education is a completely different model that does not use the term integration, nor does it divide students with disabilities based on their degree or type of disability. Many (provincial) governments and educators do not appear to understand the difference between the two Models. (Bunch, 2015, p. 2)

Another quote from this article that really resonates with me as to why I feel somewhat uncomfortable that my M.Ed will be recognized as a master’s in Special Education when it is essentially an Inclusive model of education that I am looking to pursue, and in many ways sits in opposition to special education. As Bunch states on p. 5, “the inclusive Education Model rejects almost all of the beliefs supporting the Special Education model. The foundational belief of Inclusive Education is that students with disabilities learning with their typical peers, and in ways similar to their peers, are academically and socially more beneficial for all students involved.”

This article provides a great overview of the move towards inclusive education across different provinces in Canada. I found this article by consulting the references of Saskatchewan’s Inclusive Education publication in 2017. A couple of great quotes from the article above were featured in the summary section of this publication that I think strikes to the heart of why it is so important for us to strive to create inclusive classroom environments for all students, regardless of current abilities: “classrooms are the only places where all children of a community come together to make their future friends and acquaintances” (Bunch, 2015, p 8). Bunch also says:

…Students who are accustomed to the segregation of their peers will carry that experience throughout their lives to the detriment of their peers…The students who were segregated often “live lives of isolation and loneliness” due to a lack of bonding opportunities in life. (Bunch & Snowdon 2013 as cited in Bunch 2015, p. 6).

I was also heartened by the fact that since this article was written, Saskatchewan’s Ministry of Education has taken this research to heart, and I believe, as a province, we are Sfulton Pathways Towards Inclusive Practice Annotated Bibliographymoving in the right directions towards inclusive educational practices that can meet diverse learning needs.

Katz, J. (2013). The Three Block model of Universal Design for Learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194. https://www.jstor.org/stable/10.2307/canajeducrevucan.36.1.153

This is an article that I had my eyes on after reading Barteaux’s Universal Design for Learning (UDL) overview. I was already familiar with Dr. Katz’s work after being gifted a copy of her book, Ensouling Our Schools, by my former employer Treaty Education Alliance, shortly after its release in 2018.

By reading this article, I was able to identify the three major building blocks for UDL to create truly inclusive classroom environments. As Katz states, “the first block examines Social and Emotional Learning and involves building compassionate learning communities” (Katz, 2012a, as cited in Katz 2013 p. 158). The second block examines Inclusive Instructional Practice and outlines a step-by-step planning and instructional framework (Katz, 2013). The third block focuses on the systems and structures that need to be in place to support UDL in the classroom. Before I read this article, I was not yet familiar with what each of the three blocks entailed. By reading the article, I also made the connection that Ensouling Our Schools is really focused on the first block of the model, and this research article focused almost exclusively on the second block of the model. Together they provide some great helpful teaching strategies to meet the first and second blocks of this model.

One concern that I have after reading this article is around the compulsory nature of research studies having to be so limited in their scope that they often miss an opportunity to share the big picture and holistic views on which this three-block model of UDL was built.

In this study, “teachers were not asked to implement the RD (respecting diversity) program or classroom meetings. The research was intended to determine the outcomes of Block 2, instructional practices inherent in the model only. For that reason, significant outcomes for social variables other than interactions were not expected” (Katz, 2013 p. 180).

Although the three-block model is very holistic in nature, for the purposes of the research article, Katz chose to limit the study to a compartmentalized scope within this holistic model. The reader is never properly introduced to what the third block of the model entails until flipping to the Appendix A on p. 192 that shares a graphic organizer providing a basic overview of the framework.

This quote highlights the emotional blocks and impediments to the greater implementation of UDL within our classrooms. I can now see myself building an applied project around this recommended research area.

McCarthy, E., Liu, Y. & Schaurer, L. (2020). Strengths-based blended, personalized learning: An impact study using virtual comparison group. Journal of Research on Technology in Education, 52(3), 353-370. https://doi.org/10.1080/15391523.2020.1716202

This was an interesting article that I created a critique presentation for my MEDS 530 course. This article shares the results of an impact study on the intervention of a Strengths-based, blended, personalized learning model (SBPL). This model was implemented across an entire school district in California over a three-year period. The fourth and final year was considered to have been the full implementation of the SBPL model. The school district has a diverse population of approximately 3,900 pre-K to eighth-grade students, with a sample group of 1,911 students who were enrolled in kindergarten to fifth grade (fall 2013), of which 64% of these students came from socioeconomically disadvantaged households (McCarthy, et al., 2020, p. 360).

The SBPL model is defined by the attributes of Personalized Learning that include: (i) competency-based progressions; (ii) flexible learning environments; iii) personal learning paths (iv) frequent informal and formal measurement. The SBPL model is also characterized by the following Strengths-based attributes: (i) measurement of strengths; (ii) personalization of learning experiences considering student strengths; (iii) affirmation of strengths with others; and (iv) intentional application and development of each student’s strengths (McCarthy, et al., 2020, p. 353).

Each trimester, students would meet with their teacher, using a personal learning plan (PLP) to facilitate reflection on learner strengths, future aspirations and goal setting around growth and achievement that would become part of their Learner Profile. Learner strengths are measured using the Strengths Explorer assessment designed to identify students’ top three constructs for strengths that included: Achieving, caring, competing, confidence, dependability, discoverer, future thinker, relating, organizing, presenting (McCarthy et al., 2020, p. 357).

Digital learning curricula, including Khan Academy, Accelerate Reader, and Lexia, were purchased by the school district as part of this study to aid competency-based progressions in mathematics and English language arts and were aligned with the Common Core Standards used in California (McCarthy et al., 2020, p. 355). I am familiar with Khan Academy. However, Accelerate Reader and Lexia are new to me and will require further inquiries, and the researchers did not provide information on these programs, nor did they research or share what teachers and/or students felt about the use of these programs.

The SBPL impact study conducted a quantitative analysis of a series of summative M.A.P. standardized assessments, comparing the results of the students in their SBPL intervention to an innovative virtual comparison group (VCG). This VCG was made up of many students from similar schools who had similar baseline scores to the treatment group of students at the beginning of the study. The researchers wanted to know the average change of students’ academic achievement every year after baseline, respective to the average change of the VCG. Their results showed that students in the treatment group increasingly outperformed the students in the VCG over the four-year study (McCarthy et al., 2020).

Nowicki, E. & Brown, J.D. (2013). “A kid way”: Strategies for including classmates with learning or intellectual disabilities. Intellectual and Developmental Disabilities, 51(4), 253-262. DOI: 10.1352/1934-9556-51.4.253

This was one of my favourite articles that I have read so far. All too often, in our academic studies, we turn to experts for advice. However, this study chose to consult with thirty-six children between the ages of 9 and 12 for their advice or “ideas on how to socially include classmates with learning or intellectual disabilities” (Nowicki & Brown, 2013, p. 253). These students shared great advice as well generating a total of 80 strategies that we condensed down into 7 major themes:

1. the need for teachers to intervene in academic and social situations;
2. child-to-child instructional strategies;
3. being supportive
4. focusing on similarities between children with and without disabilities;
5. modelling appropriate behaviours;
6. intervening in negative interactions;
7. structured inclusive activities and non-inclusive activities. (Nowicki & Brown, 2013, p.253)

It was heart-warming to note that these students “were aware of the challenges experienced by classmates with disabilities and recognized the need to work with classmates and teachers towards the social inclusion of children with intellectual and learning disabilities” (Nowicki & Brown, 2013, p.253).

More than a third of student responses can be viewed as “an appeal for teachers to become more proactive when it comes to including students with disabilities, and to use their status to correct perceived inequities in instructional and social settings.” Students also noted some student-to-student instructional strategies, such as “reading together and taking more time to teach new games or skills,” and how important these can factor into creating an inclusive classroom (Nowicki & Brown, 2013, p. 260).

Interesting to note that “the participants in this study attended schools in a district that had been using a full-inclusion model for over two decades. Teachers and students were likely well-acclimatized to the principles of inclusion” (Nowick & Brown, 2013, p. 262). The researchers note this fact as a limitation to the study. Still, I see it as a benefit to the study as it largely reveals positive attitudes towards inclusive education within schools using inclusive models. However, it also reveals, from students’ perspectives, the need to work together with teachers to become more inclusive.

Sokal, L & Sharma, U. (2013). Canadian in-service teachers’ concerns, efficacy, and attitudes about inclusive teaching. Exceptionality Education International, 23(1), 59-71.

This article from Sokal and Sharma looks at teachers’ concerns, efficacy, and attitudes towards inclusive education. This study provides some great insights into how a research study could be conducted that focuses on teacher attitudes, efficacy, and concerns. I recognize there is a huge need for further research in this area.

This article raises and answers many questions for the field of Special/Inclusive Education. Namely, it questions whether teachers have the necessary training and resources to feel confident and competent in their abilities to meet a diverse range of learning needs in their classrooms.

The specific research questions which guided this inquiry were (a) What background factors predict teachers’ attitudes, efficacies, and concerns about inclusion? (b) Is there a significant relationship between teacher attitudes and teacher efficacy related to inclusive education? (c) How does training in special education influence teachers’ concerns about inclusive education? (Sokal & Sharma, 2014, p. 62)

This article speaks to the importance of providing pre-service and in-service teachers with professional learning opportunities to resolve these questions.

New concepts (constructs, ideas) that I encountered in this article were the variety of surveys and Likert scales used to assess teachers’ levels of competence, confidence, attitudes, and concerns towards inclusive education. I noted the names of the different surveys and scales used to gather this feedback from the 131 in-service Kindergarten to Grade 8 teachers across three school divisions in southern MB (Sokal & Sharma, 2014 p. 62). One such study was School Principals’ Attitudes Toward Inclusion (Bailey 2004), which measured attitudes toward inclusion. The 21-item Concerns about Inclusive Education Scale (Sharma & Desai, 2002) measured levels of concern about practical aspects of implementing inclusive education, and The Teacher Efficacy of Inclusive Practice scale (Sharma, Loreman, & Forlin) measured perceived levels of teacher efficacy” (Sokal & Sharma, 2014, p. 62).

The researchers were able to represent their results as reliability alpha coefficient scores. Although I am still unsure what this means or how to calculate them, the corresponding scores were easy to read and interpret. Results showed teachers’ biggest concerns surrounding inclusive education, wherein the following areas: lack of resources (α = 0.84), concerns about schools’ declining academic standards, (α = 0.82), followed by concerns about an increase in workload (α = 0.76). Lack of acceptance was the least of teachers’ concerns at (α = 0.69) (Sokal & Sharma, 2014, p. 63).

One interesting finding of the study “suggests that participants who had obtained some form of training in special education were likely to feel more positive…and more confident in teaching and including students with disabilities in their classrooms” (Sokal & Sharma, 2014, p. 64). These findings support the crucial need to offer professional development opportunities to collaborate on inclusive educational practice and what that might look like for teachers in their own classrooms.

Summary of Findings

            All seven of these articles helped inform possible directions, scope, and sequences I might want to pursue as part of an applied project research study. Barteaux’s (UDL) literature review provided a great overview of one of my main areas of research interest. Bradshaw’s article provided insights into the key roles art, and artistic expression can play in fostering greater empathy and understanding in the classroom. Bunch’s article helped me situate how Saskatchewan compares to other provinces implementing inclusive educational practices. Katz’s articles provided affirmations that my professional practice has largely been centred around strategies within the first and second block of the model Three-Block Model of Universal Design for Learning (UDL). McCarthy, Liu, and Schaurer’s (2020) impact study of the four-year implementation of a Strengths-based Blended Personalized Learning (SBPL) model across a California school district was a great example of a district-wide intervention.  Nowacki & Brown’s brought student voice to their Strategies for Including Classmates with Learning or Intellectual Disabilities. And finally, Sokal and Sharma’s (2013) study looks at In-service Teachers’ Concerns, Efficacy, and Attitudes about Inclusive Teaching. These articles have helped clarify what type of applied project I may want to pursue by looking at quantitative and qualitative research studies examples.

Analysis/Critique of Summary of Findings

One question that these articles raised for the field of Special/Inclusive Education is how we, as teachers, can design our classes to best meet the diverse learning needs of all students in ways that make the learning process better for everyone involved? This is a question that I have been developing my professional practice around since I began teaching, and I am looking forward to continuing these inquiries through this M. Ed. Program.

Each of these articles shared the strengths and limitations of the researchers’ studies. After reading these articles, one concern that I have after reading these articles is the nature of research studies having to be so limited in their scope. I am a big picture thinker and often worry that too narrow of focus in an applied project will render it meaningless or of little value. I feel that Bradshaw’s delivery of two, nine-day units over a four-month study was too limited by time. Katz’s 2013 article was limited in its scope by focusing only on the second block (inclusive instructional strategies) of the three-block model. McCarthy, Liu, and Schauer’s impact study was limited only to quantitative results of improved standardized test scores but did not have access to qualitative research data around implementing the strengths-based blended, personalized learning model.

I had an “Ah-Ha” moment while reading Sokal and Sharma’s (2013) study regarding the meta-analysis conducted by Yoon, Duncan, Lee, Scarloss, and Shapley (2007) of 1300 studies. I found that “the most effective professional learning was 30-100 hours in duration, and spread over a period of 6-12 months…In contrast, shorter professional development programs from 5-14 hours have been shown to have no significant effect on student learning” (as cited in Sokal & Sharma, 2014, p. 67). This gave me good insight into the scope and sequence of developing a meaningful applied project around teacher attitudes and efficacy, should I pursue a study in this area.

Connections to Previous Thinking and Knowledge

I can establish all kinds of connections between these articles and my previous roles with Treaty Education Alliance. As Learning the Land coordinator and student engagement facilitator, my colleagues and I lead a lot of fun and informative PD opportunities with in-service teachers in developing inclusive learning communities and teaching strategies both in and outside of the classroom that I’m now connecting to the very same strategies with the first and second block of the three-block model of UDL.

In my latest role as remote learning supports the teacher with Prairie Valley School Division, I have become more familiar with adaptive, personalized reading programs like Rax-kids and Mathletics. I also was provided with a one-month trial of an ELA and Math skills-based program called IXL, which comes with a personalized diagnostic tool for math that can detect current skills levels through a series of diagnostic questions that help quickly determine the current skills and abilities of our students. Students then practice certain skills until they can demonstrate a sense of mastery (or at least competency) before moving on to the next skill. IXL shows alignments with Saskatchewan’s curriculum outcomes. It leaves me wondering what other digital learning curricula and adaptive technologies are out there, and are effective, that I have not heard of yet? What roles do these personalized learning curricula have in providing equitable access for all students to grow to their full potentials?

Recommendations

The move towards inclusive educational practice and Universal Design for Learning (UDL) places a huge emphasis on each classroom teacher being able to adapt curriculum and differentiate instruction to meet the diverse learning needs of their students. Yet, all too often, teachers are not provided adequate resources, training, and other supports to implement inclusive educational practices confidently and effectively. My concern is that teachers will see the move towards inclusive education as just one more thing to add to their already way too long list of other things they need to do first. How do we get those teachers on board – the ones who are hesitant to implement inclusive educational practices and strategies into their classrooms?

I would be interested in developing an applied project around improved professional opportunities and resource supports for teachers to feel confident and competent in inclusive educational settings. An alternative viewpoint I now want to consider in my research are the viewpoints of teachers who are less motivated and inclined to implement UDL and consider strategies for addressing their concerns. What resources or training opportunities would best support these teachers to get them to a place where they see the benefits for themselves and their students?

Implications for Teaching or Research

Collaboration needs to be a priority, and teachers need to have opportunities to work together and be creative in their approaches to developing inclusive practice. The variety of findings support the crucial need for inclusive education and what that might look like for teachers in their own classrooms. I will certainly continue to benefit from further research into areas of Universal Design for Learning, Social and Emotional Learning, and Strengths-based Personalized Learning.

I am also in possession of three key books informing my research and practice in these three main areas of interest, which are worth noting in this annotated bibliography. Ensouling our schools: a universally designed framework for mental health, well-being, and reconciliation by Katz and Lamoureux (2018) (as mentioned earlier) provide insights into building inclusive learning communities through an Indigenous lens aligned with the holistic framework within UDL (Katz, 2018). Shanker’s Self-Reg: how to help your child (and you) break the stress cycle and successfully engage with life, continues to offer concrete strategies to develop self-regulation skills and how to encourage students to do the same (Shanker, 2016). Finally, I have recently received a book order in the mail entitled, A Handbook for Personalized Competency-based Education by Marzano, Norford, Finn, and Finn III). This book was published out of Indiana in 2017 and provides insights into practices teachers can use in creating more personalized approaches for students (Marzano et al., 2017). I am looking forward to taking a deeper dive into how these three books can inform my pathway towards an applied project around inclusive practice, training, and development.

Through my next contract as a transition teacher with Prairie Valley School Division this school year, I am looking forward to developing my professional practice informed by the research I am learning about. I hope that these cycles of research and practice will ultimately lead me toward an applied project that is meaningful and worthwhile of the time and energy that I am bound to spend while striving to attain my Master of Education in Special Education through Vancouver Island University.

References

Barteaux, S. (2014). Universal Design for learning. BU Journal of Graduate Studies in Education, 6(2), 50-54. ERIC Number: EJ1230738. https://eric.ed.gov/?id=EJ1230738

Bradshaw, R.D. (2016). Art integration fosters empathy in the middle school classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4-5), 109-117. DOI: https://doi.org/10.1080/00098655.2016.1170441

Bunch, G. (2015). An analysis of the move to inclusive education in Canada. What works. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18(1), 1-15. DOI: http://dx.doi.org/10.6018/reifop.18.1.21431

Katz, J & Lamoureux, K (2018). Ensouling our schools: A universally designed framework for mental, health, well-being, and reconciliation. Portage and Main Press.

Katz, J. (2013). The Three-Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194. https://www.jstor.org/stable/10.2307/canajeducrevucan.36.1.153

Marzano, R., Norford, J., Finn M. & Finn III, D. (2017). A handbook for personalized competency-based education. Marzano Research.

McCarthy, E., Liu, Y. & Schaurer, L. (2020). Strengths-based blended, personalized learning: An impact study using virtual comparison group. Journal of Research on Technology in Education, 52(3), 353-370. https://doi.org/10.1080/15391523.2020.1716202

Nowicki, E. & Brown, J. D.(2013). “A Kid Way”: Strategies for including classmates with learning or intellectual disabilities. Intellectual and Developmental Disabilities, 51(4), 253-262. DOI: 10.1352/1934-9556-51.4.253

Shanker, S. (2016). Self-Reg: How to help your child (and you) break the stress cycle and successfully engage with life. Penguin Random House.

Sokal, L & Sharma, U. (2013). Canadian in-service teachers’ concerns, Efficacy, and attitudes about inclusive teaching. Exceptionality Education International, 23(1), 59-71.

For a PDF version of this Annotated Bibliography, click here: Sfulton Pathways Towards Inclusive Practice Annotated Bibliography

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