Why e-learning during a pandemic can’t work

These are challenging days. Teachers are scrambling now to find ways to teach their students using some form of e-learning. While families with multiple devices and parents at home will be able to do this, in many cases e-learning can’t work. We haven’t done the human capacity building that is necessary for this to take place.

We should have been doing this, but we haven’t done the necessary capacity building.

At my last school, we worked for over a year to build capacity with our students and teachers. We had a Chromebook for every student from grades 3-6 and they were obliged to take them home every night. We trained the kids on how to use Google tools. That was the capacity building that would need to be in place right now to make an e-learning system take place.

Students need to be taught that the computers are for daily learning and the expectation needs to be there that they will use the machines – that takes time, that is a paradigm shift.

And before you say but… this was a very poor school. With the help of our school board, we made sure the computers were always available – after school, on the weekend and if there had been enough time, for the summers as well.

We are woefully underprepared for this current situation.  We have squandered an opportunity to set up good e-learning relationships.  It would take a long time to get this set up, I am not sure why we are trying to do this now.

You can only build this capacity while you are still in school. We should have been working on this years ago, but there was no real support for this. Even a flipped classroom takes in-person time to set up.

I talked to one of my students this year who tried to set up a flipped learning system in his high school classroom. He did assign work for students to do at night that could be taken up the next day. The project failed because students didn’t see the assigned work as something they had to do.

We talked about this and realized that such a system would only work with some careful in-class learning. As in our school, a good e-learning relationship can only be set up if there is a prolonged in-person training period prior to enacting the system.

We needed a year to set up our system. Unfortunately, as soon as I left the school, the new principal stopped buying the computers our students needed and the system fell apart. There was no system-wide support for this kind of a relationship so the experiment ended.

I write this post with a certain amount of frustration. It seems that we never think of the important human relationships that we need to structure first before we plunge headlong into technical solutions to learning. Yes, we have the technology, but no we have not developed the important human linkages necessary to make this work.

It is not really the technology that is slowing us down here, we just haven’t done the necessary human face-to-face work. Yes, we could easily get the Chromebooks to the kids who need them. We could set up mobile hubs in neighbourhoods that do not have internet access. But we have not done the necessary work with our students, especially at the elementary level to make all this work.

These are extraordinary times. Our students and our families are really on their own now. Maybe we will learn from this. Maybe we will construct the necessary human linkages to make real, meaningful digital learning work in the future.

I hope people are thinking about this. Technology rarely solves important human problems.

Why can’t we be more positive with each other?

In the last few weeks, I have been subjected directly or indirectly to a collection of feedback. I wasn’t really looking for it, but it always comes, smacking you in the face.

One was actually directed at Heather and another to a friend after a piece of writing that each of them put out there on different topics. Another was the ongoing feedback I get from my employers at Discovery Education and the last and most devastating was from my students from my first semester history class – an experience I had thought went pretty well.

What is the value of feedback? We promote assessment for learning as a way to gain useful feedback on what we are teaching. The exit card is a great way to get a sense of what just went well and how we can make slight improvements on what we are doing next. This feedback works best when it is constructive and impersonal.

What really works is positive and just in time feedback. I get this with the people I write and edit with at Discovery Education and consequently, I work harder to deliver a product that is up to their standards. I always like working with them because I know that they appreciate the long hours I put into their work. This is a good, creative partnership.

In the past two weeks I have seen comments directed first at my wife, then at a friend publically correcting them for something they wrote in their blogs. It really doesn’t matter if the suggestions were relevant – correcting someone in public is not an effective form of feedback. It produces nothing but shame, then anger. It does not produce positive change. Feedback like this shows a lack of social grace and really needs to be avoided. Having said that it happens a great deal in education – why is that? How is this possibly a good thing?

Today I read the feedback I received from the history course I taught at the Faculty of Education last semester. While much of it was positive, I was taken aback by some of the comments:

So unfortunate to have an instructor with a traditional lens on history. I
wish we had a more progressive academic for this course, rather than a retired principal who clearly has some catching up to do in this subject.

And other one. Yes, there were lots of presentations, we couched this as a way for us to learn from each other rather than follow along with the sage from the stage approach.

there were too many presentation assignments, with unclear instructions for what was expected for the assignments and how we were being assessed. Feedback on assignments was very unclear and didn’t offer what we did wrong that took off marks and what we could have done to get the next higher grade. When emails were sent for clarification on assignments, email response from the prof was fast, however, responses left us with more questions, rather than answering all of our questions.

I obviously have to find other ways to do feedback, however, we spent three hours together each week and none of these concerns were ever sent to me. We have email, we have a bulletin board, there are all sorts of ways to connect. Generally, however, communication was a one-way street.

Maybe we are a hypercritical society. Maybe my skin still isn’t tough enough. Maybe I should stick to gardening.

I can take some ideas from the criticism, but so much was toned in a negative way that it is hard to discern whether many had any interest in making things better. Some wrote later that comments were just a reflection of the natural negative atmosphere they found around them – what does that even mean? Is there no personal responsibility for making destructive comments?

Uncalled for public criticism and negative unconstructive critiques need to be called out. In all the cases I am writing about here, these comments were made by people who are currently in education or soon hope to be. This is a concern for me.

Why is it in education that we can be so critical of our colleagues? How can we expect our students to receive good constructive comments that they can learn from when we are so quick to judge others without any consideration of the impact on the receiver?

I felt strongly enough to write my class back. I am not including everything here, but I hope some of the more critical students will learn something before they inflict their negative energy on students:

To those who articulated comments designed to be negative and hurtful, I would ask you to consider how you communicate with fellow educators. Negative and hurtful comments are seldom helpful and do no lead to new learning. You may be in similar situations in the near future and I wish for you that you will not have similar experiences.

I wish you all success for next year. Try to be kind and considerate, it will take you a lot farther in your careers.

There are enough people out there who are going to go after public educators. We are seeing lots of this now. Please, if you are reading this and you are someone who thinks there is value in always ‘stating your mind’, maybe you could curb your natural instinct to pass on your valuable knowledge.

In many cases, your silence would be very much appreciated.

Sometimes you have to move on – working with vertigo

Today I was working with my trainer trying to get this old body ready to climb Mt. Kilimanjaro again.

We are really working on my leg flexibility right now, one of the things I need to get good at if I want to climb a huge mountain mass like Kilimanjaro. It is a very slow process.

Doing lunges and trying to stay upright

We thought that it would be interesting to do some writing about living with vertigo, especially training with vertigo because sometimes you just have to move on.

In late November, I came down with a vicious attack of vertigo. Everything started spinning and there was absolutely nothing I could do about it. When things didn’t get better by the next morning we went to the hospital to check things out.

I got some pretty immediate treatment seeing how I was displaying the same symptoms as a stroke. Fortunately, after a day’s worth of tests and lots of doctors, it was determined that I had something called vestibular neuritis or an inner ear infection. Not all that interesting, but something that is pretty common. It can also have a dramatic impact on your life.

Now six weeks later, I still have most of the symptoms of this condition. I am dizzy most of the time, my balance is off, sometimes considerably but I don’t have any problems with my hearing or vision, here I am fortunate. I have daily exercises that I do. One has to do with rotating my head while throwing and catching a ball – our dog really likes this one.

I am fortunate because right now my work schedule is pretty light. In December I didn’t do anything but catch up on old movies. I actually did a Facebook survey to get some ideas for things to watch – I got a pretty good list!

Others have it so much worse. My wife Heather had Meniere’s Disease, also an ailment of the inner ear but so much worse. She dealt with this condition for at least eight years all the while teaching full classes of grade 7’s. The condition would sometimes lead to terrible attacks of nausea that would leave her world spinning for hours.

One of the reasons I am doing OK, is that I have the benefits of Heather’s experience. I am learning all sorts of tricks about how to navigate through my day and how to monitor my energy level.

It is one of the amazing things about teachers like Heather is their ability to cope with chronic conditions and still teach a group of students. Pretty amazing, really brave.

It is interesting to note how people react to invisible conditions. Many people have told me about their experiences with inner ear ailments. People talk about going for months without being able to keep their balance, a constant buzzing or fogginess in their heads. They also talk about recover which is really good to hear.

There is another group of people who unfortunately don’t get it. One person, once I explained what was going on said he thought I just had a cold. Some people, good friends have paid no attention to what is going on here. In one case, a former good friend was insulted when we cancelled a dinner because Heather was experiencing an inner ear attack. But let’s not focus on these folks.

There is a lot going on out there. We really don’t know what people are coping with and what people do every day to put up with a whole variety of conditions.

I think the only thing I would ask of people, especially friends is to take a few seconds to actually acknowledge when someone has been hit by a pretty debilitating condition. I am not asking for sympathy, just a few seconds of directed attention in the space of a busy day.

That’s not going to happen and writing about this doesn’t matter at least not to others, to me the writing matters.

What I love about my trainer is that he always takes me where I am. He is someone who has gone through battles I cannot even imagine and he thrives. He knows how hard it is for me to do a certain type of squat because today, for instance, my balance is not very good. But I do it and he is overjoyed. I am all over the place and my head is full of cotton, but I am doing my best stretches ever.

After the session I feel better, my head clears a bit. I am thankful for those who take the time to notice, my family, my trainer and a few of our friends.

This is a good reminder to try to be there for others. Try not to stay on your busy track and miss the moment to notice what is going on with another person. Take the time to get outside of your bubble, don’t move on too quickly.

Are we willing to lose a bit of control?

A few days ago Dean Shareski came out with an interesting post that got me thinking (it’s time I got back into writing something). Dean has a great sense of humour so I think the post is a little tongue in cheek – I Don’t Think I’m an EdTech Guy Anymore.

In the article, he wonders whether what he once saw as edtech is really technical anymore.

Using digital media to create and consume, expanding classrooms to connect with experts and other learners, connecting assessment to technology, effectively using mobile devices as well as exploring the growing interest in digital citizenship were all topics and areas I spent time teaching and supporting. Today those topics, while still of interest do not have the same “newness” that we associate when with think of technology.

I can agree with this. The things that he writes about as now being technology leave me a little cold. His list includes:

  • Augmented and Virtual Reality
  • 3D Printing
  • Coding (arguably coding has been around for a long time but has become a newly sought after skill/experience)
  • ESports
  • BlockChain (data security)

I remember bringing some of this technology into schools and being pretty excited about the possibilities of makerspaces and tools to start understanding how coding works. Now, while I am still (more than ever) interested and engaged in teaching and writing about education, I don’t seem to get as excited about some of this technology.

I have to ask here, what is seen as educational technology these days? In another part of the article, Dean references an ISTE article on the 9 hottest topics in Edtech. The list includes professional learning vs. professional development and student-centered learning as two of the nine.

My question is – are these really edtech trends? Am I off base or is the trend towards more individualized learning (two of the edtech trends) simply a matter of more intelligent pedagogy or must it be linked up to technology?

Earlier this week I observed a student teacher going through a lesson with some grade 9 students. The lesson did have technology – there were Youtube videos and digital media involved in the presentation. What was missing was any level of engagement with the students. The information was conveyed using a very traditional lecture style, the students were the passive receptors of the information.

We know enough about education now that this mode for delivering information is outdated. It is unnecessary and it accomplishes little. Technology doesn’t accomplish all that much if all the strings are held on to by the teacher. The same goes for professional learning. When we bring in the sage from the school board to enrich the lives of our teachers, no matter what technology they are bringing in they are missing the point.

Maybe what we need to be focusing in on is not so much the tech we have at our fingertips but the democratization of education – maybe what we need to do is lose some of the control over information and allow our teachers and students explore more and use their own tools to find out what matters.

Writing is a funny thing. I really meant to write about the importance of digital media in education and how it really is (in my opinion) revolutionizing teaching, but I guess that will have to wait.

there is a lot to write about when it comes to the use of digital media and the teaching of history – just getting started!

Whatever the edtech – AR, VR, 3D printing, coding etc, it really doesn’t matter if we do not understand the basic fact that we need to lose control. We need to let our teachers know that the sage on the stage is not a valuable way to get students excited about learning. We have to stop talking at our teachers in dreary PD sessions and we really need to model an approach that allows for inquiry and discovery in the classroom.

What I am seeing is that there is little excuse for not doing this. We now are able to bring almost anything into the classroom. I was astounded last fall when I was giving a course on teaching methods in history how much amazing primary material is now out there for students to examine. And you don’t need a classroom full of computers to actively engage your students.

We know better now. Students need to get their hands dirty and get involved in their own learning.

Why should we hold onto all the keys to the knowledge chest? Why not open it up and let our students and teachers discover what is out there? They are bound to find out more than we could imagine.

More on the treasure of digital media later. The world is unfolding in your classroom – if you are willing to lose a bit of control!

Naming and Shaming

It is tiresome to write about people who misrepresent the truth.

It is tiresome, but it is worse if we don’t write anything. It is so easy to become desensitized to misrepresentation and outright lying by our public officials. We see it all the time now and we are used to it.

Right now I am a bit housebound. I have an inner ear condition that produces dizziness and instability. The one thing I can do is watch the on-going impeachment saga in the United States. That and read Twitter.

This is really something terrible to watch. House Republican leaders are actually saying what Donald Trump does in his attempts to bribe the leader of Ukraine is OK because, well, he didn’t go through with it. He got caught, so no bribe happened.

I find this incredible. These are publically elected officials who are blatantly ignoring the facts to push their own party line. While this might work in a grade 9 classroom debate, we should be better than that when it comes to public office.

This type of misrepresentation of the facts has seeped into Ontario politics. Steven Lecce, the Minister of Education in the Province of Ontario, duly elected by his constituents is doing exactly the same thing. He is appealing for public support because he knows a significant portion of the public will believe him or will at least not allow facts get in the way of a good story.

Last week he put out the tweet above ‘naming and shaming’ the OSSTF for standing up to his misinformation campaign.

It is his government that wants to stack Ontario classes with more students at the high school level. It is his government who wants to save education dollars by requiring Ontario students to take on-line courses following the shining example of that leader in education – Alabama.

Interesting, the original plan was for four online courses. Steven Lecce is showing his flexibility by reducing the number to two – twice as many as Alabama and other states. Beyond this, he only wants to increase class size now to 25:1.

Let’s be very clear about what is going on here. Both initiatives have absolutely nothing to do with improving the quality of education in the province. They have everything to do with siphoning money out of the system. That is the fact and it is something Stephen Lecce will never talk about.

This morning there was a good conversation on Twitter about raising the level of discourse on education issues here in Ontario. It’s a good point.

But, I have to say, how are we to discuss matters of education reform when our system is dominated by politicians who struggle with the truth? Yes, public bargaining is not a refined tool for developing education policy, but when we are dealing with people who are insincere and dishonest, we have to realize that a strong, coherent defence is essential. When someone is trying to shame you you need to stand up to the bully.

I remember being at an education conference soon after the Harris Government was replaced by the Liberals. It was a great conference, new ideas and positive, innovative initiatives were being discussed. I asked a consultant what it was like to have these discussions during the conservative years. She replied that everyone just kept their heads down.

What a way to bring about change!

When your minister knowingly doesn’t tell the truth. When he tries to use old-style bully techniques, when he apes the tactics of Republicans south of the border we have to realize that we are playing by a different set of rules.

Facts matter, education matters. If we don’t want to keep our heads down we must call out those who want to hurt our system. We shouldn’t have to do this, but here we are. There is no shame in this.

History in the Making – Creating Digital History Techbooks

So, I have to say I have had lots of fun this fall.

Out of nowhere, I was offered a chance to teach a history teaching methods course at the University of Ottawa. For ten weeks I got to talk about one of the things I really love – the study of history. It has been many many years since I actually taught history and fortunately, the methodology for the teaching of history has changed dramatically since I taught the subject.

The last assignment we worked on was called History in the Making. I had this idea that it would be really cool for students to develop a digital textbook along the lines of what Discovery Education has created for math, science and social studies.

I have done lots of work on Discovery Education’s Science Techbook and I know it is an amazing learning tool. While there is a social studies techbook, it doesn’t have the features of the science version and there is no Canadian version.

The digital techbooks are incredibly versatile learning tools, but I don’t really know any good examples outside of the Discovery Education material. So, why not create our own?

We just did a gallery walk of the completed Canadian History techbooks and I have to say they were amazing. We ran out of time in the ten weeks to present the techbooks individually, so one of the students had the brilliant idea of doing them all in one day in the form of a gallery walk.

the basic idea

I really believe that this is the future of educational publishing (in my humble opinion!). As more and better technology becomes standard in the classroom, we will begin to see the value in having excellent, properly curated digital resources to support students and teachers.

The key word here is curated resources. It is simply not good enough to expect educators to Google topics for the classroom without making sure the chosen sources are reliable and accurate. Teachers don’t have the time to do this themselves, but relying on a standard textbook is (again), in my opinion too limiting. Even in a field like history, perspectives and viewpoints change on a regular basis. What was significant a few years ago may not be relevant today.

Screenshot of one of the digital techbook assignments – Canada and the Cold War

I think that new teachers will be faced with a different reality from teachers in the past. As we move away from reliance on textbooks, teachers will have to become their own publishers. They will need to put together their own collections of documentary evidence, essential questions and credible sources to engage and inform their students. With so much material out there this will become a formidable challenge.

The selection of topics chosen by the class is a response to this challenge. There is an amazing and incredibly relevant techbook on the Oka Crisis. There is another one – Women and the War Effort that ties Historical Thinking Concepts – a relatively new idea – to curriculum focusing on the contribution of women to the war. There is so much more!

All of the techbooks have links to curriculum and many have additional resources for teachers. This is important. If we are going to create excellent curated resources for teachers, we need to make sure they are linked to relevant curriculum. If we don’t, no one will see them as credible. We also have to make sure the resources include ideas for interactive activities and opportunities for students to create their own content.

Cover page – Women and the War digital techbook

So, all to say, our last class was an exciting one. Students presented to other students what they had created and then the techbooks were shared with me. I have spent the last few days reading through them and I really think that this is important work that needs to be shared out and developed.

students presenting during our gallery walk

I have created a Google Doc here that contains a summary of all the history techbooks that have been shared with me. The class has editing privileges so that they can go in and add to my summary. The reality is they probably won’t be doing much of this in the next few weeks as they are all back in the classroom until Christmas.

However – they have done some great creative work that needs to be shared. This work deserves an audience and I hope people, especially history teachers will take a look and give us all some helpful advice on where to go with this project.

Thanks to all the students in PED 3183. It was great learning with all of you. Here is me hoping that many will benefit from all of your creations! I leave you with one last activity from the Oka Crisis techbook.

Take a moment to consider the image (above) and consider the following:

  • What do you notice about this image?
  • What questions do you have about this image?

Jot down your answers individually, then pair up with a classmate to share your ideas.

Activity: Engaging with Primary Sources Padlet

Click anywhere on the image (Padlet link) below to type your thoughts and ideas regarding the iconic image above. Your response will appear pending approval.

Made with Padlet

Make it a Story – Climb for Kids Kilimanjaro

So yesterday I got this encouraging note from Allan Neal of CBC Ottawa.

This was in response to my tweet about wanting to get some media coverage for Climb for Kids – a pretty difficult thing to do in the very crowded stage of radio and television coverage. I do agree, telling the story is what it is all about. Having a hook that will get people’s attention is a challenge, when there are so many stories out there in our city.

Elia Saikaly, an Ottawa native shot this video of the top of Mt. Kilimanjaro using a drone – this is where we plan to be in early August 2020

So, here we go. Here are some of the stories:

  • in 2017, middle -age, freshly retired and very tired principal climbs Mount Kilimanjaro with an organization that has raised over $1 Million for Ottawa organizations;
  • family decides – in collaboration with Christie Lake Kids Foundation (CLK) – to initiate Climb for Kids combining philanthropy with travel adventures and personal challenges;
  • over $67,000 is raised in two years;
  • 17 climbers ranging in age from 21 to 72 trek Apu Ausangate (Rainbow Mountains) in Peru reaching heights of 5200 metres; the next year, 14 trekkers trek 170 km around the Mont Blanc Massif, walking for 11 days through difficult terrain and heatwaves;
  • kids living across Ottawa, ranging in age from 8 – 16 years, benefit directly from the fundraising in sports and STEM programs;
  • local bands, businesses and individuals contribute time and money to Climb for Kids, including “Barry and the Blasters”;
  • in 2019, a growing group of new and old trekkers prepare for the climb to the Roof of Africa, July 2020.

The full story we wrote for CBC can be found here.

There are so many ways to start a story like this. From Paul’s perspective, he comes at this from a few angles. First, the climbing. “I am 61 years old and I fell in love with trekking in 2017 when I joined a group of 31 trekkers who climbed to the top of Mt. Kilimanjaro in Tanzania to raise money for programs for local charitable organizations here in Ottawa. The climbing was one of the most difficult things I have ever done. I was able to raise over $9,000 for local programs. “

The following year, my partner, Heather Swail, and I decided to develop our own program so we could channel money and support to Christie Lake Kids (CLK) – an organization here in Ottawa that supports children in low-income families across the city. CLK has been and continues to be an important part of our own family story.

We know Christie Lake Kids through many perspectives: all three of our own kids have worked at the camp; Our eldest, Liam, currently is the associate director of the organization; Heather and I have taught and worked with many of the CLK kids who attend recreation programs and summer camp. We know firsthand what a difference caring adults and skill-building programs make to kids and their families.

Poverty and bad luck are situational: they should not define and restrict opportunities for kids. Through truly transformative, recreation programs – e.g., hockey, music lessons, cooking, leadership programs, they are doing something unique – day by day, trying to break the cycle of poverty firmly entrenched here in Ottawa and empower children to change the direction of their lives.

Because Christie Lake Kids is really a social justice venture we are propelled to recruit people every year to bring them trekking. We help them with their training, we pick the routes and we put on a series of great fundraising parties throughout the year.

Our year I team at our first fundraiser at Fatboys in the Market

We know we are going in the right direction, every year we pick up new partners and friends who are helping this to become a really dynamic project here in Ottawa.

Our group members really make this special. We have some people who have been with us for three years now, others join us for a year but continue to support us and spread the news. Our group members support each other and learn to work together, not only to train but to raise money. In the first two years of Climb for Kids, we have raised close to $60,000. This year, we plan to raise an additional $40,000.

Here is a short video from Tara Howlett, one of our trekkers in Peru – Year I of Climb for Kids

Our climbers are great. The video above was taken by Tara Howlett, one of the trekkers who joined us in Year I. Tara took many more videos like this during the five-day high altitude trek in the Ausangate Range in Peru. Her journal became the basis for the film we created about the first year journey.

On the Year II trek around the Mont Blanc Massif, another one of our climbers, Jodie Beyer actually broke her foot on the fourth day of a twelve-day trek. She kept on trekking in incredibly hot and dry conditions and only realized she had broken her foot when she returned to Canada.

These treks are really hard. Our first trek in Peru was over 4800 m for five days. Many suffered through the cold and high altitude, but everybody made it. Last summer, we trekked over 170 km through France, Switzerland and Italy, camping the whole way. It was simply beautiful but many times it was also a real struggle.

A video
paul took at the top of the Col de Tricot – one of the hardest climbs we did on the TMB

So this year we are taking on Mt. Kilimanjaro. This will be another great challenge. Kilimanjaro is very hard for a regular trekker. It is a long seven to eight-day trek, all at high altitude. We will climb through five ecological zones. While we start in the rain forest, by summit day we are living in arctic tundra. The summit is at 5,895 metres (19,341 ft) and as we climb altitude sickness becomes a real concern for everyone.

Our group in 2017 – scrambling up the Barranco Wall

I know this will be a very challenging climb and we are hoping to bring lots of trekkers with us. This is not for everyone and the process of recruiting people to take on the trek is a very slow one – one that drives me a little crazy! Right now we have 13 climbers and we would love to eventually have 20 people on the journey. We want to make it to $40,000 this year so we can reach the $100,000 mark for Christie Lake Kids.

In all of this there is lots of adversity, but maybe this is just a reflection of the challenges many of the kids CLK supports face every day. There needs to be change, there needs to be hope – this is why we do this – Communities Move Mountains.

Paul McGuire, Heather Swail Ottawa, November 2019

Climb for Kids Year II TMB

A Day at the Museum

Last Friday we tried something a little different. I am teaching a class in History teaching methodology at the University of Ottawa and Heather Swail continues to teach her grade 7 students at Vincent Massey Public School. On Friday, we brought them together at the Museum of History in Gatineau.

This was a great day. It allowed us to do something unique, bring a group of second-year education students together with grade 7 students on a full-day field trip.

VM and PED 3183

Any chance we have to bring teacher candidates into contact with students in school is a really good thing. While every Friday I have my students for three hours to teach and discuss how to do history, the real learning continues to be in front of students wherever we can come into contact with them.

Heather and I thought this would be a good experience. Bring the two classes together on a field trip to see how they would interact and see what they would notice. Next week, when I see my students for the last time, we will debrief the experience to see what they experienced.

I think they saw lots. It is really interesting to watch an intermediate teacher take a class to the museum. Most if not all of these students had not been to the museum before. Even though the museum is only 20 minutes away by bus, these students do not get the opportunity to do things like this. Some of the students are so new to the country that the experience of taking an escalator is a novel and challenging task.

One of the most interesting moments occurred when we all gathered around the iconic sculpture by Bill Reid, The Spirit of Haida Gwaii. I had been asked to talk about the significance of the sculpture, but instead, I turned this over to the teacher candidates to stand in front of the grade 7s to talk about the piece.

This was a really interesting moment. Five students came forward, a little hesitant at first, to talk about the meaning and significance of the work. The grade 7s learned something and the teacher candidates got another all-important opportunity to interact with intermediate students on their learning journey.

Grade 7 student working on an interactive exhibit at the museum

I think it is really important for teacher candidates to see and absorb as many different teaching situations in their two years as possible. They don’t always have to be doing something. Simply taking in the atmosphere of a student field trip and watching the teacher responsible is certainly enough.

Because Heather’s students had never been to the museum and probably, more importantly, are bombarded with media messages all day long, Heather actually gave them a fair amount of time simply to look around and draw what they were seeing.

A VM student drawing sections of a First Nations exhibit

Teacher candidates all got a copy of the assignment and were encouraged to ask VM students what they were recording. Almost all the grade 7 students wrote or drew something from the History Hall. Here is a copy of Heather’s assignment:




R7A MUSEUM OF HISTORYCURIOUSITY HUNTNOVEMBER 22, 2019
NAME:___________________





CANADIAN HISTORY HALL
Describe three exhibits you found interesting or were surprised by in the History Hall and why:
Page 2 GRAND HALL AND FIRST PEOPLES OF THE PACIFIC                NORTHWESTSketch or describe one of the totem poles you see.



Explain, with detail, one of the artifacts you learned about in the exhibit.














Page 3 MORNING STAR by Alex JanvierLook up at the work of art painted in the dome, 27 metres above your head..yellow (a vibrant society and European contact) blue (European contact and conflict) red (awareness of the harms)white (reconciliation). Describe what you see:


A great day of learning. Teaching is a very complex art. So much can be learned by listening and sharing and experiencing. It is not all theories and approaches to practice. We learn the most by being aware and present to what is happening at the moment. Thanks everyone for a great day!

Walking in a New Way – the Ottawa Indigenous Walk

Yesterday I walked through an Ottawa that is now new to me.

As part of our Urban Communities Cohort experience at the Faculty of Education at the University of Ottawa, our group of first-year teacher candidates took part in one of the Ottawa Indigenous walks that are available throughout the city.

Ours took place around City Hall, the Canadian Tribute to Human Rights Monument and Confederation Park. The tour was 90 minutes long and our group was led by Jennifer David (Chapleau Cree First Nation), a journalist and consultant who has an incredible depth of knowledge and a gift for story-telling.

It is amazing how a tour like this can take you through familiar places and at the same time open ones’ eyes to new perspectives.

Some snapshots – A memorial to the Treaty of Ghent that ended the War of 1812. Indigenous peoples fought in this war and made significant contributions to the British side. Their hope was that a separate homeland would be carved out for them after the war. Considering the important role they played in the war’s outcome, this was a reasonable expectation.

Instead, no land was granted and they only received what they already had before the war.

A Hundred Years Peace by artist Amedee Forestier, 1914 – although
First Nations played a key role in the War of 1812, they are missing from
this portrait of the signing of the Treaty of Ghent

Another stop – we finished our tour at the National Aboriginal Veterans Monument. Here a reading that we did by Cynthia Chambers entitled “Where do I belong?” Canadian Curriculum as Passport Home resonated. In this article, Chambers writes a personal story about her journey to figure out her own Canadian identity. Her story intersects with the struggle of Canadian Indigenous People to establish their own narrative.

As we looked at the monument, I recalled a passage where she quotes George Erasmus on enfranchisement and the Indian Act. Looking at the war memorial, I was struck by the fact that the act of joining the Canadian military once resulted in people losing their status under the Indian Act:

When the option of enfranchisement, trading
Indian status for voting rights, failed to attract
individuals, more coercive measures were enacted,
enfranchising Indians if they lived away from their
reserves, joined the military, obtained higher
education, or, in the case of women, if they married a
non-Indian.

“Where do I belong?”
Canadian Curriculum as Passport Home
JAAACS: Journal of American Association for Advancement of Curriculum Studies

“To Aboriginal War Veterans in Canada and to those that have Fallen
This monument is raised in sacred and everlasting honour of the contributions of all Aboriginal Canadians in war and peacekeeping operations.”
– inscription on National Aboriginal Veterans Monument

When you really start to think what it is like to teach in a Canadian school, experiences like the Indigenous Walk and the article by Chambers really are foundational. Chambers wrote this article in 2006 and already things have changed a great deal in this country. A walk of 90 minutes really does alter ones’ perspective on how we approach teaching in a Canadian context.

Walking, listening, reading, talking can change the way you look at the world. Learning can change behaviour, can begin to right wrongs that go back centuries. As we work with a new generation of teachers, it is so important that we take the necessary time to orient ourselves to an approach that focuses on justice and a new world view.

We walk and we learn. We begin to ask ourselves new questions. Where do I belong may take a lifetime to answer. For Chambers, this is a question that remains unresolved; it is a question that is a part of our character. It is a question that informs what we are doing as educators.

The Algonquin land claim
The largest land claim being negotiated in Ontario. If successful, it will be the province’s first modern-day constitutionally protected treaty.
The claim covers a territory of 36,000 square kilometres in eastern Ontario that is populated by more than 1.2 million people.
If successful, the negotiations will produce the province’s first modern-day constitutionally protected treaty.
The Algonquins of Ontario assert that they have Aboriginal rights and title that have never been extinguished, and have continuing ownership of the Ontario portions of the Ottawa and Mattawa River watersheds and their natural resources.

Launching Climb for Kids Kilimanjaro for 2020

Great video short by Elia Saikaly of Mt. Kilimanjaro

Climb for Kids 2020 has launched!

We met on Friday to meet people interested in coming with us to Mt. Kilimanjaro. This is part of the process we need to go through to attract a group of people to make the commitment to train, fundraise then climb the highest free-standing mountain in the world.

We have such great support from Tony Perdomo of Exodus Travels and Monique Perras of Club Aventure here in Ottawa. It was a great presentation and we had lots of people out, many of them new to us. This is the key thing for us right now. If we want to really launch the Climb for Kids project into the future, we need to expand our base and attract people who are outside our own social networks.

So, now again we wait to see if the great people we met for the first time will sign on for the big adventure.

We are still waiting to raise the profile of this project beyond the scope of our social media posts. We can’t make it on local radio, no matter what we do. Planning a big fundraising trip to the roof of Africa just doesn’t make it. Even if it did, would it really make any difference? I don’t know, I think the personal contacts really make all the difference.

So we continue to try different things all the time. In two weeks, Heather and I will be heading off to a big gala to promote the trip. We are thinking of dressing up as climbers – trekking poles and gators included just to attract the attention of the crowd.

You never know who is out there looking for a new adventure, looking to help out in unique ways.

One thing I have been doing is putting out an Instagram post every few days. I am using the Flickr photos we took in 2017, the first time I climbed Kilimanjaro. I am not sure these are a good promotion, but it is fun to put these photos out there.

Soon we will have Tony’s presentation out there for people who couldn’t make it to the launch. I may also make another video short – really short – to add to the material we have out there.

Our shortest promotion video

The creation of new videos and a new ESRI Story Map are really creative ventures and there is something new to try almost every day. This is such a great story to tell and there are soo many ways to do this.

Then you get the phone call or email from someone who wants to join up. We are now in that zone where the new people who join up will come outside the groups we have already travelled with.

The big question here is, what will be the social media post, photo, email or video that brings in that new person? What word of mouth message will introduce us to someone else?

Our ESRI Story Map – a great way to collect all your media in one place.

So, we will keep posting and sharing and spreading the word. We will make it to a bigger group – hopefully 20 climbers!

Maybe this will be you??