Inclusive Classrooms: Addressing Barriers & Creating Conditions for Success | Tuesday, February 13, 2018
12:50pm – 2:00pm – Workshop 1
2:00pm – 2:10pm – Break
2:10pm – 3:20pm – Workshop 2
Equity in the Classroom (Auditorium)
Kalpana Makan, ETFO
When educators begin to use multicultural education as a tool to incorporate and promote discussions around the way people live, learn, and believe, the discourse becomes valuable and satisfying for those involved. By focusing on our commonalities, such as our basic human qualities, we are able to move towards dealing with the tougher issues of race and racial discrimination.
Amber White, Aboriginal Education, Western University
Have a Heart Day is a child and youth-led reconciliation event that brings together caring Canadians to help ensure First Nations children have the services they need to grow up safely at home, get a good education, be healthy, and be proud of who they are. Join this interactive workshop and the #HaveAHeartDay movement!
TVO Resources (Room 1100)
Leah Kearney, Instructional Liaison, TVO
Our resources are designed to support learning; TVO offers free, digital resources to support student achievement and teacher professional learning. The principles of engagement and inclusion which are the foundation of the Equity and Inclusion Strategy are also at the heart of TVO’s work. Explore TeachOntario – an online community for Ontario’s educators, by Ontario’s educators – and learn about the resources that will enrich your teaching during practicum and in your future classroom. Navigate professional learning opportunities and curated resources. Share your knowledge with your colleagues. Create projects to support teaching and learning!
Teaching Civil Liberties: Why and How we Deal with Controversy in the Classroom (Room 2036)
April Julian, Canadian Civil Liberties Education Trust
Examine conflicts and controversies for which there can be no perfect solutions. How do we address divergent views on issues such as abortion, capital punishment, LGBTQ rights, creationism and evolution? Do we discuss these in class or do we avoid them? If we open the debate, what risks do we take? Through this process of thinking critically about the many sides of a question, workshop participants develop strategies to identify inequities and teach for social justice in their classrooms.
Supporting Positive Behaviour in Elementary Classrooms (Room 2040)
Jason Johnson, ETFO
During this workshop, participants consider ways to build teacher-student relationships that lead to mutual respect and create an inclusive and positive learning environment. Participants also explore the importance of mindset, effective interventions and responding to disruptions quickly and appropriately. You will learn effective, yet simple-to-implement strategies to motivate, manage, and engage all students, especially those who are your most challenging.
Indigenous Play Spaces (Room 2051)
Brenda Williams, Vice Principal & Amber Schram, Indigenous Teacher Representative C. Carrothers Public School (TVDSB)
Educators say a new playground at London’s C.C. Carrothers Public School unveiled in June 2017 is the first of its kind in the Thames Valley District School Board. Each piece of the Indigenous inspired playground is symbolic of Indigenous culture and is aimed at making students who self-identify as Indigenous feel more welcome in the school community. Learn from pivotal planners in this project!
Addressing Barriers in the Classroom – Simulation Enhanced Learning (Pilot) (Rooms 2042 & 2054)
Schulich School of Medicine & Dentistry, Western University
The Clinical Skills Learning Program (CSLP) at the Schulich School of Medicine & Dentistry, Western University in London, Ontario, provides organizations and their learners with opportunities to hone their interpersonal, technical, and professional skills through the use of scenario-based simulations with Simulated Participants. Choose between an elementary or secondary scenario – how would you react in a similar scenario?
Collaborating with Community Groups to Welcome Refugee Students (Room 2049)
London Cross Cultural Learner Centre
The Journey Home Project may be the only evidence-based program in Ontario that’s taught in Arabic to help settle immigrants who have challenges acclimatizing. The 14-week program focuses on practical activities that teach both parents and children about communication skills, healthy relationships, goal-setting, problem-solving, and anger management. “The program is not asking families to lose their values or identity, but tells them that there is a way in the middle where they can get benefits from both cultures,” said Journey Home Project coordinator Sahar Atalla.
Certificates will be available on OWL following T2P