Canadian Student Outdoor Education Conference 2019
REMINDER: REGISTRATION FORMS ARE DUE BACK BY JANUARY 25TH
The conference program is now set and the organizing committee is very happy to be welcoming an amazing line-up of students from across Canada to present at our seventh annual conference. We are also privileged to have Lisa Glithero and Paul Stonehouse as our invited keynote speakers. Students still wishing to register, should do so quickly as space is limited and spots are filling up fast!
The Canadian Student Outdoor Education Conference (aka The Horwood Conference) is an annual event organized by and for students studying outdoor and environmental education, health and physical education, outdoor recreation, adventure leadership, experience-based learning and/or related fields. It is hosted at Queen’s University each year and held on a weekend in February. Graduate, Undergraduate, B.Ed and College students attend the Horwood Conference to present oral or poster contributions on various research topics related to outdoor education, as well as share games and learning activities, lead a variety of workshops, and attend special invited lectures.
Restoration and Resilience is the theme of this year’s conference—an open or general theme chosen specifically to encourage a wide range of submissions, diverse in both format of presentation and topics related to outdoor education.
More information about the conference, including the conference program and fillable registration form, may be found at the conference webpage
We look forward to receiving further registrations and hope you will be able to join us at Queen’s University in Kingston in early February.
2019 Horwood Conference Organizing Committee
As always, American/international students are welcome to attend and present!
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This week’s expert contributor:
When can I apply to the OCT?
Zuber: Second year teacher candidates can begin the OCT application at any time. Your certification will not be complete though until all documents (including your final transcript) have been received by the OCT.
To start the OCT application, apply online here. You will receive a 6-digit registration number as soon as you submit the initial application – please send that 6-digit number to me at firstname.lastname@example.org as soon as you receive it.
You will need to complete additional steps throughout Term 2. Visit the OCT Certification Website for specific instructions (a summary is included below):
See yourself grow as a paid summer intern in the early years and build your career
Put theory into practice while nurturing curious minds and kind hearts. At London Bridge we value lifelong learning, development and collaboration. You will be aligned with a mentor as you work in a childcare centre as a full-time classroom educator; you will develop valuable, transferable skills. Your voice and ideas will make a difference as you build relationships with children, families and colleagues through daily interactions.
At London Bridge, we nurture curious minds and kind hearts by providing and promoting early learning. Our innovative culture values our youngest citizens, engages educators, partners with families, and strengthens community. There is a joy and optimism in our collaborative approach to early learning. As an organization, we are committed to growing an emergent curriculum supported by pedagogical leaders. Our educators receive mentoring, invitations for lifelong learning, and the time and space to reflect on children’s play experiences.
You believe that children are competent, capable, natural explorers of their world. You envision your role as a facilitator; to be successful you need to be curious alongside children, and reflective with your colleagues. You continuously work to deepen your understanding of the culture you create inside a classroom. You are committed to your professional and personal growth. You bring the following qualifications:
Monday, January 21; 6:30 pm – 8:30 pm
Location: London Jewish Community Centre. Please see the attached poster for details. This event will also provide an opportunity to publicly acknowledge Max Eisen as a human being who has gone above and beyond.
If you are unable to attend the evening session you are invited to attend this alternate session:
Tuesday January 22; 12:00 pm – 1:15 pm
Location: TVDSB Education Centre Auditorium, 1250 Dundas St., London
This lunch and learn presentation is being offered as part of the Equity Learning Series that is being coordinated in partnership between the Culture for Learning Portfolio and Director’s Services.
To register for either event please RSVP to email@example.com
For more information about either of the presentations, please contact: Matthew Sereda, Equity Learning Coordinator at firstname.lastname@example.org or call 519-452-2000 (x20048), or contact Lisa Munro at email@example.com or call 519-452-2000 (x20507).
The Thames Valley District School Board supports individuals of all abilities and backgrounds. If you require assistance to fully participate in either of these events, please contact the event organizer, Matthew Sereda, Equity Learning Coordinator at firstname.lastname@example.org call 519-452-2000 (x20048), so that our staff can plan accordingly.
The Teacher Education Wellness Committee (TEWC), established Fall 2018, seeks to improve wellness for all teacher candidates, faculty and staff.
Come back every Wednesday for more ideas on making wellness central!
Have your say! Submit your ideas online here.
This week’s Expert Contributor:
Dr. Deanna Friesen, Applied Psychology
The Importance of Effective Learning Strategies to Alleviate Stress
Have you ever studied for a test and not achieved the results you would like? Do you see this phenomenon in your students? It can be very discouraging and stressful to devote the time to learning but not experience success. Consider what you can do as both a learner and a teacher to utilize time more effectively and help your students do the same.
From my perspective, there is nothing more important for learning than metacognition. Specifically, you are aware of what you understand and what you still need to learn. Strategies such as cramming and re-reading notes or textbooks are often considered ineffective because content is always available in front of you, and it is not clear what you have actually retained. Such approaches can result in wasted time. Yet, engaging in effective strategies has the potential to improve both academic performance and time management as well as alleviate stress.
Here are a few tips for “Knowing what you Know” and Effective Learning :
Take a moment to consider both whether your own learning skills could be more effective and what you can do to support the development of your students’ learning skills.
For additional information and support, visit uwo.ca/sdc/learning