Providing an authentic learning context for students is one way to deepen student engagement. A recent Grade 7 History class was a good example of this approach to learning.    By examining artifacts like rebillion boxes, students can gain a deeper understanding of the reasons behind the rebellion.   In Grade 7 History, students learn about the Rebellion of 1837. One of our teachers shared the story about a relative of his wife who marched with the rebels and was imprisoned for taking part in the rebellion. While in prison, the prisoners made small boxes from firewood ..read more

Problem based learning (PBL) is a student-centred approach that gives students experience with solving open-ended problems. This approach to learning encourages teamwork, the use of trial and error and critical thinking, all of which are vital skills for students to acquire in high school.       A great example of this teaching method was used recently in our Grade 8 science classes. As part of a unit on simple machines and the study of levers, students worked in teams to design and build a Trebuchet. A trebuchet is a medieval siege weapon designed to throw projectiles lo ..read more

Creating scenarios that allow students to use skills and knowledge to solve real world problems is a great way to make learning stick. Our Advanced Functions (MHF4U) class did this recently through an activity where they played the role of detectives examining a crime scene. Students worked in teams to solve the puzzles Students were divided into three teams, assembled in one of our breakout rooms and given a puzzle to solve in three stages. In the first stage, students worked together to use prior knowledge to solve a series of exponential and logarithmic functions. Once they had th ..read more

The ability to develop solutions to open-ended problems is an important skill in a knowledge-based economy. Our Grade 9 Science students had an opportunity to gain practice with this skill through the culminating project in the Electricity unit.   Using knowledge developed in the unit, students had to design and build an electrical gadget. This gadget had to include an energy source (battery), conducting wires, and multiple loads (lights, motors, etc.) Students also had to use ammeters and voltmeters to measure their gadget’s current and voltage, and predict how much energy the ..read more

Educational research indicates that deep learning takes place when there is “interplay between the cognitive, interpersonal and intrapersonal skills” (National Research Council, July 2012, p.2). This approach was evident in a recent Grade 10 Canadian History class, as students used “flip debates” to develop a position on the bombing of Hiroshima and Nagasaki. The class began with students using appropriate documents and working in small teams to become familiar with the fact patterns related to this historical event. This team work enabled students to develop such important interpersonal skil ..read more

Grade 7 Integration Week helps students make vital connections between the different subjects that they learn in school. By creating a challenge for students to respond to that incorporates what they have learned across their courses, from Science, Math, English, and Social Studies students can see the connections between what are often perceived to be separate areas of knowledge. The theme of Grade 7 Integration Week was “How to Survive a Natural Disaster.” Canadian author Eric Walters, who writes on the theme of survival, spoke to the students about the inspiration behind his stories and ..read more

Our Grade 11 and 12 Green Industries program offers students a great opportunity to think critically about issues related to sustainability in urban environments. Recently, students in the Grade 11 class worked in small teams to plan and build sustainable farms. This activity built on prior learning in which students looked at the components of soil. As part of this study, students learned how to use food scraps, newspaper and worms to maintain vermicomposters. This device produces “black gold,” a nutrient-dense soil additive. Students then worked to design and build their sustainable ..read more

Using topical issues to help students learn to think critically is another way we prepare our students for the future. A good example of this approach was used recently in our Grade 10 English class. Students examined online articles about racism and homelessness and worked in small groups to build the skills needed to determine which stories were real and which were “fake.” Students then assessed their learning by viewing a TedX Talk by Morgan Campbell called “Race, Sports, and Telling True Stories.” Since this class is co-taught, students had ample opportunity for individual clarificatio ..read more

Asking students to share their opinion is one way of giving students ownership of their learning. This feeling of empowerment is an important part of a progressive education. In December and May of each school year, we have all of our students complete a survey developed by Panorama Education for each of their classes. The questions on this survey measure student perceptions of teaching and learning. Teachers receive a comprehensive online report which allows them to examine the results from many perspectives. They can also track their progress in various areas over the year and from year to y ..read more

Applying knowledge creatively is a great way to engage students, as it gives them the opportunity to grapple with real-world problems and have fun doing so. Students in our Grade 12 Data Management program have been learning about the concept of expected value through real-life examples taken from games, insurance and sports. To demonstrate understanding of this concept, students had to create a unique probability game that profited within a certain range, as determined by the cost per game to the player.  The culminating activity for this study was a “casino day” where the student ..read more