CAIS in Point

CAIS in Point In the late 1980s, when I was working as the Assistant to the Director of Education in the East York Board of Education (now part of Toronto), I was charged with the responsibility of creating and delivering a leadership programme for “multicultural, ethnic and race relations”. At the time, we generally looked down on existing efforts at inclusion and the recognition of different cultures as the “3 F’s” – “food, folks, and fun”. And, in fact, in those days our programmes tended to highlight differences (in culture, dress, religious beliefs, cuisine, etc.) rather than searching for common reference points and shared values. Fast forward twenty years, and “diversity” has become the hot topic for day school admissions, boarding populations, and the changing face of our school traditions and practices. Some Boards and Heads that I speak with have set the creation of a diverse learning community within their schools as an ethical and financial priority for the next decade. In the public sector, diversity is defined as “an overarching concept that relies on a philosophy of equitable participation and an appreciation of the contributions of all. It is a concept that refers both to our uniqueness as individuals and to our sense of belonging or identification within a group or groups. Diversity refers to the ways in which we differ from each other. Some of these differences may be visible (e.g., race, ethnicity, gender, age, ability), while others are less visible (e.g., culture, ancestry, language, religious beliefs, sexual orientation, socioeconomic background). Honouring diversity is based on the principle that if these differences are acknowledged and utilized in a positive way, it is of benefit to the quality of our learning environments.” (B.C. Ministry of Education 2004) In our independent school universe, what do we mean by diversity?  Does it mean a range of visible minorities in our schools? Does it mean greater access for students from different socio-economic strata? Does it mean recognition of students with differing strengths, interests and learning styles? And, to what extent are we committed to applying our criteria for diversity to our teaching, support and administrative populations? One independent school defines diversity as “all forms of human identity, such as race, gender, ethnicity, age, sexual orientation, physical ability, religion and socio-economic status”.  In their mission, that school calls for “a cohesive and inclusive community that recognizes both the richness brought by difference, and that which is discovered through commonality [as being] an essential part of education.” These are lofty goals. What do they mean in practice for our schools? This then is the second, and probably more challenging, issue that we face, namely, what does a more inclusive approach to our school populations mean with respect to programmes and services? An interesting issue was raised at the CESI panel at UCC in November with respect to “accommodating” differences. It would seem that in most of our schools, accommodation doesn’t mean changing our norms, traditions and expectations for students and staff, but rather it means putting in place supports or exceptions that help people with differences from the norm “fit in” to the mould that we have established as to whom and what we are. In the “bad old days” many schools’ admissions process tended to focus upon the pool of children who represented “PLU” (people like us). Thankfully we have, for the most part, moved far beyond that narrow world view and are far more focused on enrolling the “best and the brightest” of who apply regardless of  background. The extent to which this change has been brought about by a broadening of our social awareness and attitudes, rather than simply the change in the demographics of who can afford to attend our schools, is a matter for some conjecture and debate. There is no question that a declining interest in boarding schools within the domestic market has resulted in a radical increase in the international student population. And, while our day schools have always tended to reflect the local population, as that profile changes so have our student bodies. It is a given that students attending schools with a diverse population can naturally develop a greater understanding of the perspectives of their peers from different backgrounds. Clearly however, it is not good enough for teachers and administrators to sit on the sidelines and “let nature take its course”. As our schools become more diverse, the need increases to find the most effective ways to help all students succeed academically as well as to learn to get along with each other. In addition, teachers are increasingly faced with the challenge of making instruction "culturally responsive" for all students and Heads and Boards are constantly reminded of the need to be sensitive to the different beliefs, customs, practices, languages, behaviours and physical differences of individuals and cultural groups of their school communities in all of their decision-making. Having said all that, as Michael Sabia reminds us, we are graduating students into an interconnected global society. It is our responsibility as educators and school leaders to support our students and teachers in developing cross-cultural understanding in order to create sensitivity and respect for difference and to support a school culture of “encouragement, understanding, acceptance, mutual respect and inclusion”. This should be our collective goal regardless of the demographic profile of our school populations. Dr. Jim Christopher, Executive Director, CAIS

CAIS Web Updates

The new on line CAIS School Directory can now be found at: http://www.cais.ca/schools. Search by Province to find your school. Take some time to visit this bright, fresh addition to our website. The directory is an important tool for schools, parents, students, and outside organizations.

To ensure that we provide accurate information, the CAIS Directory photos and text can be updated easily to stay current with the relevant infomation for your school. Please e-mail support@cais.ca with any School Directory changes.

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Governor General's Awards for Excellence in Teaching Canadian History

Canada’s National History Society is announcing a call for nominations for the 13th Governor General’s Awards for Excellence in Teaching Canadian History. They are urging History and Social Studies educators to submit their unique teaching approaches to the program. The rewards are great!

To mark Quebec’s 400th anniversary, the History Society has commissioned a spectacular illustration and timeline of Champlain’s Habitation. The poster will be mailed to Canadian schools as an invitation to be involved in the Awards. Aligned lesson plans are offered at Link 1  and Link 2. Posters will arrive in mailboxes March, 2008.

A career Highlight: Six Recipients are Awarded $2,500, a medal and a trip for two to attend the Awards festivities and official ceremony with Her Excellency, the Right Honourable Michäelle Jean, Governor General of Canada.

Schools Share in the Winnings: An additional $1,000 is awarded to the recipients' schools.

All Approaches are Welcome: Canada is rich in stories and there are countless ways to tell them. Elementary, middle, and senior teachers are welcome to share their approaches. Teachers can present their work individually, as a group, or be nominated by a student, parent or colleague.

Application details are posted below:

Rules: click here
Form: click here
Information: click here or call  1-800-861-1008

Deadline for Submissions: April 25, 2008

To inspire you, please read the remarks delivered by Her Excellency, the Right Honourable, Michaëlle Jean, Governor General of Canada, on the occasion of the presentation of the Governor General’s Awards For Excellence in Teaching Canadian History on November 2, 2007: [excerpt]

“I firmly believe that it is essential for young people to trace what has happened in history, the same way they might trace the course of a river to find the ocean. An ocean of countless experiences, infinite knowledge, multiple questions, signs, and memories that all irrigate our lives and make them richer and more productive. The women and men we are honouring today invite young people to take this trip back in time, a trip that is so essential to understanding who they are and where they live. To understand their place in the world and how they
are responsible for changing it for the better.

From the moment we realize that we are a part of history—that we are not just witnessing it, but playing a role in it as well—we understand that each and every one of us has the power to change its course. That is why it is so important to take an interest in history, to understand its consequences, and to continually ask questions about it. Famous people are not the only ones who make history. Each and every one of us makes our own contribution, in our own way. We are links in one giant human chain. And by passing on our collective and complete memory to the youth of Canada, you—as history teachers—are giving them the opportunity to add their own link to that chain, a chain that connects us all, over borders and generations.”

Submitted by Jeffrey Mitchell, Canada's National History Society

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Creativity & Imagination in Independent Schools

What is the nature of creativity? What of imagination? Are these innate qualities or taught and learned skills? Are they over-rated? Under-valued?

The fifth issue of Dialogue, a specialized magazine developed for the Canadian independent education and teacher community, focuses on Creativity & Imagination in its March 2008 issue. Articles by top educators, professionals and experts explore the scope and far-reaching impact, and importance, of creativity and imagination in today’s independent schools.

Read how schools across the country are using imaginative curriculum planning and pedagogy to provide students with creative experiences. Learn about innovative programs and new approaches that can support the creative process in your school and classrooms.

Also included is this issue, a comprehensive report on last November’s CESI Panel Discussion about “Meeting the Needs of Students: How far should schools go.”

To order your copy of Dialogue, visit www.dialogueonline.ca or contact Anne Marie at (905) 272-1843, ext. 25. While online, visit the Educator’s Source Directory for links to great products, services and programs that will help your school thrive.

Get Involved!

Share your best practices, professional insights and informed opinions — be published in Dialogue. Visit www.dialogueonline.ca for upcoming theme topics and submission deadlines.

Submitted by Agnes Stawiki, Our Kids Publications Ltd.

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Click Your Way to Fun Physics

Physics and fun, not usually two words you see together in the same sentence. So, how can that can be achieved in the classroom while keeping the teaching meaningful? Last week The New York Times published a story entitled "Students Click and a Quiz Becomes a Game” that highlighted an interesting teaching practice being used by some schools in the United States. Instead of the usual pop quiz that elicits groans and students slumping in their seats, a game show-like “clicker” apparatus is engaging students with much success.

The clicker idea has traditionally been utilized by popular game shows to collect answers in a time measured way. For example on Jeopardy, if you “buzz in” first you are awarded the opportunity to answer first, therefore having the best chance of collecting the potential available points. On Who Wants to be a Millionaire, the person with the fastest response time, and correct answer, wins their chance in the coveted chair to try and earn the ever elusive one million dollars. Whatever the format, the idea is the same, the contestants who are quick and correct move on to the next level.

This type of technology is referred to as an Audience Response System, or when school-based, a Student Response System, and has been utilized for polling registered voters as well as the above mentioned game show business of rating contestants. It seems the technology is spreading to the some parts of the education system and is being embraced by some schools as a lively, interactive teaching tool. Last year alone, Qwizdom, a clicker manufacturer, shipped 750,000 clickers to public and private schools across the US. On average a school would spend approximately $20,000 on the clicker technology, not an option for many schools, but for those that have adopted the technology; the results seem to be positive. Schools with lesser budgets to try the technology have been known to purchase basic systems for approximately $2000. The clickers themselves vary in price depending on their features, but range from between $10-50, and can be sold to future students upon graduation.

Like on TV game shows, the clickers are wirelessly linked to a computer program that collects the data entered onto the palm size clicker. Results are displayed instantly and can be programmed to include fun, motivating and eye catching graphics. Results can also be manipulated to be displayed in various formats such as graphs or charts.

The benefits to this technology seem fairly obvious. Learning becomes fun. Learning is interactive. Students are able to show what they have learned to their teachers and peers. Some healthy competition can be very motivating in the classroom. It was noted by some teachers and students that even the kids who usually are quiet or shy in class get a chance to display their knowledge without having to say a word. That possibly gives them a sense of quiet satisfaction that usually eludes them.

For most teachers and parents, anything that motivates a child to study can be seen as a positive force. So, besides the cost of the clickers what are the main negative aspects of the classroom technology? It was noted that some students fully embraced the game show like atmosphere and the noise level in the classroom rose to an uncomfortable level. This can be difficult for some teachers to manage. Also, like many things technological, the glitches can be time consuming to fix. Even something as simple as ensuring that everyone has working batteries in their clicker may slow down the class. A few students found the fast pace and competitive nature inspired by the clickers intimidating; they seemed to be few and far between. Students with visual impairments or hand/eye coordination difficulties could be / feel left out of the clicker-based exercises. Many schools feel that the clickers may not be the most efficient or fair way of administering a test, but they are a fun way to generate interest in a subject, and can be a stimulating method of playing learning based quiz-like games.

Of course, this all depends on how the technology is utilized. As noted in Wired some teachers remove the gaming element of the clickers by keeping answers anonymous to the class, and the system then is more effective as a true testing measure. With reasonable timelines and less frenzy, the set up has been used to replace pen and paper tests. Noted advantages were; less marking time for teachers, a reduction of wasted paper, and faster delivered results for students.

Most of the articles found regarding Student Response Systems were from the US, but Canadians have also been researching the idea of clicker teaching for a number of years. The University of Guelph has published an interesting report on Student Response Systems that outlines the pros and cons of the classroom technology, and lists reference sources of their research. Click on this link to learn more.

Lindsay Ireland, CAIS

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Who is Saint Valentine?

With February 14 behind us, it seems an appropriate time to look at one version of where Valentine's Day supposedly comes from, and remember that it’s not just all about Hallmark’s bottom line, because, besides Christmas, there is not a more popular day for cards.

It seems Valentine’s Day can be traced back to third century Rome, when Claudius ruled. Apparently, nasty Claudius, while trying to build his army, forbade men and women to marry. Reportedly, he felt that if men were not married, they would be more apt to join his army because they would not have a wife and family to leave behind. An interesting thought. Leaves you wondering how any new little men could be created to replace the ones lost on the battle field…
 
Back then someone else had the same sort of question; a romantic sort of priest named Valentine decided to disregard the orders of Claudius, and under a dark cloak of secrecy continued to marry loving couples. He was caught. He was jailed. He was sentenced to a violent death. While Valentine was in jail awaiting his bludgeoning, many supporters and well-wishers threw notes and flowers up to his cell window. One of the prison guards even let his daughter exchange notes, and spend time, with Valentine. On February 14, 269 AD, the day Valentine died, he wrote a note of thanks and friendship to the guard’s daughter, and signed it “Love, from your Valentine”. This is thought to be the start of the Valentine’s Day card-exchanging tradition.

Manufactured Valentine’s reportedly appeared near the end of the eighteenth century, and were usually hand painted and extravagantly decorated. Until the mid 1800’s the cost of sending a card was far beyond the means of the average person. To add insult to injury, the postal carrier demanded payment from the recipient, not the sender of the letter. So, it’s been noted, that until the advent of the “penny post” most Valentine cards were delivered by hand by prospective suitors.

Obviously we’ve made some great communication strides since the Valentine’s tradition began, but the mass commercialization of February 14 taints the holiday for many. If we choose to believe the story, Saint Valentine honoured love, friendship, family and loyalty. He would probably cringe at charging people double for roses, the bright red and pink window displays, sending e-wishes, and focusing all the “love” attention on just one day smack dab in the middle of the shortest month of the year.

Lindsay Ireland, CAIS

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