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Video: Techquity - Using Technology to Create More Equitable Opportunities for All Students

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Video: Techquity - Using Technology to Create More Equitable Opportunities for All Students

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This TED Talk focuses on the power of technology - both to empower and oppress. It's important to change the way we do things (not simply digitizing old methods) if we want to change the way things are, Kristine says. I love the concept of techquity to create more equitable opportunities and lead to student growth!
Key concepts:
Equity, using technology to fill the gaps, disability, independence, power and privilege
High/Low/No-tech:
All

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Simply put, technology + equity = techquity!

Techquity is the magic that happens when educators use technology intentionally to create more equitable opportunities for all students.

Too often, schools are using technology, just for the sake of using technology. They try new devices and apps, hoping something leads to growth in student achievement. However, digitizing old methods and mindsets rarely makes a significant difference.

Techquity doesn't even start with technology. Instead, we start by looking at our students, and identifying what specific barriers are keeping them from being as successful as possible. Then we can look for tech solutions to help address those needs. Also, plot twist-the best intervention might not even be techy! Equity is the goal. Technology is just a section of the toolbox.

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Simply put, technology + equity = techquity! Techquity is the magic that happens when educators use technology intentionally to create more equitable opportunities for all students. Too often, schools are using technology, just for the sake of using technology. They try new devices and apps, hoping something leads to growth in student achievement.

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I would like to display this poster in my makerspace to remind my students to not only encourage themselves to maintain a growth mindset, but also to encourage their peers. This will make everyone feel included and appreciated.
Key Concepts:
Equity, inclusion, growth mindset, building each other up

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Feb 19, 2022 - Think of all the people who are good at things that you know nothing about. They are probably just waiting for your call, so do not be shy!

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By offering low-entry activities like making E-textiles, new and more diverse makers are invited into the space. These DIY bracelets are not only fun, but they provide a unique opportunity to learn about electronics as all projects are sewn together using conductive thread! This project could easily be incorporated into a classroom activity for a holiday or festival.
Key Concepts:
Diversity, collaboration, DIY
High/Low/No-Tech:
Low

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LED Bracelet: Sew your own LED bracelet and wear it! Your bracelet will light up when you snap it together and close the circuit. Sew your circuit, and then decorate it how you like! If you're teaching this as a workshop, use my one-sheet pdf file below. Check ...

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YouTube: Circuit Clay - "The easiest Way to Learn about Electricity"

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YouTube: Circuit Clay - "The easiest Way to Learn about Electricity"

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Blog: Woodmaven opens up about being a woman of colour woodworker

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Blog: Woodmaven opens up about being a woman of colour woodworker

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Woodmaven is a woodshop and woodwork teacher! She has posts, DIY videos and links showing women and BIPOC as strong and competent makers.

Key concepts:
woodworking, antiracism

High/Low/No-Tech:

low
How to use it:
She holds classes online through M2 Labs https://www.m2labslearning.com/ and has videos on YouTube.

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Q: What made you pick up a power tool and begin creating? If you haven't already virtually "met" Char, we can't wait to introduce you to this woodshop teacher, maker, mother, and travel content creator from Georgia. For nearly two decades she has been honing her woodworking skills and spreading her knowledge. She likes to say at this point she knows a little about a lot and what she knows, she wants to share every bit of it. Read on for our Behind the Mask conversation on how it started, and how it's going.
A: It all started shortly after I undergrad, my friend and I moved to a huge apartment. We desperately needed beds, so we went to all the savvy shopper stores, BIG LOTS, Goodwill. I saw a platform bed in my future to compliment the Asian inspired theme décor I planned.
Q: What's the story behind one of your favorite projects?
Then, I saw it. The simple, yet expensive, platform bed at an upscale furniture store. It was far out of my reach, but for some reason, I kept going back to the store, maybe the money was going to fall from the sky, or they would gift the bed to me because I'm a nice person. Clearly, none of that happened. After the fifth trip to the store, I was literally under the bed investigating how it was constructed. Then. A light bulb went off. I.CAN.BUILD.THIS.
Q: What was your biggest "flop" for a project? What did you learn from it?
A: My favorite project is my workbench. It was the first heavy duty projects I made. It is quite heavy, it's constructed of OSB, plywood, pine, and hardboard. For a few months, I struggled with cutting wood on the floor, not only was it producing uneven cuts, but my back was suffering greatly. Of course, at the time I had no knowledge of bench vices, bench dogs or casters. It worked and still does, although I am thinking about upgrading it, it has been 20 years!

A: I have always been ambitious, there is not much I cannot do (in my mind). In reality I did not realize my skills and knowledge at one point did not match my talent. A college friend asked me to make a built-in bookcase surrounding a picture window. Without going into too much detail, the final piece was not worthy of a new homeowner's office space. At the time I only owned a circular saw and a drill. Not to mention, I stained it too dark and went home for Christmas. The stain was baked in!
Q: What do you love about your craft?
My uncle, a skilled carpenter, packed up his tools and drove from St. Louis to Atlanta and dismantled the entire project, planed the boards and rebuilt it. Naturally, my friend got a professionally built in for far less than it cost to make.

A: The beauty of woodworking is you can create anything. There are so many ways to achieve the same goal, whether that be with power tools or hand tools. I love taking raw lumber, revealing its beauty through planing and learning the history of where the wood came from. I have had the opportunity to work with 500-year-old heart pine, turning it into candlestick holders. Holding history like that in your hands is exhilarating, you also don't want to waste a single bit!

Q: What are your top 5 go-to tools?
I love a good transformation, a homeowner reached out to me during their renovation, to take old wall panels and convert them into shiplap. The house was built in the early 1900's and several insect nests had made their homes behind the panels. This required a lot of inspection for old nails, moisture, and removing layers of finish. In the end, it all turned out beautifully.
Q: What is your PPE regimen? What products do you love? What features do you like most about the mask?
A: My go to tools are the ones I use in every project, a drill, impact driver, the table saw, the miter saw, and the track saw. I have one bonus, the hand plane. Having more than one drill saves an abundance of time and allows me to work my efficiently.

A: My PPE for woodworking is intense. Most importantly, I ensure that my lungs are protected and that I know what I am cutting. There are many species of wood that emit toxic dust, I stay clear of those. Recently, I learned that I am highly allergic to MDF dust, so I wear my RZ M2 Mesh woodworking mask when I am working indoors especially during the hot summer months because it is breathable and my safety glasses do not fog. I recommend this mask to all my students. Wearing a mask that is easy to take off is essential with all my other gear.

Second, my eye protection. As a contact lens wearer I do more to protect my eyes as getting the smallest particle in my eye can be quite uncomfortable. I have a heavy-duty pair of safety glasses that are equipped with a high impact certification and anti-fog capabilities.
Q: Who are your go-to people for inspiration?
My only hearing protection must have music. My DEWALT bluetooth headphones are always nearby. I recently received a custom bespoke apron where I will never lose my tape measure or pencil again, it also keeps my clothes dust free.
Q: How did you transition from a student to a teacher? What are your favorite parts about being an educator in this space?
A: My family is my inspiration for everything. They encourage me to keep going and to become a better maker and teacher. Each of them provides a sounding board for me, from social media reels to workwear choices. In addition to spending time with my family also known as my consultants, I spend a great deal of time at my local makerspace where I teach, serve on the Board of Directors, and volunteer. It is a great community of makers and good energy that provides inspiration.

A: The transition from student to teacher was a surprise to me. I spent a lot of time at the makerspace, so much that I was asked to teach our intro class for new members. The first night of teaching was an epiphany. I realized that I enjoyed sharing more than I did making. I knew I had discovered my true passion. From there, I spent time soaking up as much information as possible only to translate it in a relatable format for others who were not natural born woodworkers. One teaching job led to another, to teaching children with learning disabilities how to use power tools, television deals, and most recently the opportunity to travel around the country to teach.
Q: What's a piece of advice for a beginner just getting started?
My favorite part about teaching is that I am a woman, a woman of color, and I can a bring a different approach to making. I am invested in instilling confidence in those that I teach. When you know what your role on the planet is, you know where to focus your time and energy.
Q: Where can students find you if they want to take one of your in-person classes?
A: Currently, we live in a world of constant comparison - comparing our talents and tools with others on social media. My advice is to not compare your Chapter 1 to someone else's Chapter 20. It is okay to make mistakes, even master craftspeople make mistakes. Choose a simple project to start and perfect it before moving on to something more difficult.
Q: If you had a daily mantra, what would it be?
A: If you are interested in taking one of my in-person classes this year, they will be held at Decatur Makers. Our calendar is updated monthly with offerings that can be viewed on our website.
You can Char on Instagram at @woodenmaven for doses of wood history and projects and visit my next class live online with M2 Labs, where we will discuss everything surrounding lumber.
A: I recently read a book titled " Shift Into A Higher Gear", that details steps to becoming the best version of yourself. One of the key takeaways is to improve yourself by 1% each day. I like to help people get to the 1% by sharing my life, story, and talents.

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Behind the Mask: Char Miller-King of @Woodenmaven

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Meet Char Miller-King, woodshop teacher, maker, mother, and travel content creator from Georgia. For nearly two decades she has been honing her woodworking skills and spreading her knowledge. She likes to say at this point she knows a little about a lot and what she knows, she wants to share every bit of it.

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Project Idea: Exploring Culture and Identity in 3-D Art, Sculpture

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Project Idea: Exploring Culture and Identity in 3-D Art, Sculpture

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Zohaib Younas Ansari’s work could be used to inspire young makers to explore themes of identity and culture in unique ways.

Key concepts:
culture, identity, unique 3D portraiture

High/Low/No-Tech:

no- or low-tech
How to use it:
I would use this work to increase representation of BIPOC artists when teaching about art, and I would use it to inspire my students to create their own sculptures using found objects in a makerspace environment.

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Presenting the works of Zohaib Ansari

Zohaib gathers his inspiration from ordinary things in daily life, turning the ordinary into the extraordinary. 

His work often explores themes of culture and identity through a unique style of 3D portraiture.

👇👇
https://t.co/P5C9zbG4j5

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Zohaib Younas Ansari is a 3d artist who is exploring different shapes & forms and creating aesthetically appealing visuals.

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Presenting the works of Zohaib Ansari

Zohaib gathers his inspiration from ordinary things in daily life, turning the ordinary into the extraordinary. 

His work often explores themes of culture and identity through a unique style of 3D portraiture.

👇👇
https://t.co/P5C9zbG4j5 https://t.co/Bva3GmVOnv

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Presenting the works of Zohaib Ansari

Zohaib gathers his inspiration from ordinary things in daily life, turning the ordinary into the extraordinary.

His work often explores themes of culture and identity through a unique style of 3D portraiture.

👇👇https://t.co/P5C9zbG4j5 pic.twitter.com/Bva3GmVOnv
— MakersPlace (@makersplace) June 4, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.entities.urls[].description
Zohaib Younas Ansari is a 3d artist who is exploring different shapes & forms and creating aesthetically appealing visuals.

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Presenting the works of Zohaib Ansari

Zohaib gathers his inspiration from ordinary things in daily life, turning the ordinary into the extraordinary. 

His work often explores themes of culture and identity through a unique style of 3D portraiture.

👇👇
https://t.co/P5C9zbG4j5 https://t.co/Bva3GmVOnv

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Presenting the works of Zohaib Ansari

Zohaib gathers his inspiration from ordinary things in daily life, turning the ordinary into the extraordinary. 

His work often explores themes of culture and identity through a unique style of 3D portraiture.

👇👇
https://t.co/P5C9zbG4j5 https://t.co/Bva3GmVOnv

# data[].attributes.attachment_link.metadata.attachment_props.text
Presenting the works of Zohaib Ansari

Zohaib gathers his inspiration from ordinary things in daily life, turning the ordinary into the extraordinary. 

His work often explores themes of culture and identity through a unique style of 3D portraiture.

👇👇
https://t.co/P5C9zbG4j5

# data[].attributes.attachment_link.metadata.attachment_props.entities.urls[].description
Zohaib Younas Ansari is a 3d artist who is exploring different shapes & forms and creating aesthetically appealing visuals.

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Website: Teachers stands in solidarity with the Native/Indigenous and Black communities demanding painting over of mural depicting murdered Indigenous person

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Website: Teachers stands in solidarity with the Native/Indigenous and Black communities demanding painting over of mural depicting murdered Indigenous person

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Murals depicting atrocities committed against BIPOC continue to stand as “reminders” of history and painting over them is considered “censorship” by some.

Key concepts:
de-colonization, American Indian, anti-racism, paint it down, white supremacy, reparations and restorative justice

High/Low/No-Tech:

no
How to use it:
I will share this story with my students as a provocation, and I will ask them to consider whether a mural should be a reminder of injustice, and to brainstorm better ways to do so.

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Teachers 4 Social Justice stands in full solidarity with the Native/Indigenous and Black communities that are demanding that the "Life of Washington" murals at George Washington High School be painted over.

These murals are located on unceded Raymatush Ohlone territory. Teachers 4 Social Justice believes in reparations and restorative justice. We must listen to Indigenous voices and take action according to their demands. Any discussion about keeping the murals is disrespectful of the call for repairing harm and healing.

The mural depicts an image of a murdered Indigenous person, as well as several other Indigenous persons painted in stereotypical, inaccurate ways. The mural also depicts African Americans only as enslaved people, supporting the problematic narrative that Black history is a history of victimization. These images of Native Americans and African Americans are demeaning to the Indigenous and Black students who attend GWHS daily. They are harmful to all students because they reinforce false narratives about Indigenous Peoples and African Americans. We have heard the argument that the artist's intent was to critique George Washington as a murderer and enslaver. Regardless of the intent, it is clear that the continued existence of the murals has a negative impact on the students in the school, as many of them have voiced for many years. For that reason, the murals must be painted over.

Teachers 4 Social Justice believes it is critical for defenders of the murals to recognize that this mural is located in a school, not a museum. While artistic expression and the preservation of art has its place in the community, publicly displayed and sanctioned art has a responsibility to honor and respect those most impacted. As teachers who attempt to educate from a stance of social justice, history and its horrors are incredibly important to us. Some critics of the movement to paint over the mural have argued that painting it over will erase history. There are thousands of ways to teach history, and that history is always still with us. As Nation writer Jennifer Wilson reminds us, "Black and Native American people confront the realities of history every day in the form of job discrimination, police violence, environmental racism, health-care disparity, and other injustices that have roots in our nation's history." We very much live with the legacy of historic and present-day racism. Painting down this mural will become part of its history. It will also contribute to a history of organized groups of people building movements, taking collective action, and making demands for institutional change.

For many of us, the teaching of our histories of oppression is emotional. It can be traumatic for both teachers and students. When we study this history, we approach it with rigor and serious intent, but we also allow space for emotional responses and dignified 'outs' for students. Our practices might include checking in with our African-American students about what they might need to be able to stay present during a unit on slavery in a class that has few African-American students; or offering students time for short reflection check-ins with trusted friends in the space. With a conscientious facilitator, we can face the pain of our histories in ways that still allow for student dignity and choice. A mural in a hallway does not allow for this kind of adaptation. We do not seek to avoid history, and in fact we can't; instead, we seek to make space for students to engage with their own histories in a manner that feels as dignified and human as possible.

The conversations about these murals have raised questions about both the purposes of art and the ways in which we must face history. As educators, we can neither advocate forcing students to view provocative art nor graphic historical images for the sake of preserving the artist's intent or making kids 'deal with' history in a decontextualized image like a mural. Ideally, our classrooms are providing spaces in which students can raise those questions themselves and come to their own conclusions with the benefit of an educator who is committed to the rigor of exploring the purposes of art and the trauma of history while centering the experiences of her students.

Teachers 4 Social Justice firmly believes that the "Life of Washington" murals must be painted down.

For further reading, Teachers 4 Social Justice recommends the following resources:
https://www.sfexaminer.com/opinion/keep-those-slaves-on-that-wall/?source=post_page

Teachers 4 Social Justice (T4SJ) is a grassroots Bay Area non-profit organization. Founded in 1999 by a group of San Francisco public school teachers, T4SJ organizes a network of over 4,000 educators and works to support social justice teaching and learning through public events, mobilizations and sharing resources. T4SJ strives to provide programs and projects that develop empowering learning environments, more equitable access to resources and power, and realizing a just and caring culture in our communities and schools.

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Teachers 4 Social Justice's Statement Supporting the Painting Down of the "Life of Washington"...

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Teachers 4 Social Justice stands in full solidarity with the Native/Indigenous and Black communities that are demanding that the "Life of Washington" murals at George Washington High School be painted over. These murals are located on unceded Raymatush Ohlone territory. Teachers 4 Social Justice believes in reparations and restorative justice.

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Poster: First Peoples Principles of Learning

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Poster: First Peoples Principles of Learning

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"This poster describes a set of learning principles specific to First Peoples.  The First Peoples Principles of Learning were articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the the English First Peoples course created by the BC Ministry of Education and First Nations Education Steering Committee in 2006/2007."
How to use it:
I will keep a copy of this poster in my classroom or workspace to remind myself of the connections between Indigenous philosophies and principles regarding ways of learning, and constructionist and constructivist tenets of community and collaboration.

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Blog Post: Indigenous Worldviews Inspires THIS classroom MAKERSPACE

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Blog Post: Indigenous Worldviews Inspires THIS classroom MAKERSPACE

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Zoe Branigan-Pipe notes how the “new” approaches to teaching and learning are at the core seem to be inspired from many First Nations Cultures.

Key concepts:
truth and reconciliation, inquiry approaches, storytelling, mindfulness, mental health, community, collaboration

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Indigenous peoples' experiences with education in Canada has been a contentious one. The focus from the outset of imposed, colonial-based education has centred on assimilation and/or segregation of Indigenous peoples from their communities and worldviews (National Collaborating Centre for Aboriginal Health et al., 2009).

The history of education for Indigenous peoples in Canada has structural and societal roots mired in marginalization and subjugation. Today, the improved state of education for Indigenous peoples has its foundations in the resiliency of Indigenous communities and social justice movements advocating for inclusion and change (Iseke-Barnes, 2008; People for Education, 2013).

So, what is inclusion? Who are Indigenous peoples? What are the issues that face Indigenous peoples? How can education be reconceptualized to include Indigenous ways of knowing? And, why should we care? These are questions that will be examined throughout this paper.

People for Education, in its Measuring What Matters initiative, offers a body of research and student competencies that provides an opportunity to think critically about schooling success beyond test scores and standardized curriculum. It is a chance for those concerned with education to engage in conversations around what is important for the holistic development of our children, youth and world. These same themes and conversations are what guide Indigenous communities in their commitment to lifelong learning for their peoples (Nadeau & Young, 2006). Student achievement for Indigenous Nations is based on a birth to death continuum that is holistic and devoted to interconnectedness (Malott, 2007). The theme of holism resonates through the Measuring What Matters project, positing it in conceptual alignment with Indigenous epistemologies.

What matters to Indigenous peoples in education is that children, youth, adults and Elders have the opportunity to develop their gifts in a respectful space. It means that all community members are able to contribute to society (Indigenous and non-Indigenous) and are physically, emotionally, intellectually and spiritually balanced (Iseke, 2010; Marule, 2012). This ability to give and ability to be well comes directly from the joining of the sacred and the secular. It is about fostering identity, facilitating well-being, connecting to land, honouring language, infusing with teachings and recognizing the inherent right to self-determination (Lee, 2015). Living a good life is what matters, and these thoughts are reflected in Figure 1.0. The physical refers to the body and comprehensive health of a being. The emotional is concerned with relationships to self, others (including non-humans) and the earth. The intellectual is based in natural curiosity and love for learning. The spiritual is the lived conscientiousness and footprint that a being leaves in this world.

This paper, What Matters In Indigenous Education: Implementing A Vision Committed To Holism, Diversity And Engagement, explores an Indigenous approach to quality learning environments and relevant competencies/skills.

It focuses on select work from People for Education and draws out the research, concepts and themes that align with Indigenous determinants of educational success. This paper also expands on this work by offering perspectives and insights that are Indigenous and authentic in nature. The three sections that frame and further develop this textual/symbolic journey are:

Section One: Indigenous Issues, Indigenous Pedagogy And Educational Interconnections

Section Two: Reflections On The Four Domains And Their Proposed Competencies And Skills

Section Three: Embracing Indigenous Worldview And Quality Learning Environments

In conclusion, I thank you for reading this paper and hope that it creates a space for individual questions, group discussions and ultimately, collective action.

So, what are the facts? What is the current state of education for Indigenous peoples? Data from the 2011 National Household Survey (Statistics Canada) and the 2014 Auditor General Report of Ontario offers a measurable perspective to begin this section:

1,400,685 Indigenous people live in Canada, representing 4.3% of the total Canadian population.

851,560 identify as First Nations.

451,795 identify as Metis.

59,445 identify as Inuit.

301,425 Indigenous peoples live in the province of Ontario.

28% of the Indigenous population is from 0 to 14 years.

18.2% of the Indigenous population is from 15 to 24 years.

Only 62% of Indigenous adults graduated from high school, compared to 78% of the general population.

Only 39% of First Nations peoples living on-reserve graduated from high school.

There is a 20% gap on Grade 3 EQAO reading results (provincial standard achievement) between Indigenous students (47%) and the general population (67%).

The numbers demonstrate that Indigenous peoples have a significantly younger population that is school age, and that the current measures of student achievement are not working. What is needed now is to clearly articulate the reasons for these gaps and find a more inclusive way to define student success.

The issues

Colonialism, racism, social exclusion, food insecurity, unemployment, poverty, limited access to housing, poor health and a myriad of other issues face Indigenous communities daily (People for Education, 2013; United Nations Permanent Forum on Indigenous Issues, n.d.) and confront Indigenous students to varying degrees. They are the result of policies, programs, people and politics that failed to honour the knowledge, values and skills of Indigenous Nations in Canada. Student achievement for communities of difference (like First Nations, Metis and Inuit ones) is a challenge for schools that do not have the capacity for change. Schools that are not supported with the tools and resources to address these inequities are placed at a critical disadvantage (Malott, 2007; Ontario Ministry of Education, 2009b). Thus the results for Indigenous students will continue to improve at a pace that is unfair and unacceptable.

So, how are these issues interconnected with education? They intersect in areas identified in The School Context Model: How School Environments Shape Students' Opportunities To Learn (Bascia, 2014). Table 1.0 recognizes those intersections that reflect factors affecting Indigenous student achievement:

Table 1.0: Factors Affecting Indigenous Students and Their Learning

Diversity and differentiated learning is foundational

Learning is linked to students' lives and experiences

High expectations for all student coupled with differentiated assessment

Classroom management is focused on community building and relationships

Professional development is ongoing where data is a critical feature

Time and resources are allotted for teachers to plan together

Relationships are collegial and student learning, as well as community, is a key underpinning

Teachers are valued for their work and commitment

School safety for all is a priority

Interpersonal relationships are positive and evolving

Teaching and learning practices are evidence based

Organizational structures support vision of inclusion

Shared leadership is the reality between admin and staff

Deconstructing the hidden curriculum

Parental and community engagement plans honour difference

Culminating tasks for students are rooted in social change in the community

Community and school events are integrated, shared and seamless

Global citizenship and environmental stewardship connections

Note. This table is a summary of the areas in Bascia's paper that complement the diverse perspectives of Indigenous peoples regarding student achievement.

Classroom features, teacher communities, school climate and the external environment are broad concepts that are strongly interconnected. The concise descriptions in each of these areas, as listed in Table 1.0, provide the factors that are essential considerations in Indigenous student achievement. Learning outcomes, especially when more holistic definitions and interpretations are being considered, will be directly affected by these factors (Ontario Ministry of Education, 2014). For example: under classroom features, we recognize that infusing diversity in learning is critical to student achievement. Indigenous ways of learning are part of that diversity and cannot be integrated if teacher professional development is inconsistent and there is limited time for collaborative planning. Also, the absence of parental engagement plans and linkages to community resources for Indigenous families become further barriers for students' rightful attainment to balance/wellness (see Figure 1.0. Holistic Model of Balance in Living a Good Life). The issues are complex and will require solutions that are multilayered in their approach; however these measures are necessary for respectful inclusion of Indigenous students and their communities (National Collaborating Centre for Aboriginal Health et. al, 2009).

Indigenous pedagogy

So, what is Indigenous pedagogy? Who are Indigenous peoples? We begin this section by exploring these terms and their associating nomenclature.

Indigenous: A term that does not have a universally accepted definition. However, the United Nations offers these characteristics; self-identification and acceptance as Indigenous peoples, historical continuity with settler societies, strong link to the land/traditional territories, distinct systems/ beliefs/languages/cultures, committed to maintaining the integrity of traditional lands and communities. (United Nations Permanent Forum on Indigenous Issues, n.d.)

Pedagogy: A term to describe the science of teaching, learning and evaluation. Refers to curriculum, methods, assessment, instruction, teacher/learner relationships and classroom structures. A broad field that is expanding in its definitions and scope (i.e. critical pedagogy; pedagogy of the oppressed). (Ontario Ministry of Education, 2007)

Aboriginal: A term found in Section 35 of the Constitution Act of 1982 that defines First Nations, Metis and Inuit peoples as Aboriginals in Canada that possess certain treaty, existing and inherent rights. (Ontario Ministry of Education, 2007)

First Nations: A term that is used to describe Aboriginal peoples in Canada that are not Metis or Inuit. Also, a general term to describe a community or communities that have similar identifiers (i.e. land - reserve; culture, language, traditions, history). There are 634 First Nations in Canada that speak 60 distinct languages. (Statistics Canada, 2011)

Metis: A term to describe people of mixed ancestry (Indigenous and non-Indigenous) and are recognized as one of Canada's Aboriginals under the Constitution Act of 1982. There are several Metis Nations in Canada that have shared histories, traditions and languages (i.e. Michif). (Ontario Ministry of Education, 2007)

Inuit: A term used to describe a group of Aboriginal people defined in the Constitution Act of 1982 that originally (and continue to) inhabit the northern parts of Canada. The Inuit have eight main ethnic groups and five distinct language dialects. (Ontario Ministry of Education, 2007)

Self-Identification: A term used to describe how an individual names or appoints themselves. Typically refers to the group that we believe we belong to (i.e. Anishinaabe, Haudenosaunee, Louis Riel Metis, Inuk, Cree, Oji-Cree, Haida, Stolo, Dene, MicMac, Native). (Ontario Ministry of Education, 2007)

Cultural diversity truly describes the Indigenous peoples of Canada, and therefore no one-size-fits-all exists when it comes to curricular content. However, the pedagogical strategies of Indigenous peoples share some commonalties: connections to culture (the sacred), concrete to abstract/abstract to concrete examples of the subject expectations, mini-lessons with hands-on activities, differentiated instruction/assessment, connections to real life experiences, multileveled questions, storytelling, group talk (formal/informal), appropriate use of humour, and experiential activities (land-based) (Matilpi, 2012; Wyatt, 2009). The classroom environment, as facilitated by the teacher, also requires an approach with foundations in human rights education. It is critical that the space is welcoming and fosters consistency in expectations regarding respectful behavior, acceptance of difference and risk taking in learning. These have to be modeled by the teacher, as they set the tone for how relations between students and communities can grow together (Wallace, 2011).

Curriculum Content

The curriculum content and relevant cultural examples (i.e. specific Indigenous knowledge, values, skills) across subject areas in elementary/secondary need to begin with the local Indigenous Nations (Ledoux, 2006; Overmars, 2010). This is the starting place where respectful planning and inclusive education begins for the equity-based classroom. First, educators need to find out where their schools are located - Is it Anishinabe territory? Is it on the lands of Sagamok Anishnawbek? Is it in the Robinson-Huron Treaty area? Second, teachers need to connect with local Indigenous communities to facilitate the process of infusing authentic experiences and genuine content into the classroom curriculum, and finding out how these Nations self-identify. Third, the integration of more provincial and national resources that are Indigenous and more broadly focused are encouraged. How does one do this? Where does an educator begin? The following resources may be helpful in exploring the possibilities for including Indigenous content in the curriculum:

1. Indigenous Leads/Coordinators with Various Ontario School Boards

2. Ontario Indigenous Friendship Centres

3. Chiefs of Ontario office

4. Ontario Native Education Counsellors Association

5. Metis Nation of Ontario

6. Inuit of Ontario

7. Indigenous Publications from Kindergarten to Post-Secondary

8. Indigenous and Northern Affairs Canada

Educational interconnections

Boucher (2015) in What Matters In French-Language Schools: Implementing A Broader Vision For Student Achievement In A Minority Setting offers a perspective that aligns with Indigenous definitions of student achievement.

Table 1.1 summarizes the key concepts that reflect the educational interconnections between Francophone and Indigenous communities.

Sharing influence, interpersonal relationships, raising awareness/taking action, mobilizing, creating meaning and making learning real are vital components in Indigenous learner success. The classroom experience for students needs to begin with a shared vision of what counts as learning. This is where the physical, emotional, intellectual and spiritual domains of holistic education (Figure 1.0) are to be respected and realized. Children and youth require a safe space that affirms their diversity and identity; where they can be honoured with cultural, linguistic and affirming models that support them. Self-realization and being valued (knowledge, skills) is a key tenet of Francophone communities, and this too is the goal for Indigenous peoples in education. Self-determination and understanding the forces that have shaped where we have come from are essential determinants in Indigenous conceptions of student success (Ismail & Cazden, 2005).

Table 1.1 Pedagogy Honouring Francophone and Indigenous Learners

Decisions about learning must reflect the full range of diverse points of view.

A healthy environment allows students to make suggestions and express feelings about language and culture.

Understand the issues that shape our lives and become engaged to claim our rightful place in society.

Mobilizing is a process that triggers a person's self-determination and respect for cultural & linguistic diversity.

To bring balance to the experiences of young people, we need to offer strong cultural models.

Value the prior knowledge and skills of students and educators to assist them on the path to self-realization.

Note. This table is a summary of the areas in the work of Boucher that compliment the diverse perspectives of Indigenous peoples regarding respectful pedagogy in schools.

In conclusion, Indigenous issues, Indigenous pedagogy and respective educational interconnections complement the holistic aspects of student achievement described in Measuring What Matters. Communities of difference share a vision of success that is highly valuable for all students - a vision based on the recognition that identity, culture, language and worldview are equally critical to literacy, numeracy and standardized notions of assessment.

I grew up on a First Nation in northern Ontario. I am Ojibwe and a woman. I have been very fortunate in my life to learn about my own teachings and all the beautiful gifts that Indigenous peoples have given to the world. It is important that I self-identify in this section, as the cultural lens that I am referencing is one that comes from my community. There are a multitude of diverse Indigenous Nations on Turtle Island (North America) and my Nation is only one of them. While the heterogeneity of Indigenous peoples is vast, the concept of holism and education as lifelong is a worldview that is shared by all (Castagno & Brayboy, 2008; Overmars, 2010). In Measuring What Matters, the papers focused on health, social/emotional wellness, citizenship and creativity resonate with Indigenous notions of teaching/learning. My intent is to explore these papers using a form of analysis that is rooted in the teachings of the medicine wheel. This is the theoretical framework through which I can make sense of and be respectful of both Indigenous epistemology and the authors of these diverse papers.

So, how do we proceed? Where do these papers fit within the medicine wheel? What are the underlying teachings that connect these distinct cultural domains to the four papers? We begin with an understanding of the teachings first.

The medicine wheel

The medicine wheel is also known as the living teachings. It is a circle of life that is continuous and never-ending. It demonstrates that everything is connected and everything is sacred. All of life is equal. All of life is deserving of respect, care and love. The entry point for discussion is the physical domain. This is where birth of children is located. It is also symbolic of spring, the rising of the sun and the direction of the east. The emotional domain is where adolescence is located. It is also where summer resides, where the sun is at its highest and the direction of south is represented. The intellectual domain is where adulthood makes its home. It is where the season of fall arises, where the sun sets and the direction of the west sits. The spiritual domain is where our Elders/Elderly journey to, it is where winter is steadfast, where the moon makes her appearance and the direction of the north is situated. Each domain reflects aspects of a human being that makes them whole; the east is the physical, the south is the emotional, the west is the intellectual and the north is the spiritual. Balance in each is key. Disrupt the balance and each area of life is affected.

The medicine wheel has a direct relationship to quality learning environments that extend beyond literacy, numeracy and standardized curriculum. It is based in holistic learning environments that are inclusive of the preceding, but, also value the physical (health), the emotional (social-emotional), the intellectual (citizenship) and the spiritual (creativity). Figure 2.0 provides a symbolic model of how the discussion surrounding the four Measuring What Matters papers will proceed. As reflected in the living teachings, this next section will be organized with the physical as the beginning and the spiritual as the concluding piece. The emotional and intellectual take their respective (and equally important) places in between.

The Physical Aspect and Health Competencies/Skills

Ferguson and Power (2014) in Broader Measures of Success: Physical and Mental Health in Schools state that,
Both physical and mental health promotion are important from individual, social, and economic perspectives. Because of their centrality in the lives of children and youth, schools have been widely regarded as places for effective promotion and interventions in physical and mental health (p. 3).
These words resonate with Indigenous conceptions of what counts by focusing on the whole learner. Physical and mental health are integral aspects of the medicine wheel (Figure 2.0.) and cannot be separated. The health of a human being is directly interrelated to their wellness and their capacity to develop in all areas of life (Anderson et al., 2011). As children and youth spend large amounts of time in school, it makes sense that physical and mental health should be a valid measure of school success. With this in mind, the Comprehensive School Health model (i.e. teaching/learning, environments, policies, community partnerships), which includes mental health literacy, sexuality education and resiliency programs, aligns with the holistic teachings of Indigenous peoples (National Collaborating Centre for Aboriginal Health et al., 2009). So, what does this look like in the day-to-day lives of our children and youth? How do children/ youth show competency in these areas of health? Figure 2.1. offers a view that integrates the teachings of the medicine wheel with the work of People for Education in their Draft Competencies and Skills paper.

While all of the health competencies and skills identified in People for Education's paper are critical, there are certain ones that are foundational in Indigenous worldviews. Therefore, each area from Figure 2.1 will be concisely presented with the key competency/ skill listed and/or edited to ensure that it is inclusive of Indigenous communities. It is important to note that this is being done at a macro level and needs to be vetted by individual Indigenous Nations in Canada as part of their right to self-determination in education (Knowles, 2012).
The Physical - Activity For Fitness And Pleasure

Students develop physical fitness and movement skills needed to participate in diverse activities; fully understanding that the body is a sacred entity.

The Emotional - Understanding of Mental Illness

Students are informed and understand that mental health issues are a collective concern and that cultural knowledge is a critical support.

The Intellectual - Making Healthy Choices

Students have a sense of personal responsibility for their own wellness (activity, eating, sleeping, assessing risks) and humbly share these strategies with others.

The Spiritual - Well-Being in Relation to Sexuality

Students develop and appreciate their own and others sexual identities; knowing that sexuality is a healthy part of being a human and is to be expressed respectfully.

The Emotional Aspect and Social-Emotional Competencies/Skills

Shanker (2014) in Broader Measures of Success: Social/Emotional Learning states that,

"Instead of seeing reason and emotion as belonging to separate and independent faculties (the former controlling the latter), they [a multitude of researchers] argued that social, emotional and cognitive processes are all bound together in a seamless web" (p. 1).

This recognition of interconnectedness as a primary concept in learning and emotional development runs parallel to Indigenous worldviews (Carriere, 2010; Iseke, 2010). Elders, Metis Senators and knowledge keepers in First Nations, Metis and Inuit communities have been relaying these teachings since time immemorial. Traditional education in Indigenous communities valued holism in learning; embedded in this approach is the equity between applied scholarship and emotional intelligence (Lee, 2015; Wildcat et al., 2014). Children, youth, adults and our elderly engaged in a form of schooling that was cooperative, collective and conscientious. Shanker (2014) reflects these Indigenous concepts through exploring the components and impacts of the American-based Child Development Project (i.e. community building activities, engaging curriculum, cooperative learning, literacy development). This preceding endeavour, combined with the Promoting Alternative Thinking Strategies (PATHS) and the Positive Action Program (PAP), build upon Indigenous conceptions of what matters in social-emotional schooling for students.

With these thoughts in our minds, we turn to Figure 2.2, which captures the complex competencies/skills that Indigenous learners exhibit in expanded notions of student achievement. Once again, the social-emotional competencies and skills identified in the People for Education paper are all critical; however there are particular ones that best reflect Indigenous worldviews. These will be identified and edited to be respectful of cultural teachings and the research emerging from People for Education.

The Physical - Self-Management

Students develop skills for managing their own learning, emotions and behaviours; firmly rooted in the understanding that their actions affect their growth and others.
The Emotional - Interpersonal Relationships

Students cultivate and maintain healthy relationships with the self, others and the earth; acknowledging the sacredness of all these beings that surround them.

The Intellectual - Decision Making

Students internalize and implement appropriate strategies to solve a multitude of issues/problems, with personal humility and collective integrity at the heart of it.

The Spiritual - Self-Awareness & Social Awareness

Students grow in their cultural/personal identities and their ability to reflect on their communities' teachings as critical to being a respectful member of the world.

The Intellectual Aspect and Citizenship Competencies/Skills

Sears (2014) in Measuring What Matters: Citizenship Domain states that,
Civic education begins at home and continues out into the community. Again, evidence indicates civil society involvements of various kinds, both those connected to schooling and those not, profoundly shape young people's civic knowledge, values, and sense of efficacy (p. 4).
Understanding how history shaped our societies and having a commitment to service learning are also an integral part of being an active citizen. This is consistent with traditional Indigenous perspectives on citizenship, where each individual is nurtured and positioned to develop their gifts as a human being (Lee, 2015; Nadeau & Young, 2006). This approach was/is supported through cultural teachings and guided by various knowledge keepers in the community (John, 2009). Each person was/is taught about traditions and their familial role as part of a greater collective. Fundamental to this type of citizenship education was/is understanding the history and impacts of Indigenous and settler governments on all peoples. I use past and present tense here intentionally. Traditional forms of Indigenous government and their teachings were directly affected by colonialism and the imposition of oppressive policies. Although there is a resurgence and return to culture/language for Indigenous peoples, it is happening to various degrees across the country (Overmars, 2010; Wyatt, 2009).

The concept of a civic profile is familiar to First Nations, Metis and Inuit Nations, and focuses on what a good citizen does as a contributing member to that society. Sears (2014) takes this notion further by stating that voting is not a primary indicator of civic duty. In fact he emphasizes that, "a well-balanced democratic society requires a range of civic engagement, and since citizens simply cannot spend the requisite time to engage in all areas...they would be better to focus their participation in areas where they have interest and ability to make the most significant contribution" (p. 18). This thought, based in evidence, aligns with the activities of an Indigenous citizen.

With this, we turn our attention to Figure 2.3, which concisely summarizes the draft competencies and skills identified in the citizenship section of the People for Education paper. What follows this model are critical statements that reflect Indigenous conceptions of citizenship.

The Physical - Civic Knowledge

Students learn about their own traditional forms of government and further understand settler governments and their associative rights/responsibilities.

The Emotional - Civic Dispositions

Students exemplify the values of their respective Nations and utilize these to become effective citizens in two worlds (Indigenous and non-Indigenous).

The Intellectual - Civic Skills

Students acquire culturally-based mediation and problem solving skills as a means to appreciate diverse points of view; knowing when to act (and when not to act).

The Spiritual - Civic Engagement

Students engage in human rights and social justice movements that reflect the integrity of all beings and are consistent with their distinct cultural beliefs.

The Spiritual Aspect and Creativity Competencies/Skills

Upitis (2014) in Creativity: The State Of The Domain reveals that,
New ways of thinking and acting are needed to alleviate the impact of human life on our planet, approaches that will call for creativity and innovation from all disciplines. Over the next few decades, schools will have a crucial role to play. In schools where creativity is fostered, students will develop the intellectual tools to innovate, and also, the passion to direct their skills to problems of global concern (p. 6).
Stewardship of the earth and recognition that all of life (and the universe) is interrelated is a key underpinning of Indigenous worldview (Marin & Bang, 2015). Invention and learning are also factors in the resiliency of Indigenous peoples across the Nation (Marule, 2012). The concept that creativity, the sacred, and personal responsibility are interrelated is not a new idea to First Nations, Metis and Inuit peoples (Martin & Garrett, 2010). Therefore, it makes sense that an expanded definition of creativity be included as a measure of success in schools. Student achievement would be amiss if it did not count the range of creative thoughts/practices as essential learning outcomes.

Schools that are resourced to provide opportunities in critical thinking, student-directed learning, integrated curriculum, and community partnerships are steps towards being inclusive of creativity. However, a focused program on the multiple levels, processes and outcomes of creative thought is needed to "contribute to [all] lives that are joyful, productive, meaningful, and prosperous" (p. 3). So, what does this look like? How do students demonstrate creativity? Figure 2.4 provides this view with a concise summary of the draft competencies and skills identified in the creativity section of the People for Education paper. Following this model are critical statements that reflect Indigenous concepts of creativity.

The Physical - Generation of Ideas

Students welcome and discover thoughts, impressions and information from a multitude of senses and teachers (the secular, the sacred, the formal, the informal).
The Emotional - Generation plus Evaluation

Students explore their natural curiosity about the world and universe through the selective integration of this knowledge into their life journeys.

The Intellectual - Generation towards Improvement

Students assess their cultural gifts, creative ideas, artistic work and relative interactions/outputs with a focus on growth and potential change.

The Spiritual - Generation of Possibilities

Students engage in many opportunities to dream and visualize with the intent of realizing and actualizing what is in their mind, heart and spirit.

In conclusion, the four papers describing the domains (physical and mental health, social-emotional, citizenship, creativity) have particular focuses that compliment Indigenous worldviews. The notions of holism, engagement, diversity, action and respect are reflected throughout. The proposed competencies and skills are also Indigenous compatible in terms of expanding current measurable outcomes beyond literacy, numeracy and standardized curriculum. The idea that schooling, pedagogy and assessment can honour the whole child is certainly a welcome change in our complex world.

What is a quality learning environment? How do Indigenous worldviews reflect this concept? Are there particular components that make up this type of teaching/learning setting? The final section of this paper will address these questions through the integration of Indigenous perspectives and select research from People for Education.

In the inaugural paper of the Measuring What Matters (2013) initiative, this statement captures the immediacy and necessity of reframing what counts as student achievement in schools,
Although current approaches to measuring and reporting on educational quality are useful both locally and internationally, they are, for the most part, limited to literacy and numeracy achievement. These measures are necessary but not sufficient. A growing chorus of voices is asking, "Isn't education about more than that? Don't we need healthy kids who can think; who are innovative and will grow up to be engaged citizens?" (People for Education, p. 8)
Indigenous communities across Canada have been asking these same questions and confronting these same issues since non-Indigenous forms of schooling came to dominate the K to 12 continuum ((Iseke-Barnes, 2008). Educational quality for First Nations, Metis and Inuit learners is centred on a holistic method that considers the entirety of a being (Matilpi, 2012). This approach is best represented in Figure 3.0, which posits the student in the middle; interacting with/being affected by four key conditions that are critical to learning (i.e. classroom, school, community, globe).

The needs of the whole student is the base consideration in Indigenous descriptions of education, and the guiding principle in Indigenous conceptions of student achievement. What matters to Indigenous peoples is that each member of the community is nurtured and challenged in respectful ways. This form of teaching/ learning is done through the honouring of the culture, the teachings, the languages, and the gifts of each Nation (Hinton, 2011; Zitzer-Comfort, 2008). It is critical to understand that in our current school system, this vision is affected by particular interconnecting forces: the classroom environment, the school itself, the community (Indigenous & non-Indigenous) and the state of the earth (the globe). Each of these areas will be further explored with the intent that aspects of Indigenous worldview are aligned with inclusive definitions of quality learning environments.

The classroom

What is a classroom? It is the space where an exchange of knowledge takes place. It can happen inside a building. It can happen outside of a building. It has students and teachers that are involved in a variety of learning relationships. It is also a place where the curriculum (mandated and hidden) provides a structure (flexible and inflexible at the same time). It is also where pedagogy can empower or disempower students (Malott, 2007). The classroom is a microcosm of society that has real outcomes (positive and negative) for multiple groups of people (King, 2002).

The conditions in the classroom that foster Indigenous learners are varied. However, these particular edited statements from the Draft Competencies and Skills (n.d.) capture the critical factors necessary for Indigenous inclusive spaces:

The classroom is welcoming and student voice/experiences are recognized as integral to the construction of active knowledge.

Expectations for students are high, realistic, flexible, and supported by teacher/s, peers and other critical friends.

Classroom activities are culturally relevant, differentiated, and promote exploration, imagination, and creative action.

Student learning is expressed in a variety of forms that honour diversity and challenge students to try a multiplicity of methods.

The school

There are approximately 15,500 schools in Canada; of which 10,100 are elementary, 3400 are secondary and 2000 are mixed (Council of Ministers of Education Canada, 2015). In Ontario, there are 3974 elementary schools and 919 secondary (Ontario Ministry of Education, 2015). Every school board in Ontario has at least some Indigenous students attending Kindergarten to Grade 12 (People for Education, 2013). The conditions that facilitate Indigenous inclusion in school are as follows (adapted from the Draft Competencies and Skills, n.d.):

School leadership is shared with the teachers, students, the community, and education advocates, with trust and collaboration at the core.

The school is an open learning space where community members with diverse expertise work with students and staff.

School based structures are in place to provide support for students (and their families) with a variety of challenges/issues.

Professional learning for teachers and staff is valued and integrated in evidence- based practices focused on access/equity.

The community

Standardized definitions of community relegate this term to being a noun and describe it as "people living in one particular area because of their common interests, social group or nationality" (Cambridge English Dictionary Online, 2015). Indigenous definitions of community identify particular participants/ conditions, and these are often verb-based (Carriere, 2010). These descriptions take on a more holistic approach, and are inclusive of all beings (humans, plants, animals, seen, unseen) and the interconnections that exist amongst them. The latter definition is more relevant for a cross-cultural understanding of the community factors affecting expanded notions of student achievement.

The competencies that are fundamental to community and student success are (adapted from Draft Competencies and Skills, n.d.):

Meaningful school-community partnerships and agreements are based in time, reciprocity, trust, respect, relevance, and actualized plans.

Programs that de-stigmatize mental illness, prevent bullying, and prevent substance abuse are implemented with culturally relevant tools/resources.

Students develop enriched definitions of community and commit to volunteering in action-oriented projects that reflect those expanded descriptions.

Monitoring and reviewing of domain competencies in relation to student learning and school practices involve Elders, Metis Senators and knowledge keepers.

The globe

Global education with a decolonization focus is best described as, "asking new and difficult questions concerning the erasures, negations, and omissions of histories, identities, representations, cultures, and practices [in schools]" (Sefa Dei, 2014, p. 10). This definition aligns with aspects of Indigenous conceptions of global education; however, the addition of recognizing and living with the earth as our mother will be added here (Overmars, 2010). A quality learning environment that honours global perspectives has these competencies reflected within it:

Students understand and "confront the conditions and unequal power relations that have created unequal advantage and privilege among nations" (Sefa Dei, 2014, p. 10).

Promotion of Indigenous earth knowledge and sacred connections to land as fundamental to "developing a sense of purpose...[life meaning]...and social existence" (Sefa Dei, 2014, p. 10).

Integrating the "idea of pursuing schooling and education as a communal resource intended for the good of humanity" (Sefa Dei, 2014, p. 10).

Connections with learners across the globe to share experiences and discuss the challenges that these generations face; with creative action as an outcome.

In conclusion, student achievement needs to be reconceptualized to include the physical, emotional, intellectual and spiritual aspects of the whole being. This view is supported through examining respectful conditions/competencies that fully consider the impacts of the classroom, the school, the community and the globe. Indigenous epistemologies and Elder/Metis Senator knowledge can facilitate this much-needed educational change (Lavoie et al., 2012).

The questions,

Who are Indigenous peoples?

What are the issues that face Indigenous peoples?

How can education be reconceptualized to include Indigenous ways of knowing? And,

began this paper and close this textual/symbolic journey together. What Matters In Indigenous Education: Implementing A Vision Committed To Holism, Diversity And Engagement is quite simply, the students. This paper is for those young spirits that walk to school, get on a bus, ride the subway, commute and/or reside in educational places that currently (or need to) honour them further. Meaning that we need to move beyond just considering achievement in schooling and look at the real implications and lived outcomes (King, 2008). Indigenous peoples have known and have been experiencing this since time immemorial.
Meegwetch and thank you for listening.
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People for Education - working with experts from across Canada - is leading a multi-year project to broaden the Canadian definition of school success by expanding the indicators we use to measure schools' progress in a number of vital areas.

Author

Dr. Pamela Toulouse
Researcher, Indigenous pedagogy & lifelong learning

The Measuring What Matters reports and papers were developed in partnership with lead authors of each domain paper. Permission to photocopy or otherwise reproduce copyrighted material published in this paper should be submitted to People for Education at [email protected] .

Document citation

This report should be cited in the following manner:

Toulouse, P. (2016). What Matters in Indigenous Education: Implementing a Vision Committed to Holism, Diversity and Engagement. In Measuring What Matters, People for Education. Toronto: March, 2016.

We are immensely grateful for the support of all our partners and supporters, who make this work possible.

Annie Kidder, Executive Director, People for Education

David Cameron, Research Director, People for Education

Charles Ungerleider, Professor Emeritus, Educational Studies, The University of British Columbia and Director of Research, Directions Evidence and Policy Research Group

Lindy Amato, Director, Professional A airs, Ontario Teachers' Federation

Nina Bascia, Professor and Director, Collaborative Educational Policy Program, Ontario Institute for Studies in Education, University of Toronto

Ruth Baumann, Partner, Directions Evidence and Policy Research Group

Kathy Bickmore, Professor, Curriculum, Teaching and Learning, Ontario Institute for Studies in Education/University of Toronto

Michelle Boucher, University of Ottawa, Advisors in French-language education and Ron Canuel, President & CEO, Canadian Education Association

Ruth Childs, Associate Professor, Leadership, Higher and Adult Education, Ontario Institute for Studies in Education/University of Toronto

Jean Clinton, Associate Clinical Professor, McMaster University, Dept of Psychiatry and Behavioural Neurosciences

Gerry Connelly, Director, Policy and Knowledge Mobilization, The Learning Partnership

J.C. Couture, Associate Coordinator, Research, Alberta Teachers' Association

Fiona Deller, Executive Director, Policy and Partnerships, Higher Education Quality Council of Ontario

Kadriye Ercikan, Professor, Measurement, Evaluation and Research Methodology, University of British Columbia

Bruce Ferguson, Professor of Psychiatry, Psychology, Dalla Lana School of Public Health, University of Toronto; Community Health Systems Research Group, SickKids

Joseph Flessa, Associate Professor, Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto

Joan M. Green, O.Ont., Founding Chief Executive O cer of EQAO, International Education Consultant

Andy Hargreaves, Thomas More Brennan Chair, Lynch School of Education, Boston College Eunice

Eunhee Jang, Associate Professor, Department of Applied Psychology & Human Development, Ontario Institute for Studies in Education, University of Toronto

Christopher Kotz, Senior Policy Advisor, Ontario Ministry of Education

Ann Lieberman, Stanford Centre for Opportunity Policy in Education, Professor Emeritus, Teachers College, Columbia University

John Malloy, Director of Education, Hamilton-Wentworth District School Board

Roger Martin, Premier's Chair on Competitiveness and Productivity, Director of the Martin Prosperity Institute, Rotman School of Management, University of Toronto

Ayasha Mayr Handel, Ontario Ministry of Children and Youth Services

Catherine McCullough, former Director of Education, Sudbury Catholic District School Board

Robert Ock, Healthy Active Living Unit, Health Promotion Implementation Branch, Health Promotion Division, Ontario Ministry of Health

Charles Pascal, Professor, Ontario Institute for Studies in Education, University of Toronto

Jennifer Riel, Associate Director, Desautels Centre for Integrative Thinking, Rotman School of Management, University of Toronto

Joanne Robinson, Director of Professional Learning, Education Leadership Canada, Ontario Principals' Council

Bruce Rodrigues, Chief Executive Officer, Ontario Education Quality and Accountability Office

Pasi Sahlberg, Director General, Centre for International Mobility and Cooperation, Finland

Alan Sears, Professor of social studies and citizenship education, University of New Brunswick

Stuart Shanker, Research Professor, Philosophy and Psychology, York University; Director, Milton and Ethel Harris Research Initiative, York University; Canadian Self-Regulation Initiative

Michel St. Germain, University of Ottawa, Advisors in French-language education

Kate Tilleczek, Professor and Canada Research Chair, Director, Young Lives Research, University of Prince Edward Island

Rena Upitis, Professor of Education, Queen's University

Sue Winton, Assistant Professor, Faculty of Education, York University and former Early Learning Advisor to the Premier Deputy Minister of Education

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What matters in Indigenous education: Implementing a Vision Committed to Holism, Diversity and Engagement | People for Education

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Indigenous peoples' experiences with education in Canada has been a contentious one. The focus from the outset of imposed, colonial-based education has centred on assimilation and/or segregation of Indigenous peoples from their communities and worldviews (National Collaborating Centre for Aboriginal Health et al., 2009).

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How Sharing Our Stories Builds Inclusion by Selena Rezvani and Stacey A. Gordon

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Article: How Sharing Our Stories Builds Inclusion

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Article: How Sharing Our Stories Builds Inclusion

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This article stresses the importance of representation and shares the benefits of creating one’s own representation through the power of storytelling. The authors argue storytelling invites perspective-taking, and motivation to respond without prejudice.

Key concepts:
storytelling, representation, inclusion, LGBTQ, BIPOC, privilege, bias, creating safe spaces,

High/Low/No-Tech:

low
How to use it:
Storytelling is an underused inclusion tool. I would recommend this reading to my peers, and I will refer to it for inspiration to let my students tell their stories.

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It's time for the conversation around inclusion and diversity to take a human-centric approach. It's not just about the numbers - it's about the people. Storytelling, one of the most universal human experiences, gives us a rare chance to look through new lenses. And perspective-taking is a life skill, not just a workplace one. Companies that prioritize inclusion will emerge from crisis stronger, and stories are one major vehicle to help them get there. Inclusion consultants Selena Rezvani and Stacey A. Gordon offer steps to implement a story-based approach to DEI where employees are encouraged to tell their stories, own them, and consider how they impact their day-to-day experiences at work.

Conversations around inclusion are on the rise in 2021 following an intense and unprecedented two years. Converging events like the Covid-19 pandemic; the murders of Breonna Taylor, George Floyd, and Ahmaud Arbery; hate crimes against Asian and Jewish communities; and stalled progress among working women are creating an awakening in many organizations. But is this reinvigorated conversation translating to results? What's the actual impact?

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How Sharing Our Stories Builds Inclusion

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It's time for the conversation around inclusion and diversity to take a human-centric approach. It's not just about the numbers - it's about the people. Storytelling, one of the most universal human experiences, gives us a rare chance to look through new lenses. And perspective-taking is a life skill, not just a workplace one.

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This infographic mentions experiencing empathy through a VR story about Henry, a hedgehog who loves hugs. There is also a great explanation of various levels of VR, and how it is not only for tech classrooms!

Key concepts:
Virtual reality, learning through play, virtual field trips,

High/Low/No-Tech:

Low (smart phone) to high

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Resource Classroom Tips: Creating a "Special Education" Makerspace

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Resource Classroom Tips: Creating a "Special Education" Makerspace

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Jennifer, a special education resource teacher, has tips for educators who want to start a makerspace, but do not know which materials to include. She has five different makerspace toolbox bundles for sale ($5.00 USD each) on Teachers Pay Teachers.

Key concepts:
Student-led discovery, hands-on learning, resource room

High/Low/No-Tech:

Low tech
How to use it:
These toolboxes include provocations for starting a maker project such as “create a training school for polar bear cubs.”

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Do you include Makerspace in your resource classroom?

I've been intrigued with the concept ever since I heard about it! I'm pretty sure every undergrad paper I ever wrote somehow included a quote from Howard Gardner #nerd

I kept the thought of offering Makerspace opportunities in my mind as a "someday" for quite awhile (too long!).

Number 1 - I'm not a Science teacher nor STEM-certified

Number 2 - I'm not a classroom teacher, either!
I am a special educator. I love my students, push them to do their best, and collect lots of data.
So I pushed the thoughts of using discovery learning and design to the back of my mind...for awhile.

Now may be reading along and wondering now:

"What is Makerspace anyway and why is she so interested in it?"

Makerspace involves hands-on learning (if you've been following me, you know that's my jam!) and student-led discovery. Activities include engineering, coding, technology...but not in these pre-packaged lesson-plans-with-a-rubric style. Makerspace involves using the enviroment around you - the possibilities are endless for the curious mind!

If my description still leaves you wanting more (I totally understand and not offended, lol), I recommend doing a quick search for Makerspace in Education and " classroom makerspace."

Incorporating Makerspace in the Resource Room Setting

Last year my curiosity finally got the best of me and I decided to incorporate makerspace into my students' learning.

Specifically, I used the concept during our center rotations.

I tweaked a bit here and there to make sure we were still focusing on learning along with our goals and objectives, PLUS I came up with an idea to "keep it altogether" in the resource room:

You may remember reading about how I fancied up my "TEACHER" toolbox to incorporate learning center activities - you can read it HERE!

I decided to take the same idea to store all the makerspace materials!

There are drawers with labels to store hands-on tools, like playdough, cubes, and nature materials. I also use about half of the drawers to include tasks ("build a log cabin" and "design a new cookie") and my favorite, "Build a Game."

These tasks provide a bit of structure which some students gravitate towards, while others are all fired up and ready to go!
You can check out all the seasonal Makerspace sets HERE.
I hope that using seasonal materials will help my students connect a bit more with the environment and see the possibility outside of the classroom walls!
Should I make an "all year" kit? I'm thinking...YES!
I'd love to hear how makerspace learning is going in your classroom!

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I've been intrigued with the concept ever since I heard about it! I'm pretty sure every undergrad paper I ever wrote somehow included a quote from Howard Gardner #nerd I kept the thought of offering Makerspace opportunities in my mind as a "someday" for quite awhile (too long!).

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Circuit Clay is widely available to buy and is very inclusive in that it combines circuitry with the creative, hands-on art of sculpting. It is accessible to all, and can challenge different learners in diverse ways, allowing everyone to shine.

Key concepts:
Crafting, circuitry, low-entry, collaboration, constructionism

High/Low/No-Tech:

No- + low-tech
How to use it:
I would show this video and provide this craft in a project for all learners to work on together in mixed groups.

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Website: Inclusive Makerspace Workshops in My City!

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Website: Inclusive Makerspace Workshops in My City!

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“At MakerLabs, we that believe sharing space, tools, and skills are fundamental aspects of maker culture. The Tools for Women residency focuses on empowering self-identified women and non-binary people to use the tools at MakerLabs in a comfortable and supportive environment to make almost anything.”
High/Low/No-Tech:

all
How to use it:
Makerlabs in Vancouver has Women's Maker Meetups and workshops I could recommend to my students. Their social media show many photographs of women and non-binary folks making alongside men of different races. It is very inclusive.

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Activity Idea: Set up a Makerspace Petting Zoo (Orientation)

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Activity Idea: Set up a Makerspace Petting Zoo (Orientation)

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The Makerspace petting zoo is proposed as a way for teachers (and students) to familiarize themselves with the tools of the makerspace before diving in. When teachers are comfortable with makerspace tools, they are in a better position to support student makers! I love this petting zoo concept - get in there and pet the beasts! Don't be shy!
How to use it:
I suggest that this model could be used with maker “experts” hosting a rotation of novice makers at stations to give everyone a chance to be both novice and expert for a day.

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Article: How to Build an Inclusive Makerspace

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Article: How to Build an Inclusive Makerspace

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As part of a build your own makerspace series, this article outlines factors educators should consider when creating inclusive experiences in school because “The Maker Movement should not just be about rich white males and the toys they can build and buy”. This move to inclusion should be made a priority for every school, everywhere.

Key concepts:
inclusivity, diversity, empowerment, community, cultural responsiveness

High/Low/No-Tech:

All

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This article is in our guide

Read more about the classroom maker movement in Martinez's "Invent To Learn: Making, Tinkering, and Engineering in the Classroom."

The Maker Movement has crept into the consciousness of schools in the past few years. For some, it's a wake up call that over-tested, over-scheduled young people are not going to become the creative, enthusiastic learners we all hope to nurture. For others, it's a personal reconnection to our collective, deeply-felt human impulses to create, invent, and shape the world. Makerspaces, genius hour, design thinking, and other frameworks can help make these ideas come to life in classrooms, libraries, museums, and community centers. But are these innovations accessible to everyone, to every child?

Leah Buechley is a former MIT associate professor and inventor of a wide range of "maker" technologies that merge high-tech and craft traditions. She has called for a move beyond robots and competitions to include a wider range of tools, traditions, and people. The Maker Movement should not just be about rich white males and the toys they can build and buy. In schools, this move to inclusion seems obvious. Who would not agree that all children should benefit? However, there is a feeling that you need expensive equipment and massive remodeling projects to truly join the maker revolution. Yet nothing could be further from the truth.

There are a number of organizations working to bring the empowerment of making to a wider range of people, not just in the US, but around the world. The FabLearn Fellows, a project of the Stanford Transformative Learning Technologies Lab, is a group of 18 educators who work in a variety of schools, community organizations, and museums around the world. Their blogs and posts offer a wide range of the hows and whys of successful projects that include and empower.

One of these Fellows is Susan Klimczak, the education organizer of Boston's Learn 2 Teach, Teach 2 Learn program at South End Technology Center @ Tent City. The goal is to create a safe and creative space for high school and college youth to use a design engineering process to imagine and create a better and more just future. These young people do not just participate, but learn to teach and share their new skills with others, building a self-sustaining community and culture. Susan shares strategies for community participation and youth empowerment, which echo many other makerspaces that focus on inclusion: Empowerment isn't something you DO to people, it's something that happens when people do powerful things that matter to them.

Another FabLearn Fellow, Roy Ombatti, is the Outreach Coordinator at the Nairobi FabLab. Roy is involved with a project to solve a problem of small fleas called "jiggers" that infest poor communities and can cause foot deformities. They infect people who live in unsanitary conditions through bare feet. The project, "Happy Feet," teaches people young and old, to make and design their own shoes through 3D printing, creating shoes that can fit any foot, healthy or otherwise, and preventing further outbreaks. As Roy says, "It is evident that the solution to jiggers cannot be just shoes. The crux of the problem is poverty and so something needs to be done to address this directly. I hope to do this through the maker education. With continued support and uptake, I see the shoe centers serving as small-scale/mini FabLabs where the youth are taught skills and introduced to making. With these skills, the youth will certainly have a better chance at life as they not only feel like they are part of the solution, but they are also empowered to do more...much, much more." Roy is also working to bring down the cost of 3D printing by making the plastic filament raw material out of recycled plastic.

The days of waiting for a handout, or a company to make what you need, or grants are over. People are using maker technology to shape their own lives and make changes that matter to them and their community.

Nettrice Gaskins, an artist and educator who is the Director of the STEAM Education Lab at the Boston Arts Academy, writes and speaks about this subtle shift in power that makes all the difference. In Recontextualizing the Makerspace: Culturally Responsive Education, she argues "for a redefinition of technology and technological processes that include engagements by groups underrepresented in the DIY/makerspace/hacker culture movement." By creating spaces and events that are culturally responsive and culturally situated, they serve as catalysts and agents for change within a community, rather than remaining objects of change by others.

The idea of inclusion is not only important for community organizations or schools serving underserved populations. Every makerspace should be aware of their capacity to serve all people: children and adults, all genders, all backgrounds, and those who are interested in the arts, engineering, or both. Even in the best-resourced maker environments, there should be constant vigilance about the assumptions that are made about the people who might want to use them.

To create inclusive experiences in schools, educators should consider these factors:

Empower students not just to be passive objects of the lessons, but to include them as allies and advocates for making things that matter to them.

Culturally responsive, situated, and relevant doesn't mean asking students to write hip hop lyrics about the scientific method. But it doesn't mean ignoring hip hop either. Seeing cultural practices in a maker light can open doors and blur the lines between teachers and learners.

Sensitivity to surroundings. Research shows that girls react to surroundings that reflect stereotypical "hacker" culture by denying that they are interested in science and engineering. If you aren't sure what vibe your classroom or makerspace is communicating, ask some kids.

Reduce competition. Both overt contests and more subtle competition, like competition caused by a lack of adequate materials and tools, can reduce participation of girls. It can also be a barrier for beginners and students who don't see themselves as "technical." The competition aspect raises the stakes to a level that is too risky for students to jump in and try something they may actually enjoy.

Don't advantage one kind of building over another. Robots are cool, but the same technologies of micro-controllers, sensors, motors, and lights could make smart clothes, a useful invention for an elderly aunt, or better still, something no one has thought of before. Provide incentives, multiple on-ramps, praise, and glory for all kinds of making.

There are many, many examples of makerspaces, both community and school-based, that work to empower everyone, not just those who want to build robots. Creating these experiences means that everyone can benefit from the learning that happens when hands-on is combined with heads-in. Makerspaces should be about empowering people, all people, to experiment with ways to make sense of the world, to make the world a better places, and to make meaning in their lives.

Read more about the classroom maker movement in Martinez's "Invent To Learn: Making, Tinkering, and Engineering in the Classroom."

The Maker Movement has crept into the consciousness of schools in the past few years. For some, it's a wake up call that over-tested, over-scheduled young people are not going to become the creative, enthusiastic learners we all hope to nurture. For others, it's a personal reconnection to our collective, deeply-felt human impulses to create, invent, and shape the world. Makerspaces, genius hour, design thinking, and other frameworks can help make these ideas come to life in classrooms, libraries, museums, and community centers. But are these innovations accessible to everyone, to every child?

Leah Buechley is a former MIT associate professor and inventor of a wide range of "maker" technologies that merge high-tech and craft traditions. She has called for a move beyond robots and competitions to include a wider range of tools, traditions, and people. The Maker Movement should not just be about rich white males and the toys they can build and buy. In schools, this move to inclusion seems obvious. Who would not agree that all children should benefit? However, there is a feeling that you need expensive equipment and massive remodeling projects to truly join the maker revolution. Yet nothing could be further from the truth.

There are a number of organizations working to bring the empowerment of making to a wider range of people, not just in the US, but around the world. The FabLearn Fellows, a project of the Stanford Transformative Learning Technologies Lab, is a group of 18 educators who work in a variety of schools, community organizations, and museums around the world. Their blogs and posts offer a wide range of the hows and whys of successful projects that include and empower.

One of these Fellows is Susan Klimczak, the education organizer of Boston's Learn 2 Teach, Teach 2 Learn program at South End Technology Center @ Tent City. The goal is to create a safe and creative space for high school and college youth to use a design engineering process to imagine and create a better and more just future. These young people do not just participate, but learn to teach and share their new skills with others, building a self-sustaining community and culture. Susan shares strategies for community participation and youth empowerment, which echo many other makerspaces that focus on inclusion: Empowerment isn't something you DO to people, it's something that happens when people do powerful things that matter to them.

Another FabLearn Fellow, Roy Ombatti, is the Outreach Coordinator at the Nairobi FabLab. Roy is involved with a project to solve a problem of small fleas called "jiggers" that infest poor communities and can cause foot deformities. They infect people who live in unsanitary conditions through bare feet. The project, "Happy Feet," teaches people young and old, to make and design their own shoes through 3D printing, creating shoes that can fit any foot, healthy or otherwise, and preventing further outbreaks. As Roy says, "It is evident that the solution to jiggers cannot be just shoes. The crux of the problem is poverty and so something needs to be done to address this directly. I hope to do this through the maker education. With continued support and uptake, I see the shoe centers serving as small-scale/mini FabLabs where the youth are taught skills and introduced to making. With these skills, the youth will certainly have a better chance at life as they not only feel like they are part of the solution, but they are also empowered to do more...much, much more." Roy is also working to bring down the cost of 3D printing by making the plastic filament raw material out of recycled plastic.

The days of waiting for a handout, or a company to make what you need, or grants are over. People are using maker technology to shape their own lives and make changes that matter to them and their community.

Nettrice Gaskins, an artist and educator who is the Director of the STEAM Education Lab at the Boston Arts Academy, writes and speaks about this subtle shift in power that makes all the difference. In Recontextualizing the Makerspace: Culturally Responsive Education, she argues "for a redefinition of technology and technological processes that include engagements by groups underrepresented in the DIY/makerspace/hacker culture movement." By creating spaces and events that are culturally responsive and culturally situated, they serve as catalysts and agents for change within a community, rather than remaining objects of change by others.

The idea of inclusion is not only important for community organizations or schools serving underserved populations. Every makerspace should be aware of their capacity to serve all people: children and adults, all genders, all backgrounds, and those who are interested in the arts, engineering, or both. Even in the best-resourced maker environments, there should be constant vigilance about the assumptions that are made about the people who might want to use them.

To create inclusive experiences in schools, educators should consider these factors:

Empower students not just to be passive objects of the lessons, but to include them as allies and advocates for making things that matter to them.

Culturally responsive, situated, and relevant doesn't mean asking students to write hip hop lyrics about the scientific method. But it doesn't mean ignoring hip hop either. Seeing cultural practices in a maker light can open doors and blur the lines between teachers and learners.

Sensitivity to surroundings. Research shows that girls react to surroundings that reflect stereotypical "hacker" culture by denying that they are interested in science and engineering. If you aren't sure what vibe your classroom or makerspace is communicating, ask some kids.

Reduce competition. Both overt contests and more subtle competition, like competition caused by a lack of adequate materials and tools, can reduce participation of girls. It can also be a barrier for beginners and students who don't see themselves as "technical." The competition aspect raises the stakes to a level that is too risky for students to jump in and try something they may actually enjoy.

Don't advantage one kind of building over another. Robots are cool, but the same technologies of micro-controllers, sensors, motors, and lights could make smart clothes, a useful invention for an elderly aunt, or better still, something no one has thought of before. Provide incentives, multiple on-ramps, praise, and glory for all kinds of making.

There are many, many examples of makerspaces, both community and school-based, that work to empower everyone, not just those who want to build robots. Creating these experiences means that everyone can benefit from the learning that happens when hands-on is combined with heads-in. Makerspaces should be about empowering people, all people, to experiment with ways to make sense of the world, to make the world a better places, and to make meaning in their lives.

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Making for All: How to Build an Inclusive Makerspace - EdSurge News

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This article is in our guide The Maker Movement has crept into the consciousness of schools in the past few years. For some, it's a wake up call that over-tested, over-scheduled young people are not going to become the creative, enthusiastic learners we all hope to nurture.

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Inclusive Website Offering Workshops & Blog Space

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Inclusive Website Offering Workshops & Blog Space

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ACE Makerspace caught my attention because of the workshops they run. The facilitator is non-binary and specializes in racial equity and adaptive leadership.
The website also features a blog.

Key concepts:
Race, whiteness, white supremacy, Indigeneity and female, femme, non-binary, and gender-nonconforming folx in majority male spaces.

High/Low/No-Tech:

All
How to use it:
I will be checking back to see if I can join any (online) workshops!

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Ace is thrilled to introduce 4 workshops in October that explore how to be anti-racist in our maker communities. Working with an amazing peace activist and facilitator, Emily Bowen, these workshops have been crafted to be broadly relevant to the maker community and Ace Makerspace specifically.

Schema of Makers

Sunday, October 4th | Noon - 1pm PST
Who defines what a legitimate maker is? Explore how different types of makers are valued and have influence in how the community is shaped.
Communities are like ecosystems - living things that change and evolve over time. We will unpack different maker identities and the dynamics of those identities and their influence on how our makerspace community has evolved... for good or for ill. This workshop will explore both what the identity of makers have been as well as explore what it could and should be.

Maker Say What

Sunday, October 11th | Noon - 1pm PST

$5-20 sliding scale | Tickets
How the language we use to share maker knowledge interacts with race.
When it's easy to lean into jargon as a way to communicate intelligence and experience, one can quickly conflate the words we use with who belongs and who doesn't. And when it comes to talking about issues of race and gender, there is often a fear of saying the wrong thing. This workshop will explore how to be inclusive with Maker speak, as well as how to avoid the pitfalls of inaction by the fear of talking about race imperfectly.

Taking Care of the New Guy

Sunday, October 18th | Noon - 1pm PST

$5-20 sliding scale | Tickets
When the new guy isn't white or a guy. We will explore where there is an opportunity to connect with people different than ourselves.
Black people, and other people of color as well as Indigenous individuals, generally experience trauma because of microaggressions or just a lack of welcome in majority-white spaces. So to do female, femme, non-binary, and gender-nonconforming folx in majority male spaces. How then do we take care of new individuals when they are not like us or having a much different experience in the world. This workshop will leave participants with a checklist to do just that including positive accountability.

You're Too Comfortable

Sunday, October 25th | Noon - 1pm PST

$5-20 sliding scale | Tickets
Recognizing when comfort is an indicator of white supremacy manifesting itself. Explore how to take action when it does.
One way whiteness protects itself is by eliminating stressors of those who are in proximity to it. Things are easier, quicker, more accessible, more abundant, less risky, and more. This workshop will examine how comfortable you are and explore where your own discomfort might be putting up barriers to equity and inclusivity. Then we'll talk about what can be done about it. We will uncover what actions can be taken when we discover white supremacy manifesting itself.

About our facilitator

Emily Bowen, MA ABS (they /them)
The Peace Nerd

Emily trained as a psychotherapist, as well as earning a graduate degree in leadership and organizational development from Bastyr University (LIOS) in 2009. Since then they have worked as a Holistic Leadership Consultant and Educator. Emily is a founding member of the Peace Innovation Network (a collaboration between Stanford's Peace Innovation Lab and The Hague). They studied Racial Equity for Adaptive Leadership at Leadership Eastside with Nikum Pon. And they are certified in Gracious Space - a framework for courageous conversations that was developed by the Center for Ethical Leadership.

Emily likes to help the people they've partnered with to seek a better understanding of their challenges and to find creative, equitable, and sustainable solutions. They possess an easy, natural confidence, insatiable curiosity, and a sense of humor that can be useful in guiding people in their growth and success. They bring essential skills in adult education, facilitation, coaching, innovation, and communication.

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Ace is thrilled to introduce 4 workshops in October that explore how to be anti-racist in our maker communities. Working with an amazing peace activist and facilitator, Emily Bowen, these workshops have been crafted to be broadly relevant to the maker community and Ace Makerspace specifically.

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Practical Tips: Setting up a Green Screen

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Practical Tips: Setting up a Green Screen

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While this page shows elementary students setting up green screen, the concepts can be used by learners of any age. Green screen technology allows makers and content creators to make innovative film projects such as how-to or storytelling. Sharing our lived experiences builds inclusion by showing others like us that they are not alone.

Key concepts:
video production, storytelling, equity

High/Low/No-Tech:

Low
How to use it:
I would have my learners use Green Screen (Doink) on iPads to engage in storytelling.

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Green Screen can be used in any classroom. All you need is a few simple things to get started. This post includes everything you need to know about getting started using Green Screen on iPads in the classroom.

Here are the 4 THINGS YOU WILL NEED to get ready.

1. An App that Creates Green Screen Projects

To get started you will need an app to create your Green Screen project. Green Screen by Doink is one of easiest app for elementary students and is well worth the $2.99. Other paid apps are not great for elementary students. (I don't receive any compensation from Doink for this post. I just absolutely love their app.) We Video is the only program that works with Chromebooks.

2. A Green Background

Cloth

A green background can be created out of anything from a large piece of green fabric to a small piece of cardboard painted green. An actual green screen cloth that is around $20.00 (link is similar to the one we have) is nice to put up and fold away and store easily. (This is pictured in the bottom left draped over a table and stool.) It is great to hang up behind students to film 2 or 3 at a time. Hang it from your magnetic whiteboard with strong magnets. I bought mine at a local ACE Hardware store but they are similar to the link posted. Place the magnets on top of the cloth so it holds up the fabric on the whiteboard. This green cloth holds up really well and is still like new.

Felt

Some people use large pieces of felt fabric from fabric stores because it doesn't wrinkle as much. Green bulletin board paper is another thing that can be used. Green plastic table cloths work well and are a very inexpensive option.

Science Boards

Green tri-fold science boards are nice to use because they are easy to store since they fold up flat. (shown in top right corner)

Painted Pizza Boxes

Painted pizza boxes that donated by a local pizza place work well for filming smaller objects. Pizza Hut was very willing to donate some to our classroom. Luscious Green paint by Clark and Kensington is a perfect color to use. There are other colors that work well too. Test out the color to the paint store with the Doink app that can be loaded right to your iphone and tried out on the paint strips to find a color to use.

Green Playdough

You can even use green playdough. Get creative and look around for things you already have that are green. Actually with the Doink App you can use any color as your background color but I have found that the colors green and blue are the best colors to use. Check out my facebook live here where I show the backgrounds we use in my classroom.

3. An Idea

This is probably the most important part of your project. What do you want to make for your green screen project? Do you want to have a little puppet show, explain a math problem, travel to a place around the world, or recite a poem. The ideas are endless. When you are thinking of your ideas you will want to think of what you will have for your background photo or video. Check out the video of students reciting a poem about books and they just use a photo of books for the background. Here is another simple project of students explaining a math problem and they used a picture with numbers in the background. Math Problem Explanation Green Screen, ( number photo credit) A great place to get pictures to use in your projects is Photos for Class or Picts 4 Learning. Another way to get background video or photos is to film or take your own. In this video about Force students filmed their own video footage for the background and then told the information they learned about force in the layer on top of it.

4. Stand or Tripod (optional)

Once you have the first 2 things things you are ready to create your own production. I highly recommend getting some type of tripod or stand. My favorite tripod mount to hold our iPads is the Grifti Nootle and any tripod works well with them. We use these 50 inch pro tripods because they are inexpensive. I bought 3 sets because we usually make films with the whole class at once divided into groups.

One stand and tripod would definitely be all you would need for a classroom. A stand is not necessary as you can see in the bottom right it is just a child holding the iPad. It is super hard to get it still for filming but can be done until you can afford to get stands. (The sample math problem video that I talked about earlier is filmed by a student holding the iPad so you can see how it moves around a little.) Also the top right photo shows the first holder (white) I got for iPads. I don't like it near as much as the Nootle one and it cost me more. We have also used iPad stands from the store Five Below and set them on a table of floor. They work well for filming smaller objects.

I hope you have everything you need to get started using iPads and I will share how to make your first Green Screen Project in my next blog post.

*This post contains some affiliate amazon links to products.

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Green Screen in the Classroom: Getting Started - Goodwinnovate

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Green Screen can be used in any classroom. All you need is a few simple things to get started. This post includes everything you need to know about getting started using Green Screen on iPads in the classroom. Here are the 4 THINGS YOU WILL NEED to get ready. 1.

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Blog Post: 11 Heroes to Inspire Digital Storytelling

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Blog Post: 11 Heroes to Inspire Digital Storytelling

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Reading about heroes who overcame great odds can be a very inspiring first step to unlocking one’s own growth mindset. With heroes like Harriet Tubman, a woman who risked her life helping other slaves reach freedom on the Underground Railroad, Helen Keller and Mother Teresa, this list is well balanced in terms of race and gender.

Key concepts:
growth mindset, literature, changing the world, personal growth, perseverance

High/Low/No-Tech:

low
How to use it:
Educators can use this blog to inspire makers to tell their own digital stories.

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Inspire your kids to change the world, strive for personal growth, and persist through trials with this eclectic mix of biographies (and one autobiography) from world history, US history, church history, and more. Use Christian biographies for young readers to inspire perseverance and character!

Walk with these great personalities as they overcome odds to achieve world-altering accomplishments: Archimedes, Peter the Great, Helen Keller, Martin Luther, Harriet Tubman, Michelangelo, Mother Teresa, Booker T. Washington, William Wilberforce, George Washington Carver, and Wilbur and Orville Wright.

by Diane Stanley

This picture book biography is a perfect introduction to the tsar who brought Russia into the modern world-Peter the Great. Gorgeous illustrations bring the story to life and offer a feel for Russian art of the 17th and 18th centuries.

by Diane Stanley

This multiple award-winning account of Michelangelo's life and achievements includes large, full-color illustrations of Michelangelo's paintings and sculptures.

It's part art, part history.

by Cyril Davey

Get to know the Protestant reformer Martin Luther through this biography.

Through the pages of this concise book, you follow Luther from his childhood to his most famous accomplishment-sparking and leading the Reformation.

by Amy Lykosh

This unique slant on a biography presents the story of Wliburforce through verse instead of prose.

Despite all obstacles, he fought to end the slave trade in Great Britain. This is a powerful story of tenacity and courage. It's perfect for your young social justice warriors.

by Jeanne Bendick

This biography of Archimedes is delightful! This Greek mathematician made a number of wonderful discoveries or proved their practical application.

Once he solved a challenging problem while in the bath and was so excited by the discovery, he ran naked through the streets yelling "Eureka! Eureka! (I've found it! I've found it!)"

You get science and history, rolled up into one with this book.

by Dorothy Sterling

A must-read, this fascinating biography features Harriet Tubman. Called the Moses of her people, she risked her life, helping other slaves reach freedom on the Underground Railroad.

It's a tale of extraordinary courage and righteous civil disobedience that your kids will remember years after reading.

by Margaret Davidson

This biography of Helen Keller will amaze your children. Through her own courage and the firm love of a caring teacher, this blind and deaf girl overcame incredible limitations.

This is the kind of story that blows our own personal excuses for failure out of the water. It's a must-read both for cultural literacy and for a healthy growth mindset.

by Janet & Geoff Benge

George Washington Carver, once a kidnapped enslaved child, overcame significant obstacles to become an outstanding scientist.

Never one to give up, Carver shows your kids that persistence is the key to achievement.

by Quentin Reynolds

This book is a delightful account of the exploits, the family life, and the character of the two bike builders who are generally credited with having been the first to engage in powered flight.

Through their repeated failures and eventual success, your kids will glean the power of persistence and a growth mindset.

by Booker T. Washington

Booker T. Washington was a devoutly Christian man who, as a former slave, navigated a dangerous middle ground in a time of racial backlash and disfranchisement.

As he publicly acquiesced to whites on issues of social equality, he fiercely exhorted blacks to unite and improve their lot. Up From Slavery is his autobiography, recounting life from childhood as a slave, through his struggle for education, his founding and presidency of Tuskegee Institute, and his rise to national prominence.

This simply written, anecdotal life story bears the mark of a man of genuine courage, talent, and dedication.

by D. Jeanene Watson

Mother Teresa is an unlikely hero who went against the grain of our me-first culture. Her story will inspire and challenge you to do more for God by serving others! For more than 40 years, she sought to be the arms of Christ to the poorest of the poor in the slums of Calcutta, India.

Love great books? Try a homeschool curriculum centered on them. Choose Sonlight.

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11 Heroes of History Who Inspire a Growth Mindset - Sonlight Homeschooling Blog

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Inspire your kids to change the world, strive for personal growth, and persist through trials with this eclectic mix of biographies (and one autobiography) from world history, US history, church history, and more. Use Christian biographies for young readers to inspire perseverance and character!

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Project Idea: Make a Light up Card with Chibi Chips

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Project Idea: Make a Light up Card with Chibi Chips

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Chibi Chips are a great example of easy entry making through the illumination and augmentation of paper! This technology is comprised of programmable microcontrollers and LED lights and can be used with learners from virtually any background or age. I like how this activity connects crafting with electronics, so mixed gender makers might be able to collaborate comfortably together on projects.

Key concepts:
low entry point, cost-effective, paper-based

High/Low/No-Tech:

No- and low-tech

https://chibitronics.com/2014/11/21/wish-big-candle-card-2/

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Chibitronics:
o One Yellow LED circuit sticker
o 2 strands of 4" Copper Tape
o Battery

Paper:
o Card base: 4.25"W x 11"H cardstock scored at 5.5" mark
o Inside page: 4"W x 5.25"H cream cardstock
o Candle Paper: 4"W x 5.25"H (Carta Bella)
o Pink frame: 3"W x 4.25"H
o Cream base: 2.75"W x 4"H

Embellishments:
o Candle die cut (Stamps of Life - candles dies)
o "Wish!" stamp (Stamps of Life - candles4birthday)
o Tag die cut (My Favorite Things - Blueprints #14)
o Ribbon: 4" green polka dot ribbon

Adhesive:
o Foam Dots
o Glue Dots
o Tape Runner

Directions:
1. Layout the Chibitronics LED stickers and tape
a. Die cut the candle and use a 1/16" punch to punch a hole in the flame for the Chibitronics LED to shine through.

b. Temporarily place the candle on the smaller cream cardstock and mark off the LED placement on the white, pink and candle cardstock; punch holes in the white and pink layers, but not the candle layer.

c. Place the Chibitronics LED and copper tape on the candle cardstock. Add a battery holder using scrap paper. Add battery.

d. Use foam dots to hold the battery in place.
e. Test the wiring to make sure it lights up.
f. Once the LED works, add some vellum to the back of the hole on the pink paper. This helps soften the light as it shines through the card.

2. Assemble the Card
a. Adhere the candle to the cream cardstock and add a ribbon to the bottom; wrap ends of the ribbon around the back of the cream base.
b. Add "Wish" tag to the ribbon using strong adhesive such as Glue Dots.
c. Glue the cream cardstock to the pink cardstock. Adhere the pink cardstock to the candle paper using foam dots. Make sure the LED shines through
d. Glue this entire piece to the card base.
e. Add white inside page to the card base.
f. Enjoy! Make a Wish.

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Chibitronics: o One Yellow LED circuit sticker o 2 strands of 4" Copper Tape o Battery Paper: o Card base: 4.25"W x 11"H cardstock scored at 5.5" mark o Inside page: 4"W x 5.25"H cream cardstock o Candle Paper: 4"W x 5.25"H (Carta Bella) o Pink frame: 3"W x 4.25"H o Cream base: 2.75"W x 4"H Embellishments: o Candle die cut (Stamps of Life - candles dies) o "Wish!"

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Inclusive Anti-Racist Website: Offering Workshops, Blog Space

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Inclusive Anti-Racist Website: Offering Workshops, Blog Space

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ACE Makerspace: Making is for everyone!

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The Makerspace Manifesto says, "We're not about winners and losers...We help one another do better. Be open, inclusive, encouraging, and generous in spirit."

URL