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Code the Forecast is a Grade 4 makerspace coding station where students create a digital thermometer using a Microsoft MakeCode and a Micro:bit. Students will code their device to measure and display the highest and lowest temperatures recorded throughout the day.

Materials

Micro:bit devices

USB cables

Laptops or tablets

Internet access

Microsoft MakeCode

Design Challenge

Create variables to track the highest and lowest temperatures recorded

Use a forever loop to continuously update the temperature readings

Program Button A to display the minimum temperature

Program Button B to display the maximum temperature

Test the thermometer by changing the temperature around the Micro:bit

Ontario Curriculum

Grade 4 Mathematics

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

Grade 4 Science and Technology

A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems

Questions

How did coding help you track temperature changes throughout the day?

What challenges did you face while creating or debugging your thermometer code?

How could your weather station be improved to collect more weather information?

References

https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology/grades/grade-4/a/a3

https://microbit.org/projects/make-it-code-it/max-min-thermometer/?editor=makecode

Sarah

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The original Pretzel Crisps ad says, "You can never be too thin," reinforcing diet culture and the belief that thinness equals worth and success. I changed the slogan to "You can never be too human" to challenge beauty standards and diet culture and of unhealthy ideals. The overall message is that our worth should not be based on our appearance. From a Kruger perspective, advertisements often use persuasion to create insecurities and influence behaviour. This piece encourages viewers to question those messages and recognize their value beyond body size. - sarah

Sharp, G. (2010, August 9). Public resistance to an ad campaign. Sociological Images. https://thesocietypages.org/socimages/2010/08/09/public-resistance-to-an-ad-campaign/

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For my activity "Program the Path" I would laminate floor grids (for example 5x5 squares), and arrow direction cards. I would allow the students to make obstacle tiles with a theme of their choice, design the goal that the path is leaded to, and their character token.

The materials would be arrow cards, grid mat, laminator, art supplies, character tokens, obstacle cards, and a goal point card.

Design a path that moves your character from the starting square to their goal point, show an example of a loop/how it can be debugged, add obstacles, character tokens, and goal point, show how your code could use fewer steps to get the character to the goal point quicker.

Ontario Grade Four Coding Connection - D1.1: Solve problems and create computational representations using sequencing, events, loops, and conditionals. D1.2: Read and alter existing code to improve efficiency and outcomes. D2.2: Use design-thinking processes to plan and create solutions.

Reflection Questions: Which part of your algorithm needed the most debugging and why? How did using loops change the efficiency of your code? What strategy helped your group collaborate successfully?

Here are some pre-work activities that will help gain mastery: https://www.pearsoncanadaschool.com/content/dam/websites/pearson-canada-school/assets/mathology/documents/correlations-and-planning-tools/4/activity-kit-linemasters/Patterning-and-Algebra/mtr4_p3_blm2.pdf

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Five of My Interests:

Animals (the picture is one of my cats Cosmo)

Stationary

Trashy reality TV

Thrifting

Music

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For my Research 1 course last semester, I completed a literature review on Universal Design for Learning (UDL) and how it can be reconceptualized through intersectional, justice‑oriented frameworks. In that work, I argued that UDL is often reduced to a checklist, even though the framework is meant to anticipate learner variability through multiple means of engagement, representation, and expression. I also wrote that unlike simple “representation,” multimodal transduction emphasizes transformation: when learners shift meaning across modes, they reshape knowledge according to each medium. Those ideas continue to shape how I think about technology, inclusion, and accessibility.

When I consider how technology can support the UDL Guidelines, I see it as most powerful when it expands students’ communicative possibilities rather than reinforcing normative expectations. Tools like captioning, speech‑to‑text, translation software, collaborative digital platforms, and multimodal creation tools allow students to choose the modes that best align with their cultural, linguistic, sensory, and embodied ways of knowing. Technology can become a way to operationalize UDL’s emphasis on identity, belonging, and relational access, rather than simply offering more “options.”

My literature review also helped me understand how meaning shifts across modes. Video highlights embodiment and gesture; audio captures tone and emotion; images emphasize spatial relationships; written text supports precision; and signed languages reveal visual‑spatial reasoning. Technology amplifies these shifts by giving students the ability to design, "remix", and translate ideas across modes.

Ultimately, the biggest insight I gained is that technology only supports inclusion when it is guided by justice‑oriented frameworks. When UDL is paired with disability justice, DisCrit, and culturally sustaining pedagogy, technology becomes a tool for relational access, cultural thriving, and communicative justice rather than a neutral add‑on.

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By Alissa, Betty, Janice, Jeffrey, Kianna

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prototype of what a structure of cups can look like after coding is complete 

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Unplugged Cup Coding

Unplugged cup coding is an opportunity for students to practice their coding skills without the use of technology. The aim is to create a structure using cups, and creating a code for this structure to make it possible for a peer to recreate this structure by only using the code.

Materials:

Paper

Pen

5-10 plastic or paper cups

construction paper cut into equal strips half the diameter of the cup (at least 2 colours)

Design Challenge:

Find a partner

Use the strips of construction paper by placing them side by side against a wall, so that each strip is partly against the wall and partly on the table or flat surface. This will be your grid.

Each strip should be half the size of the cup diameter

Here is the key to cup movements:

pick up the cup (upward arrow)

put the cup down (downward arrow)

move the cup forward (forward-facing arrow)

move the cup backwards (backward arrow)

flip the cup over (curved arrow facing upwards)

Now create a structure using the cups and write down each step you made with the cup to create your structure (using only the arrows). What you have written on the paper is the code.

Give your code to your partner, who is the computer receiving the code, so they can recreate the cup structure on the grid using only the code.

Reflection Questions:

1. Did your partner succeed in re-creating your cup structure?

2. Did you discover any errors or difficult steps in your code?

3. Is there anything you would do differently next time? Would you make your code easier or more difficult?

Grade 4 Curriculum Connections: C3. Coding

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2  Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

References:

Cube For Teachers. (n.d.). At-home activity: Coding without computers [Video]. YouTube. https://www.youtube.com/watch?v=ZQ_KeOQi2Cs

Ontario Ministry of Education. (n.d.). C3. Coding. Ontario elementary mathematics curriculum, Grade 4. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

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Name of Station:

Let's Make Cake

Materials:

Felt cake pieces (layers, icing, toppings)

Recipe/code cards

Laminated coding symbols

Dry-erase markers

Storage bins

Optional: tablet for photographing creations

Design Challenge:

Create a coded recipe card for a felt cake.

Use clear sequencing instructions.

Exchange your card with a partner.

Follow the code exactly to build the cake.

Test for errors and debug instructions if needed.

Improve the recipe card and try again.

Curriculum Connection:

Grade 2 Mathematics – Coding
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and concurrent events

C3.2 read and alter existing code, including code that involves sequential and concurrent events, and describe how changes to the code affect the outcomes

Questions:

What part of your code worked well?

What errors did you find and how did you fix them?

How could you improve your recipe card so another student could follow it more easily?

References

https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g2-math/strand-c/c3

image: https://creativepark.canon/en/contents/CNT-0029703/index.html

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Kruger Subvertisement, They Caught Us All

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Kruger Subvertisement, They Caught Us All

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My subvertisement critiques consumer culture and the power of media brands in everyday life. I chose an image of multiple Pikachu mascots walking through a city because it blurs the line between entertainment, advertising, and public space. The phrase "They caught us all" reverses the famous Pokémon slogan and suggests that consumers are often influenced by powerful brands through nostalgia and marketing. The piece highlights how media franchises can become deeply embedded in people's identities and experiences. While Pokémon is associated with childhood memories and enjoyment, it also demonstrates how corporations can transform emotional connections into long-lasting consumer relationships.

Themes in relation to this:

Consumerism

Branding and advertising

Nostalgia marketing

Childhood and growing up

Corporate influence on identity

Popular culture

Media influence

Consumer culture

Also here is where I got the idea, because Pokemon cards have been blowing up these past 5 years, check this out: https://medium.com/@j4suh/pack-addiction-how-pokemon-cards-hijack-your-brains-reward-system-ef4e66d2a4a1

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Personalized Content Feed

An article about Neon Genesis Evangelion and why it is still discussed today. A lot of people see it as an anime about giant robots, but what I find interesting are the themes of identity, loneliness, self-worth, and understanding yourself. It is the kind of story that stays with you long after you finish it.

An Overwatch 2 update or feature on the game. Overwatch is honestly one of those games that can be really addicting, but I also like how diverse it is. The characters come from all over the world and the maps are inspired by different countries and cultures, which makes the game feel more interesting than just a typical shooter.

A music recommendation page or playlist that explores different genres. I listen to pretty much everything, so my recommendations would probably be all over the place. One day I am listening to movie soundtracks, the next day indie music, classic rock, hip-hop, or something completely random.

A virtual museum exhibit or article about historical artwork. I love looking at older paintings and artwork and thinking about the stories behind them. Even if I do not know much about the artist, I still find it interesting to see how people expressed themselves through art hundreds of years ago.

A surprise recommendation about some random niche topic. I am always falling into YouTube rabbit holes and learning about things I never expected to care about, so this would probably end up being the recommendation I spend the most time looking at.

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5 Signals/Interests About Me

Reading (psychology, philosophy, and anything interesting honestly anything)

Movies (Especially mind blowing ones like Interstellar)

Video games and anime

YouTube documentaries and deep dives

Education and teaching

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Materials

Computer or Chromebook

Internet access

Scratch

Pencil and planning sheet

Headphones (optional)

Design Challenge. Students will:

Create a math-themed escape room in Scratch.

Program at least 3 locked doors or challenges.

Include multiplication, division, or other Grade 4 math questions.

Use variables to track progress.

Add messages for correct and incorrect answers.

Create a winning screen when all challenges are completed.

Test and debug the game.

Curriculum Connection (Grade 4 Ontario Mathematics)

B1. Coding

B1.1 Create basic code by decomposing situations into computational steps and algorithms.

B1.2 Read and alter existing code involving sequential events and simple loops.

B1.3 Design and write code to solve problems and create interactive computational artifacts.

Number

B2.2 Recall and demonstrate multiplication facts up to 10 × 10 and related division facts.

Reflection Questions

1. How did coding help you create a math challenge for others?

2. What mistakes did you find while testing your game?

3. How could you make your escape room more challenging or engaging?

References:

https://scratch.mit.edu/

https://www.dcp.edu.gov.on.ca/en/math

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This subvertisement challenges the common media message that happiness, confidence, and healing can be achieved through consumption. Advertisements often encourage people to shop when they feel stressed, lonely, or unhappy, suggesting that buying products will improve their lives. By using the phrase “You are not healed by shopping,” I expose the hidden ideology of consumer culture, which links personal well-being to spending money. Inspired by Barbara Kruger’s style, the bold text and striking visual contrast encourage viewers to question these messages. The work highlights how consumerism can affect social relationships and self-worth by promoting material solutions to emotional needs.

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This project is an excellent way to integrate coding into the Grade 6 curriculum using technology. It is budget-friendly and uses the BBC microbit software (that was introduced in our science class). The students will construct a “bot” frame out of paper or cardboard and then attach rotation motors that are programmed through the microbit, using software like Microsoft MakeCode.

Materials:

Microbit

Expansion board

Rotation servo motors

Cardboard or cardstock

2 AA batteries

Glue, tape

Design Challenge:

1. To start, students will set a variable for the motor speed

2. Use button A, to set a forever loop

3. Ensure that the left motor is set to spin forward, while the right motor is set to reverse so that the robot turns right for 0.5 seconds

4. Repeat this loop pattern four times to complete the shape

Ontario Curriculum:

C3.1 solve problems and create computational representations of mathematical situations by writing and executing efficient code, including code that involves conditional statements and other control structures

C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code

Questions:

How can you change this coding loop to make another shape?

How might your bot be created using different materials?

What could this type of robot do to help improve our everyday lives?

References:

Lowe, Stu. (2021). Coding with micro:bit - Part 1 - Introduction. https://www.youtube.com/watch?v=hr8O_pslp8Q

Ontario Ministry of Education. (n.d.). Grade 6 Curriculum and Resources. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g6-math/strand-c/c3#coding-skills

I made this for grade 6 before realizing that this should be grade 4 (oops).

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Overview

This coding station introduces Kindergarten students to coding through a familiar story: the Gingerbread Man!  Students use coding cards to create a sequence of instructions that helps the Gingerbread Man travel across a map from the starting point to the river while avoiding obstacles. Through planning, testing, and revising their code, students develop problem-solving, sequencing, and debugging skills.

Materials

Gingerbread Man coding board

Gingerbread Man character piece or token

Coding cards (forward, turn left, turn right)

Recording sheet (optional)

Pencils or markers

Design Challenge

Examine the coding board and identify possible pathways.

Use coding cards to create a sequence of instructions.

Test their code by moving the Gingerbread Man across the board.

Change/debug their code if the character reaches an obstacle or moves in the wrong direction.

Revise and retest their instructions until they successfully reach the finish.

Create a new challenge for a partner by adding obstacles or changing the route.

Curriculum Connections

Kindergarten: Strand B. Problem Solving and Innovating

B11.1 Use directional and positional language to create and follow instructions involving movement

B11.2 Test and refine instructions

B11.3 Communicate and record step-by-step instructions using symbols, words, or pictures

B12.2 Make predictions and observations while exploring, investigating, and designing.

B12.4 Draw conclusions and communicate results.

Reflective questions

1. Did your code work the first time? Why or why not?

2. How did you fix your code when it didn't work? What did you learn from making a mistake?

3. How would you make the challenge harder for a friend?

References & Additional Resource

ScratchJr. (n.d.). Creative Coding for Young Children. https://www.scratchjr.org

Ontario Kindergarten Curriculum (2026)

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Analogue Tetris is a three-person makerspace challenge of my own devising that adapts the classic video game into an engaging IRL coding activity. In this version, one player is tasked with moving the familiar geometric elements of Tetris (here cut out of construction paper) from the top row on a graphed sheet of paper, to the next available row – rotating and maneuvering those elements from left to right as needed (and possible, within the constraints of a growing pile of elements at the bottom of the page) – with all movements proceeding step by step, so that a second player can translate them into a simple code plotting the moving elements by colour, position, and orientation. Player 1 can only move one element per “step,” with all other elements at play (not yet static at the bottom of the page) proceeding one square down in the same step. A third player attempts to interfere with the first player’s navigation by adding a new element every fourth “step” – choosing which new element to add to the sheet’s top row, and in which column and initial orientation. The rival goals of the game are for a) Player 1 to achieve 5 solid rows of elements (with no gaps) before the graph paper is filled with elements; b) for Player 3 to foil Player 1’s success. The game teaches basic coding as a record of “sequential, concurrent, repeating, and nested events” (Ontario Grade 4 Mathematics Curriculum C3.1), as well as predictive (D2 Probability) and spatial reasoning (especially, E1.2 and E1.3 Location and Movement (Coding Space & Transformations). For copyright reasons, this game could be modified in both name and the shape of its elements – but I’ve kept them close to the original video game in this prototype J

Curriculum connections (Grade 4 Mathematics):

Coding Skills

C3.1

solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

Probability

D2.1

use mathematical language, including the terms “impossible”, “unlikely”, “equally likely”, “likely”, and “certain”, to describe the likelihood of events happening, represent this likelihood on a probability line, and use it to make predictions and informed decisions

Location and Movement

E1.2

plot and read coordinates in the first quadrant of a Cartesian plane, and describe the translations that move a point from one coordinate to another

E1.3

describe and perform translations and reflections on a grid, and predict the results of these transformations

Materials:

·      graph paper

·      multi-colour construction paper

·      scissors

·      pencil

·      clipboard

Questions:

·      After trying your hand at being all three “players” in this game, which was the most challenging, and why?

·      As Player 1, were you able to achieve 5 solid lines of elements on the sheet; if not, what would you do differently next time?

·      As Player 2, how did you approach the task of translating the changing locations and movements of geometric elements into a written code; would you approach the task differently if you played again?

Further reading:

Mitzel, L., & Spanier, M. (2014). Activities for students: The geometry of Tetris. The Mathematics Teacher, 108(1), 58–63.

Serrano-Baena, M.M., Triviño-Tarradas, P., Martínez-Jiménez, E., & Ruiz-Díaz, C. (2025). GeoBlocks: A game-based approach for teaching geometry in primary education. International Journal of Serious Games, 12(3), 129–147.

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Pixel Art Creators is a makerspace station where Grade 4 students explore how coding connects to pixel art by designing and building a Minecraft Creeper face using Perler beads. Students translate an image into a grid‑based algorithm, then “execute” their code by placing beads according to their instructions. This hands‑on station blends creativity, sequencing, debugging, and computational thinking.

Perler beads (green, dark green, black)

Square Perler bead pegboards

Printed Creeper pixel grid

Coding instruction sheets

Pencils & erasers

Ironing paper + iron (adult use only)

Instructions

Create a written code based off the visual diagram. Write a step‑by‑step code describing bead placement using coordinates.

Use repeating events to identify rows or colour patterns that can be expressed with loops.

Execute your algorithm on the pegboard to build the Creeper face.

Debug your code by testing your instructions. Have a partner “run” your code without accompanying imagery. (Different designs can be engaged to increase difficulty).

Revise by adjusting your code to improve clarity or efficiency.

Grade 4 Mathematics Curriculum Connections

C3.1 / Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2 / Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Reflective Qs

1. What patterns did you notice in the Creeper design, and how did they help you write efficient code?

2. Which part of your code was the hardest to describe, and what strategy helped you break it into smaller pieces?

3. What mistakes did you find while debugging, and how did fixing them change the final outcome?

References

Ontario Ministry of Education (2020). The Ontario Curriculum, grades 1-8: Mathematics (2020). Government of Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

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Students will be responsible for designing a safe and efficient city intersection. Using coding cards and physical materials, they will create, test, and improve algorithms that control traffic lights, pedestrian crossings, and vehicle movement. This strengthens problem solving skills, builds communication skills all while allowing students the opportunity to explore coding through real-world applications.

Materials:

Large cardboard/poster board(city roads)

Toy Cars

Small Lego Figurines (pedestrians)

Red, yellow, and green construction paper circles for traffic lights

Algorithm instruction cards (go, stop, turn, change light/timer)

Arrow cards (forward, turn)

Loop cards (repeat)

Pencils and recording sheets

Design Challenge:

In groups of 3 students will:

Build a four-way intersection.

Create an algorithm that controls traffic flow.

Use coding cards to represent instructions.

Test the sequence using toy cars.

Record your algorithm on the planning sheet.

Add a pedestrian crossing (for an additional challenge if wanted)

Identify and fix traffic jams or collisions.

Improve the design to allow more cars to move efficiently.

Exchange algorithms with another group and test their designs.

Curriculum Connections:

Ontario Mathematics Curriculum Grade 4

Strand C3. Coding

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Reflection Questions

1. What was the most challenging part of this activity? Why?

2. How did coding this traffic stimulation help you relate to your own lived experiences?

3. How did you know your code was successful? How did you know there was an error?

4. What changes needed to be made when the pedestrian crossing was added? Why?

References

Ontario Ministry of Education. (2020). The Ontario Curriculum, grades 1-8: Mathematics (2020). Government of Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

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*I did this activity in a real kindergarten classroom as part of my application for OISE :)

Name of Station

CodeAmaze - “Berry Song”

After reading the book Berry Song by Michaela Geode, students will use the technology CodeAmaze to gather their berries and reach home. Students will use arrow cards, addition, and understanding of direction to get their figurine home. Students map out their direction using arrow cards, tap the cards onto the scanner, press start and watch their figurine move in the path they’ve chosen.

Materials

Berry Song book

CodeAmaze (includes arrow cards and figurine)

Cut outs of berries/home/obstacles pasted into desired spaces

Design Challenge

Before you go home you must gather the berries to bring back to your family!

Determine the direction you will take using the arrow cards (e.g., 3 spaces right → → → , 1 space up, etc.)

Check your work

Scan your cards in the correct order

Press play

Watch your figurine take its route

Did you gather all your berries and make it home? Or did you run into obstacles and take the wrong turn?

Curriculum Connection

This activity connects to Strand B: Problem Solving and Innovating, B11.3 in the Kindergarten Ontario Curriculum. B11.3 states students will, “communicate and record step-by-step instructions using symbols, words, or pictures.”

Questions

How did you decide which way your figurine should move to collect the berries?

What happened when your figurine reached an obstacle? What could you do differently next time?

How did using the arrow cards help your figurine get home?

After reading Berry Song by Michaela Goade, students participate in a hands-on coding challenge inspired by the story. Children help a figurine gather berries and return home safely by creating a path using CodeAmaze arrow cards. Students use directional language and sequencing skills to plan their route, scan their cards into the device, and watch their figurine follow the programmed instructions.

As students test their routes, they observe whether their figurine collects all the berries, avoids obstacles, and reaches home. If the path does not work as planned, students are encouraged to revise their sequence and try again. This process introduces young learners to important coding concepts such as sequencing, prediction, and debugging in a developmentally appropriate and play-based way.

As Stornaiuolo & Nichols, (2020) states, "Failure is to be expected and celebrated, a crucial part of the tinkering, iterating, and designing process" (p.126). This connects to my activity because as students test their CodeAmaze route, they may hit an obstacle, miss a berry, or fail to reach home. Rather than viewing this as a mistake, the activity encourages students to revise their sequence of arrow cards and try again. This process of testing, identifying errors, and improving their route reflects the idea that failure is an important part of learning, problem-solving, and design.

The activity supports Kindergarten expectations in mathematics and computational thinking by providing opportunities to explore spatial relationships, describe movement, and create sequences of instructions. By connecting storytelling, coding, and problem-solving, students develop foundational computational thinking skills while deepening their understanding of the text in an engaging and meaningful context.

Reference:

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132).

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Students will use Scratch to create a simple game where an animal must navigate obstacles to reach a rescue shelter. Students will code movement, create obstacles, and test their game to make sure it works. Through trial and error, students will practice problem-solving, creativity, and computational thinking while designing their own unique rescue adventure.

Prototype

Materials

Computers or iPads

Scratch

Paper and pencils for planning

Design template/worksheet

Design Challenge

Students will:

Choose an animal character

Design a rescue course with at least 3 obstacles

Program movement using arrow keys

Add a start and finish point

Test their game

Debug any coding errors

Allow a classmate to play and provide feedback

Revise their game based on feedback

Curriculum Connection (Grade 4)

B1.3 Create and investigate computational representations of simple problems and design solutions using coding concepts, including sequence, repetition, and events.

B1.4 Use a software program or application to plan, create, and test a coded solution for a problem.

Reflective Questions

1. What was the most challenging part of coding your game?

2. How did you solve a problem when your code did not work as expected?

3. If you had more time, what would you add or improve?

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Hop, Skip, Code! is an unplugged makerspace station where Kindergarten students explore early coding concepts through movement and play. Students create a sequence of actions (e.g. jump, clap, spin, stomp) using a hopscotch grid. They then follow their own code (or a peer's code) by physically moving through the path. By combining physical activity with coding concepts, students explore sequencing, patterns, and coordination in a hands-on way. This activity also supports deep learning by encouraging creativity, collaboration and problem-solving through movement.

Materials

Chalk or tape (for grid)

Movement/direction cards (jump, spin, clap, stomp, forward, backward etc.)

Floor space

Design Challenge

Create a hopscotch path using at least 5 movement symbols

Arrange movements in a sequence

Follow your code (or a peer's)

Test and revise (if needed)

Kindergarten Curriculum Connections

Strand B. Problem Solving and Innovating

B11.1 Use directional and positional language to create and follow instructions involving movement

B11.2 Test and refine instructions

B11.3 Communicate and record step-by-step instructions using symbols, words, or pictures

Strand C: Self-Regulation and Well-Being

C18.1 demonstrate spatial awareness in activities that require the use of large muscles

C18.2 demonstrate control of large muscles with and without equipment

C18.3 demonstrate balance, whole-body and hand-eye coordination, and flexibility in movement

Reflection Questions

What happened when you changed the order of the movements?

How do you know if your code worked or needed fixing?

Which movement was the most fun or challenging? Why?

References

Brown, Brooke. [@teachoutsidethebox]. (2024, December). Hop Scotch Coding is my favorite unplugged interactive activity [Video]. Instagram. https://www.instagram.com/reels/DDLiiBMxFMc/

Ontario Ministry of Education and Training (2026). The Ontario Curriculum : Kindergarten, 2026. King's Printer for Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten/grades/jk-sk

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My subvertisement critiques the culture of social media validation. The image of a girl doing her makeup while looking at her phone reflects the pressure to carefully manage both appearance and online identity. The phrase “I post therefore I exist” suggests that social media can make people feel as though their value depends on being seen, liked, and acknowledged by others. The hidden ideology behind this messaging is that visibility equals worth. Inspired by Barbara Kruger’s style, this piece highlights how social media can shape one's self-esteem and relationships by encouraging people to seek constant validation and approval from online audiences.

iStock. (n.d.). Girl doing makeup mirror [Photograph]. iStock by Getty Images. https://www.istockphoto.com/photos/girl-doing-makeup-mirror

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My subvertisement critiques the culture of social media validation. The image of a girl doing her makeup while looking at her phone reflects the pressure to carefully manage both appearance and online identity. The phrase “I post therefore I exist” shows how social media can make people feel as though their value depends on being seen, liked, and acknowledged by others. The hidden ideology behind this messaging is that visibility equals worth. Inspired by Barbara Kruger’s style, this piece highlights how social media can shape one's self esteem and relationships by encouraging people to seek constant validation and approval from online audiences.

iStock. (n.d.). Girl doing makeup mirror [Photograph]. iStock by Getty Images. https://www.istockphoto.com/photos/girl-doing-makeup-mirror

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What a structure of cups can look like after coding is complete 

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Unplugged Cup Coding

Unplugged cup coding is an opportunity for students to practice their coding skills without the use of technology. The aim is to create a structure using cups, and creating a code for this structure to make it possible for a peer to recreate this structure by only using the code.

Materials:

Paper

Pen

5-10 plastic or paper cups

construction paper cut into equal strips half the diameter of the cup (at least 2 colours)

Design Challenge:

Find a partner

Use the strips of construction paper by placing them side by side against a wall, so that each strip is partly against the wall and partly on the table or flat surface. This will be your grid.

Each strip should be half the size of the cup diameter

Here is the key to cup movements:

pick up the cup (upward arrow)

put the cup down (downward arrow)

move the cup forward (forward-facing arrow)

move the cup backwards (backward arrow)

flip the cup over (curved arrow facing upwards)

Now create a structure using the cups and write down each step you made with the cup to create your structure (using only the arrows). What you have written on the paper is the code.

Give your code to your partner, who is the computer receiving the code, so they can recreate the cup structure on the grid using only the code.

Reflection Questions:

1. Did your partner succeed in re-creating your cup structure?

2. Did you discover any errors or difficult steps in your code?

3. Is there anything you would do differently next time? Would you make your code easier or more difficult?

Grade 4 Curriculum Connections: C3. Coding

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2  Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

References:

Cube For Teachers. (n.d.). At-home activity: Coding without computers [Video]. YouTube. https://www.youtube.com/watch?v=ZQ_KeOQi2Cs

Ontario Ministry of Education. (n.d.). C3. Coding. Ontario elementary mathematics curriculum, Grade 4. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

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Spy Code Breakers: Secret Mission Challenge- Vanessa

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Spy Code Breakers: Secret Mission Challenge- Vanessa

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Overview:

Students become secret agents who must complete a series of coding missions to unlock a final secret code. Using a board-game-style pathway, students will decode instructions, run algorithms, and debug errors to complete challenges. This hands-on station builds computational thinking, problem-solving, and collaboration through engaging “spy missions” that increase in difficulty as students progress.

Materials:

Spy Code Breakers game board (printed prototype)

Mission cards (coding challenges)

Code cards (arrows, jump, repeat, steps)

Debug cards (fix/error cards)

Tokens (spy icons or counters)

Cipher key sheet

Recording sheet + pencil

Optional: tablet or coding app (Scratch or Code.org)

Design Challenge:

Students must:

Follow coded instructions to complete missions

Build correct algorithms using code cards

Use loops (repeat cards) to simplify steps

Debug incorrect sequences

Work through 2–3 missions to unlock the final secret code

Collaborate and explain their reasoning

Curriculum Connection (Grade 4 Mathematics)

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Reflection Questions:

What strategy helped you complete missions successfully?

How did debugging improve your code?

How did using repeat/loops make your solution more efficient?

References

Code.org. (n.d.). https://code.org

Microsoft MakeCode. (n.d.). https://www.microsoft.com/en-us/makecode

Scratch Foundation. (n.d.). https://scratch.mit.edu

Ontario Ministry of Education. (n.d.). Grade 4 mathematics curriculum. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math

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Grade 4 students work in pairs to explore coding concepts without using a computer. One student acts as the programmer and the other acts as the robot. Through writing, testing, and revising instructions, students learn sequencing, loops, debugging, and computational thinking.

Materials

* Floor grid (tape on the floor)

* Direction cards

* Loop cards (Repeat x2, Repeat x3)

* Small treasure objects

* Recording sheet

* Pencil

Design Challenge

* Work with a partner.

* One student is the programmer and one is the robot.

* Create an algorithm to guide the robot to the treasure.

* Test the algorithm.

* Identify mistakes (bugs).

* Revise and improve the instructions.

* Complete the challenge using the fewest instructions possible.

Curriculum Connection

Ontario Mathematics Curriculum – Grade 4

Strand C: Algebra

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and repeating events.

C3.2 Read and alter existing code and describe how changes to the code affect outcomes.

Reflection Questions

1. What bug did you discover while testing your algorithm?

2. How did using loops make your code more efficient?

3. What changes improved the success of your robot?

References

Code.org. (n.d.). Computer Science Fundamentals. https://code.org

Ontario Ministry of Education. (2020). The Ontario Curriculum, Grades 1–8: Mathematics.

Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT Press.

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Grade 4 students become programmers for a busy pizza restaurant! They must create a clear set of coding instructions (an algorithm) that tells a pizza maker exactly how to build a customer's pizza. Students test their instructions with classmates, identify mistakes, and revise their code to improve accuracy and efficiency.

Materials

Paper pizza templates

Paper toppings (cheese, pepperoni, mushrooms, peppers, etc.)

Customer order cards

Algorithm recording sheet

Pencils/markers

Design Challenge

In pairs or groups of 3 choose a customer order card.

Create a step-by-step algorithm for making the pizza.

Exchange instructions with another group.

Follow their algorithm exactly.

Check whether the finished pizza matches the order.

Identify any bugs or missing steps.

Revise and improve the algorithm.

Create a more efficient algorithm if possible.

Curriculum Connections

Strand C: Algebra – Coding

C3.1: Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

C3.2: Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes

Reflection Questions

1. Which step in your algorithm caused the biggest confusion when another group tried to build your pizza, and what would you change to make it clearer?

2. Did your instructions include every detail needed to build the pizza exactly as shown on the customer order card (such as topping placement, quantity, or order of steps)? What did you miss or assume?

3. How did testing another group’s algorithm help you understand the importance of sequencing and precision in coding instructions?

References

Computer Science Education Research Group. (n.d.). About CS Unplugged. CS Unplugged. https://www.csunplugged.org/en/about/

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics (2020). Government of Ontario. https://www.ontario.ca/page/new-math-curriculum-grades-1-8

Rowsell, J., & McLean, C. A. (Eds.). (2021). Maker literacies and maker identities in the digital age: Learning and playing through modes and media. Routledge.

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This makerspace station invites Grade 4 students to build 3D shapes using straws and clay while thinking like coders. Students will design and write step-by-step “build codes” to construct structures such as cubes, pyramids, and prisms. Through hands-on building and testing, students develop spatial reasoning, problem-solving skills, and an understanding of sequencing and debugging.

Materials:

Straws

Clay/playdough (connectors)

3D shape cards (cube, pyramid, rectangular prism)

Coding cards (Step 1, Step 2, repeat, fix)

Recording sheet + pencils

Design Challenge:

Choose a 3D shape to build (e.g., cube, pyramid)

Use straws as edges and clay as vertices

Write a step-by-step “build code” for your structure

Test your code by building the shape

Identify mistakes (unstable structure, missing edges, etc.)

Debug and improve your instructions

Exchange codes with a partner and try to build their shape

Curriculum Connection (Grade 4):

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating and growing patterns

E1. Geometric and Spatial Reasoning: describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them

Reflection Questions:

1. What problems did you encounter when building your structure?

2. How did you improve your instructions after testing?

3. How does building a 3D shape relate to coding and sequencing?

References:

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics (2020). https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics

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My subvertisement critiques the beauty and skincare industry by exposing how ads often create insecurity in order to sell products. Using a skincare ad-style image, I highlight the way media suggests that beauty is something we must constantly fix, improve, or buy. The phrase “They profit from your doubt” points to the hidden ideology behind these messages: companies benefit when people feel imperfect. Inspired by Barbara Kruger’s style, my work combines bold text with a striking image to challenge dominant beauty standards. This piece sheds light on how media shapes self-image and turns personal insecurity into consumer profit

Image - https://thesequinist.com/confidence-in-your-skin/

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1. Name of Station: Code a Recycling Robot

Students will use block-based coding (e.g., Scratch or MakeCode) to program a virtual robot that sorts waste into recycling, compost, and garbage bins. Through trial and error, students will test and improve their code to make the robot more efficient. The activity combines coding, environmental awareness, creativity, and problem-solving.

2. Prototype (Mock-Up)

 _______________________
|   Recycling Robot 🤖  |
|-----------------------|
| Item → Plastic Bottle |
| [Recycle Bin]         |
| [Compost Bin]         |
| [Garbage Bin]         |
|                       |
| Code Blocks:          |
| IF item = plastic     |
| THEN move to recycle  |
|_______________________|

3. Materials

Computers or tablets

Scratch or MakeCode

Design planning sheet

Pencil and paper

Optional: recyclable materials for an unplugged version

4. Design Challenge

Create a robot that sorts at least 5 different items.

Use conditional statements (if/then).

Test your code and identify any errors.

Improve your program based on testing results.

Share your solution with a partner and explain your coding decisions.

5. Curriculum Connection (Grade 4 Ontario Mathematics)

B2. Coding

B2.1: Create basic code, including sequential and concurrent code, to solve problems.

B2.4: Use coding to represent a mathematical situation and create a computational model.

6. Reflective Questions

1. What challenge did you encounter while coding your robot, and how did you solve it?

2. How did testing your code help improve your final program?

3. If you had more time, what feature would you add to your robot?

7. References

Scratch. https://scratch.mit.edu

Ontario Ministry of Education. The Ontario Curriculum, Grades 1–8: Mathematics (2020)

Code.org. https://code.org

This makerspace station encourages students to think like programmers and designers by emphasizing experimentation, collaboration, and iterative improvement rather than focusing solely on a perfect final product.

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Overview:

Students explore the stages of a frog’s life cycle by programming a robot or using unplugged coding cards to move through each stage in sequence. This activity combines science knowledge with coding, creativity, and iterative design.

Prototype

A grid mat divided into four sections:

Egg → Tadpole → Froglet → Adult Frog.

Students design algorithms with coding cards or robotics to guide movement across the stages, adding visuals or props to represent transformations.

Materials

Small robots (Ozobot, Bee‑Bot, or Sphero)

Coding cards (arrows, loops, conditionals)

Grid mats labelled with life cycle stages

Art supplies (markers, paper, stickers, cardboard)

Tablets/laptops

Design Challenge

Program the robot to travel through each life cycle stage in order.

Debug and refine the robot's behaviour when it misses a stage.

Collaborate to add creative representations at each stage.

Extend by designing alternative life cycles (butterfly, plant).

Curriculum Connection (Ontario Grade 4)

Science & Technology – B2.6 Life Systems

Describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats

Mathematics – C3.2 Coding: Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcome.

Reflective Questions

What did you learn about the frog’s life cycle by coding it step‑by‑step?

How did you fix errors when your robot skipped a stage?

How did you make your life cycle representation unique?

References:

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132). Routledge.

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics. Queen’s Printer for Ontario.

Ontario Ministry of Education. (2007). The Ontario curriculum, grades 1–8: Science and technology. Queen’s Printer for Ontario.

Code.org. (n.d.). Elementary coding resources. Retrieved June 9, 2026, from https://code.org

ScratchEd. (n.d.). Creative coding for classrooms. Harvard Graduate School of Education. Retrieved June 9, 2026, from https://scratched.gse.harvard.edu (scratched.gse.harvard.edu in Bing)

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Overview

Students explore the stages of a frog’s life cycle by programming a robot or using unplugged coding cards to move through each stage in sequence. This activity combines science knowledge with coding, creativity, and iterative design.

Prompt

A grid mat divided into four sections:

Egg → Tadpole → Froglet → Adult Frog. Students design algorithms with coding cards or robotics to guide movement across the stages, adding visuals or props to represent transformations.

Materials

Small robots (Ozobot, Bee‑Bot, or Sphero)

Coding cards (arrows, loops, conditionals)

Grid mats labeled with life cycle stages

Art supplies (markers, paper, stickers)

Tablets/laptops (optional for digital coding)

Design Challenge

Program the robot to travel through each life cycle stage in order.

Debug and refine the robot's behaviour when it misses a stage.

Collaborate to add creative representations at each stage.

Extend by designing alternative life cycles (butterfly, plant).

Curriculum Connection (Ontario Grade 4)

Science & Technology – Life Systems: B2.6

Describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats

Mathematics – C3.2 Coding: Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcome.

Reflective Questions

What did you learn about the frog’s life cycle by coding it step‑by‑step?

How did you fix errors when your robot skipped a stage?

How did you make your life cycle representation unique?

References:

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132). Routledge.

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics. Queen’s Printer for Ontario.

Ontario Ministry of Education. (2007). The Ontario curriculum, grades 1–8: Science and technology. Queen’s Printer for Ontario.

Code.org. (n.d.). Elementary coding resources. Retrieved June 9, 2026, from https://code.org

ScratchEd. (n.d.). Creative coding for classrooms. Harvard Graduate School of Education. Retrieved June 9, 2026, from https://scratched.gse.harvard.edu (scratched.gse.harvard.edu in Bing)

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A makerspace where students engage in a hands-on “coding” activity through knitting. Students use a simple stitch pattern to create and test an algorithm. The learning goal is to help students understand sequencing, repetition, loops, conditions, and problem-solving in a tangible way. Students work collaboratively and reflectively to test, debug, and modify their “code,” building not just coding skills but also perseverance and creativity.

Materials:

Knitting needles

Yarn (multi-coloured)

Pattern

Students Will:

Follow simple knitting patterns as step‑by‑step “algorithms.”

Practice basic stitches (knit and purl) to build sequences.

Identify and repeat patterns to understand loops.

Work in pairs or small groups to compare and check progress.

Spot and fix mistakes (“debug”) in their knitting patterns.

Create their own simple stitch pattern using a set of rules and share how it follows those rules.

Explain how their knitting represents coding concepts in their own words.

Reflect on challenges and strategies used during the activity, and record what they learned.

Curriculum Connection:

C3. Coding (Grade 4)
C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.
C3.2  Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Questions:

What strategies did you use when you made a mistake in your knitting pattern, and how is that similar to fixing errors in coding?

How did repeating stitches help you create your pattern, and why is repetition important in coding?

If you could change or improve your pattern, what would you do differently and why?

References:

Sawicki, L. (2017). “Knitting Code: A Programming Primer.” in Medium. https://lorenka.medium.com/knitting-code-a-programming-primer-15211fdb90c2

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132). Routledge

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The "Code, Create, Innovate!" makerspace station allows Grade 4 students to explore coding through hands-on problem-solving, creativity, and design thinking. Students work individually or in groups to complete coding challenges using robotics, digital coding tools, or unplugged algorithms. Through planning, testing, debugging, and improving their designs, students develop computational thinking and collaboration skills while making meaningful connections to real-world problems.

Materials

Chromebook or tablet

LEGO Education SPIKE Essential kit

Scratch or Code.org

Coding mats/grid boards

Unplugged coding cards

Cardboard, paper, tape, markers, craft sticks

Whiteboard and dry erase markers

Student design journal

Students will:

Design and code a robot to complete a task or solve a problem.

Create an interactive story or game using Scratch.

Build a maze and program a robot to navigate it.

Use unplugged coding cards to create an algorithm.

Test, debug, and improve their design through multiple iterations.

B3.1: Identify examples of how coding and computing technologies are used in everyday life.

Reflection Questions

1. How did your algorithm help solve the challenge?

2. What problems did you encounter, and how did you fix them?

3. What would you change if you completed this challenge again?

Scratch Foundation. (2026). Scratch: Imagine, program, share. https://scratch.mit.edu

Code.org. (2026). Elementary school coding curriculum and resources. https://code.org/educate/elementary

Ontario Ministry of Education. (2026). Mathematics. Curriculum and Resources. Government of Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics

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My subvertisement critiques the wellness industry’s messaging that well-being requires participation in expensive, consumer-driven activities. The original advertisement features a woman wearing a red-light therapy mask alongside the slogan, “relaxation made simple.” This reflects the commercialization of self-care, suggesting that wellness can be achieved through the purchase of products and services. My subvertisement challenges this idea by arguing that participation in consumer capitalism is not what makes us well. Instead, true wellness is supported by factors such as strong labour rights and unions, access to benefits and healthcare, public services, green spaces, human connection, movement, and opportunities for rest. Sometimes, simply doing nothing at all is restorative. Through this critique, my subvertisement argues that genuine well-being comes not from purchasing products, but from the conditions that enable people to live healthy, connected, and balanced lives.

-Kathleen

Lavender Life Company. (n.d.) Relaxation Made Simple. Lavender Life. https://lavender-life.com/

Image link: https://share.google/85xUYxbvhSXj7QWB2

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Overview

Cup Stack Coding Challenge introduces students to coding concepts through a hands-on building activity. Students create a cup tower design and write an algorithm (step-by-step instructions) that allows a partner to recreate the structure without seeing the original. Through testing, debugging, and revising their instructions, students develop computational thinking, problem-solving, communication, and collaboration skills.

Materials

Plastic cups

Paper and pencils

Cup Stack Code Sheet

Markers or crayons (optional, for drawing tower designs)

Clipboards or hard writing surfaces (optional)

Design Challenge

Uses at least 6 cups

Can stand independently for at least 10 seconds

Includes multiple levels or patterns

Can be recreated by a partner using only your written algorithm

Curriculum Connection: Mathematics

Strand C: Algebra

C3. Coding (Grade 4)

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2 Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Reflection

1. Were your instructions clear enough for your partner to build the cup tower successfully?

2. What errors did you discover when testing your algorithm?

3. How did revising your instructions improve the final outcome?

References

Canada Learning Code. (2018). Speed Stacker: Unplugged Coding Activity. Retrieved from Canada Learning Code – Speed Stacker. This activity uses cup towers to teach algorithms, debugging, and computational thinking.

Deirdre. (2017). STEM Coding for Kids: Cup Stacking Algorithms. Retrieved from STEM Coding for Kids – Cup Stacking Algorithms. This lesson has students create cup designs and write algorithms to recreate them, closely matching your makerspace activity.

Ontario Mathematics Curriculum (2020)

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Overview:

In groups, students will take on the role of explorers who must safely escape a volcanic island by creating a sequences of coding directions. Using simple arrow cards, students will plan a step-by-step route to avoid lava and reach safety. Once creating their sequence of directions, students will physically test out their code by stepping through each instruction. This hands-on activity builds early coding skills through movement and problem-solving

Materials:

Direction cards (forward, left, right)

Masking tape (for the floor map)

Red paper for lava zones

Blue paper for the “exit”

Recording sheet

Pencils

Design Challenge:

Using the direction cards, build a safe path across the volcano island.

Try out your code on the map!

Stepped in lava? Don’t worry, fix your code and try again.

Once completed the first time, try improving your code to get to the exit using the fewest directions possible.

Curriculum Connection (Kindergarten Curriculum - B11. Coding Skills)

B11.1 use directional and positional language to create and follow instructions involving movement

B11.2 test and refine instructions

Reflective Questions:

1. Were you able to escape the island the first time? What happened?

2. Did moving on the floor help you understand your coding instructions better?

3. Did you and your group all agree on the same path? If not, how did you decide on which instructions to follow?

References:

Ontario Kindergarten Curriculum (2026)

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Overview:
Students will work in pairs to design and code a route that guides a robot through a maze to rescue a stranded animal. Using coding cards or a simple robot such as Bee-Bot (see link below for bee bot website), students will create, test, debug, and improve their algorithm. The activity promotes creativity, collaboration, computational thinking, and problem-solving through hands-on learning.

Materials:

Bee-Bot (or arrow coding cards for an unplugged version)

Maze mat or grid paper (or digital version, see below)

Obstacle blocks

Animal figure or image

Recording sheet

Pencils and markers

Design Challenge:

Program the robot to reach the animal without touching obstacles.

Use the fewest commands possible.

Test your code.

Identify errors and debug your program.

Improve your design by adding new obstacles or challenges.

Explain your coding strategy to a partner.

Curriculum Connection (Ontario Grade 3 Mathematics – Algebra ~Coding):

C3.1

solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events

C3.2

read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes

Reflective Questions:

1. What problem did you encounter while coding, and how did you solve it?

2. How did testing and debugging improve your program?

3. What would you change if you completed the challenge again?

References:

Ontario Mathematics Curriculum (2020)

https://beebot.terrapinlogo.com/

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"You don't need more products to be beautiful" subvertisement by Lulu

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"You don't need more products to be beautiful" subvertisement by Lulu

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My subvertisement aims to challenge the industry's beauty standards, and the constant push to buy a never-ending supply of makeup and skincare products to achieve a certain 'look' or beauty standard. I used Glossier's lipstick advertisement to create a subvertisement that critiques the continuous reminder that people, especially women, need to buy products to look beautiful. Even with the trends of looking 'naturally beautiful' results in products that can help people achieve the natural beauty look. The standards have shifted from being naturally beautiful to getting the natural beauty look. This shift impacts people's thinking into buying beauty and health, rather than partaking in lifestyle choices that promote health, and can therefore result in natural beauty. This subvertisement challenges mindless purchases of products we are tricked into believing we need. I have definitely fallen into this trap in the past.

Reference:

Glossier. (n.d.). Generation G lipstick campaign advertisement [Photograph]. Look. https://look.inc/glossier

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You don’t need more products to be beautiful

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Instagram Likes, the new form of validation. -Molly

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Instagram Likes, the new form of validation. -Molly

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My subadvertisement was created to come off as ironic. Instagram likes and social media intake from a young age has caused many issues for self esteem in recent years. Validation comes from how many likes people get on Instagram and other social media platforms. I find that I even struggle from this sometimes. I found an article from CNN that addresses these issues of the addiction that comes from the validation of Instagram likes. I think that the photo of all the fake likes coming in shows the fakeness of this validation phenomenon and the need to connect back to real life in order to fully heal our self esteem.

Duffy, J. (2021). Instagram’s grim appeal as a silent self-esteem breaker. CNN Health. https://www.cnn.com/2021/10/05/health/instagram-self-esteem-parenting-wellness

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Instagram likes are the only form of validation

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This message is designed to highlight that the hearts and likes we see on instagram cannot equal the love and hearts we experience in real life. Although this may seem kind of cringe, and simple, I think it can stand as an important reminder for myself and consider the social issues that arise with this thinking. Although social media is not all bad, I do believe it often makes me turn inward and takes me away from turning outward towards caring for and connecting with others.

Adobe Stock. (n.d.). Likes Instagram images – Browse stock photos, vectors, and video. Adobe. https://stock.adobe.com/ca/search?k=likes+instagram

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This message is designed to highlight that the hearts and likes we see on instagram cannot equal the love and hearts we experience in real life. Although this may seem kind of cringe, and simple, I think it can stand as an important reminder for myself and consider the social issues that arise with this thinking. Although social media is not all bad, I do believe it often makes me turn inward and takes me away from turning outward towards caring for and connecting with others.

Adobe Stock. (n.d.). Likes Instagram images – Browse stock photos, vectors, and video. Adobe. https://stock.adobe.com/ca/search?k=likes+instagram

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My subvertisement critiques the fast fashion industry and the culture of constantly purchasing new clothing trends. By adding the phrase, "trendy today, landfill tomorrow," I highlight the hidden environmental costs behind inexpensive, trendy clothing. The overall message is that fast fashion, such as the brand Shein encourages consumers to buy more than they need, resulting in large amounts of textile waste when items are quickly discarded. Specifically, fast fashion causes severe environmental damage through resource depletion, toxic pollution, and catastrophic textile waste. This subvertisement sheds light on the social issue of unsustainable fashion consumption by challenging the idea that low prices and frequent sales are harmless, encouraging viewers to consider the environmental impact of their clothing choices.

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My subvertisement looks at the hidden surveillance behind the convenience of digital technology. It challenges the idea that apps and online services are simply helpful and free, showing how they often collect and track our personal information instead. By placing the phrase “Convenience is watching you” over an image of a smartphone displaying a location-tracking notification, I wanted to show how data collection has become a normal part of everyday life. Inspired by Barbara Kruger’s visual style, this piece highlights the issue of digital privacy and encourages viewers to think about how much information they share online and who has access to it.

Reference

Duke Today. (2025, January 28). Yes, you're being watched on the internet. Duke University. https://today.duke.edu/2025/01/yes-youre-being-watched-internet

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Your worth is not defined by looking young

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Your worth is not defined by looking young

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Many brands make money by trying to sell products that promise to bring back your youth. They capitalize on the fear of aging. Especially for women, this idea is constantly reinforced everywhere in media. Wrinkles are framed as something bad or undesirable, something that needs to be fixed. I wanted to interrupt this L’Oréal ad and push back against its message that looking youthful and wrinkle-free equals worth. This subvertisement calls attention to how beauty standards are constructed and how media plays a powerful role in shaping the way we see ourselves and our value.

L’Oréal Paris. (n.d.). Revitalift Triple Power Anti-aging Moisturizer [Advertisement] https://www.amazon.ca/LOreal-Paris-Revitalift-Anti-Aging-Moisturizer/dp/B008EKY8VK?th=1

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My subvertisement challenges the fantasy of effortless transformation promoted by Ozempic ads. By overlaying the phrase “Magic Has Side Effects,” over the original “Yo Ho Ho It’s Magic,” I've explored how weight‑loss marketing disguises risk as enchantment. This work highlights a broader social issue: the medicalization of body image, weight loss and the pressure to conform to narrow beauty standards. The hidden ideology is the belief that pharmaceutical weight loss drugs can “fix” bodies instantly. Drawing on Kruger’s critique of power and persuasion, the piece created interrupts the ad’s seduction and forces viewers to confront the politics embedded in wellness culture.- Julie

Reference:

Ozempic. (2023). Yo Ho Ho It’s Magic

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This subvertisement critiques the technological progress ideology often found in smartphone advertising. Many ads suggest that newer means better, more advanced means more valuable, and that last year’s device is already outdated. By covering the phone with an excessive number of cameras, I exaggerate this message to show how unrealistic it can become.

The phrase “Never advanced enough” highlights how consumer culture encourages us to keep upgrading, even when our needs have already been met. The overall message is that constant technological advancement does not necessarily bring satisfaction. Instead, it can create a cycle of endless consumption and perceived obsolescence.

Picture source:

Samsung Electronics. (2026, July 25). Samsung Galaxy S26 series and Galaxy Buds4 series now available worldwide [Promotional image]. Samsung Newsroom. https://news.samsung.com/global/samsung-galaxy-s26-series-and-galaxy-buds4-series-now-available-worldwide

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I found it funny (and very sad) that Google’s AI platform, Gemini, is parading under the header of “supercharge your creativity,” as if Gemini and platforms like it aren’t contributing to, or even directly causing creativity’s death. It’s a common conversation I find myself having regarding AI, especially in the context of education: students can no longer write for themselves, think for themselves, create for themselves, or go through the uncomfortable process of trying and failing. Everything, under Gemini’s banner, must be supercharged, and perfect, to its own self-set standards. I’ll be honest—I couldn’t think of a single advertisement on which to do this assignment. So in a very unlike-me type move, I asked AI for ideas!!! And what did it suggest of course? “You could critique advertisements for AI bots.” How original! An uncreative, self-referential feedback loop. -Juliana

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When discussing subvertisements, I immediately thought of the viral "friend" ad campaign in the NYC subway. Almost overnight, every ad was defaced with messages like "AI is not your friend," "This is Surveillance," and "AI does not care if you live or die." The "friend" is a listening device that texts you comments based on your conversations. At its best, the underlying ideology here is techno-solutionism. At its worst, it is predatory technocapitalism. Regardless, at its core, this is an egregious case of AI surveillance. We are in the midst of a loneliness epidemic (Office of the Surgeon General, 2023), and this product attempts to exploit and profit from that. To shed light on the issue, I placed the words “won’t prey on your isolation” over the advert to make its threat explicit. By illustrating the marauding nature of this so-called “friend,” I hope to shed light on how tech companies can exploit emotions for profit.

References

Office of the Surgeon General. (2023). Our Epidemic of Loneliness and Isolation:The U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and Community. U.S. Department of Health and Human Services. https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf

Sit V. (2025, October 3). With a Friend like this, who needs enemies? The Verge. https://www.theverge.com/column/791010/optimizer-friend-ai-companion-wearables

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1. Baseball (the Blue Jays have my heart)

2. Travel (I really want to go to New Zealand next!)

3. Reading

4. Coffee

5. Arts & Crafts (I am crocheting and bedazzling the most these days)

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Your flaws fund their profits - Vanessa 

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Your flaws fund their profits - Vanessa 

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The overall message of my subvertisement is that beauty companies often profit by making people feel insecure about their appearance. The phrase “Your flaws fund their profits” challenges the idea that beauty products are necessary to achieve confidence, worth, or acceptance. By placing this statement over a beauty advertisement, I expose the hidden message behind the original ad and encourage viewers to think critically about what they are being sold. My subvertisement sheds light on the social issue of unrealistic beauty standards and the pressure people face to change their appearance in order to fit society’s expectations in modern society.

References

BeautypulseLONDON. (2015, January 25). Product review: @officialBbeauty B. Even oil free foundation in Mocha and the B. Creative Pro Face Kit in Dark. BeautyPulse London. https://beautypulselondon.com/product-review-officialbbeauty-b-even-oil-free-foundation-in-mocha-and-the-b-creative-pro-face-kit-in-dark/

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My subvertisement critiques diet culture and the media messages that encourage people to judge their worth through numbers such as weight, body measurements, calories, and clothing sizes. By placing the phrase “Your worth is not a number” over an image of a woman measuring her waist, I challenge the idea that personal value is tied to achieving an ideal body. The image reflects how media and advertising often promote narrow beauty standards while presenting them as normal or desirable. This subvertisement encourages viewers to question those messages and recognize how diet culture can affect self-esteem, body image, and mental well-being.

iStock. (n.d.). Young woman taking measurements of her body in front of the mirror in her bedroom [Photograph]. iStock. https://www.istockphoto.com/photos/woman-measuring-waist

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My subvertisement piggybacks on the dreamy imagery of an advertisement for natural pigments, substituting the original tag with the surrealist imperative to "dream". This intervention knowingly resists the oppositional logic of culture jamming, as presented by Chun (2023), which has, imho, only delivered the resources of media analysis and direct action into the hands of alt-right actors and megacorporations, who now wield it far more successfully than the progressive thinkers and creators who originated this technique decades ago--only now with the aim of undermining scientific consensus and the legitimacy of democratic and egalitarian values and norms. Today, talking back to power seems to have no effect: classic leftist manoeuvres of "unveiling" and investigative journalism seem to to leave an indifferent public unmoved, or, worse, further polarized in the opposite direction. My response to these shifting dynamics is to take my cue from surrealist artists like André Breton and Georges Bataille, who responded to the mythic imagery and narratives of fascist propaganda in the 1930s and 40s--not with factual critique or counterarguments--but with counter-myths intended to galvanize the public around progressive hopes and dreams. As I've voiced previously in other contexts, I think it's actually dangerous to engage with negative representations altogether, and to reiterate my contention from last week, a politics of radical forgetting (forgetting Trump, forgetting MAGA, forgetting hate) may be more effective: oppositional tactics in our current moment only seem to amplify what they set out to resist or undo.

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This subvertisement critiques the pressure of social media validation and how digital platforms shape self-worth through likes, followers, and algorithmic visibility. By reworking a mass-media style image in the tradition of Barbara Kruger, I highlighted how commercial and online culture profits from insecurity while presenting it as “connection” or “self-expression.” The bold text disrupts the original image to expose the gap between curated online identities and lived experience. This sheds light on how social media can distort human relationships by turning attention into currency. It encourages viewers to question what they consume, share, and internalize online.

Image Source:

Farace, S., Villarroel Ordenes, F., Herhausen, D., Grewal, D., & de Ruyter, K. (2025). Standing out while fitting in: Visual design of text overlays in social media communication. Journal of Marketing, 90(1), 132–151. https://doi.org/10.1177/00222429251322773

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This subvertisement critiques the diet industry’s reliance on body insecurity as a marketing strategy. By replacing the original advertisement’s persuasive message with the statement, “Your Insecurity Is Their Business Model,” the image exposes how diet culture profits from convincing people that their bodies are inadequate. The contrast between the idealized body image and the new text encourages viewers to question the motives behind weight-loss advertising. This work sheds light on the social issue of body dissatisfaction, particularly among women, and highlights how media and advertising often exploit insecurities to sell products rather than promote genuine health and well-being.

Sensa Products, LLC. (n.d.). Need to lose 30 pounds? Try Sensa free! [Advertisement]. https://www.ftc.gov/news-events/news/press-releases/2014/01/sensa-three-other-marketers-fad-weight-loss-products-settle-ftc-charges-crackdown-deceptive

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My subvertisement shows how social media and digital technology encourage people to constantly share personal information online. The phrase “Every click reveals you” suggests that even simple actions like liking, scrolling, or posting can expose personal data without people fully realizing it. This image highlights how users are always connected to digital platforms, where their information can be tracked and collected. It critiques surveillance culture and raises questions about privacy and control. It also reflects how many people trade privacy for convenience and social validation. Through bold text and a direct style, the work encourages viewers to think more critically about their online behavior and digital identity.

Picture Reference: Hallam. (2019). A-Z of social media – A social media glossary. https://hallam.agency/blog/social-media-glossary-2/

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My subvertisement critiques dominant messages surrounding wellness culture. While wellness practices can indeed be beneficial (and in my opinion an important aspect of one’s overall health), media often presents wellness as as something that can be bought rather than something shaped by a variety of personal and external factors. My phrase, “healing is not a brand” challenges the commercialization of health and well-being. It highlights how companies often market wellness in ways that require constant consumption of products, services, as well as following routines/lifestyles/influencers and never-ending trends. Media companies and advertisers profit from users’ insecurities and feelings of inadequacy and then provide “solutions.” By placing this phrase over a wellness advertisement, I expose the hidden message that health is often treated as a commodity rather than a human experience. Overall, this subvertisement invites audiences to question who benefits from mainstream wellness culture and whether true well-being can really be purchased in a bottle…

Gray, A. (2025). The health and wellness advertising restriction: How to adapt to Meta's new ad policies. The Graygency. https://thegraygency.com/the-health-and-wellness-advertising-restriction-how-to-adapt-to-metas-new-ad-policies/ Retrieved May 31, 2026.

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By Eddie Ji, Rebecca Milligan, Kate Mei, Di Wang, & Minira Najafzade

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Universal Design for Learning (UDL) is a framework that helps teachers create inclusive learning environments by providing multiple ways for students to access information, engage with learning, and demonstrate their understanding. The three main principles of UDL are Representation, Action and Expression, and Engagement. These principles recognize that students learn differently and that lessons should be designed to support a variety of learning needs and strengths.

As I learned more about UDL, I found that many of its principles connect to what I observed during my practicum. Not all students learned best through the same methods; some needed visual supports, some benefited from hands-on activities, and others preferred discussing their ideas rather than writing them down. UDL helped me understand the importance of providing different options so that all students can participate and succeed. I believe this approach can help create a more accessible and supportive classroom for every learner.

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Infographic on Universal Design for Learning

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1. Skin/Body care

2. Baking (currently obsessed with red velvet cupcakes)

3. Gym

4. Discovering new spots that serve (matcha and bubble tea)

5. Horror/ Thriller movies

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My subvertisement critiques social media validation and the way online judgement can shape a person’s sense of self-worth. The phrase I use, “Your worth lives in judgement,” shows that many people can begin to measure their value through engagement (likes and comments) on such platforms. Since social media plays a big part in our daily lives, the pressure to gain approval through engagement can influence confidence and identity. My subvertisment sheds light on the social issue of validation culture and how constant exposure to judgement online can create unhealthy expectations surrounding self-image.

Photo Reference:

Vedfelt, K. (n.d.). Close-up of hand scrolling on phone at festival. https://www.gettyimages.ca/detail/photo/close-up-of-hand-scrolling-on-phone-at-festival-royalty-free-image/671711967?adppopup=true. Retrieved May 29, 2026,.

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Barbara Kruger Subvertistment Social Media Validation

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This subvertisement deconstructs the psychological manipulation of modern alcohol marketing. By overlaying bold, Barbara Kruger-inspired text onto a black-and-white, idealized beach scene, the piece shifts focus from the Corona beer to the lifestyle it manufactures. The overall message exposes how corporations sell abstract desires like freedom and relaxation to mask the reality of commodity consumption. This intervention sheds light on the social issue of hyper-commercialism, urging viewers to recognize how advertising exploits human vulnerability and tricks us into buying an identity rather than just a beverage.

Reference:

Corona UK [@coronauk]. (n.d.). Posts [Twitter/X profile]. Retrieved May 31, 2026, from https://x.com/coronauk

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1) Hiking

2) Swimming

3) Baking

4) Figure Skating

5) Chocolate Chip Cookies (currently trying to find the best one downtown, tried five places so far)

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1. swimming holes

2. wine / wine bars

3. wedding inspo (I’ve just started using pinterest for the very first time???)

4. knitting patterns

5. easy meal prep ideas because I no longer work at a restaurant and now have to feed myself 3 times a day

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UDL Journal:

(Image made through Canva)

Today we talked about Universal Design for Learning (UDL), and honestly it made a lot of sense to me. The main idea I got from it is that not everyone learns the same way, which seems pretty obvious when you think about it, but schools don't always act like that's true. Everyone has different strengths, interests, and ways of understanding things, so it makes sense that people would need different approaches to learning.

For me, I learn way better from videos and examples than from reading long chapters. Don't get me wrong, I can read when I have to, but if someone gives me a huge textbook chapter, my mind starts wandering after a while. If I watch a video, see visuals, or have someone explain it step by step, I usually understand it much faster. I spend a lot of time on YouTube because there are so many people explaining topics in interesting ways. Sometimes a ten-minute video can teach me something better than twenty pages of reading.

Something else I like about UDL is that it gives students different ways to show what they know. I think that's important because not everyone is good at the exact same type of assignment. Some people are great at writing papers, while others might be better at presentations, videos, artwork, discussions, or hands-on projects. If the goal is to show understanding, then giving students options seems fair.

Technology makes a lot of this possible too. We have videos, podcasts, speech-to-text tools, audiobooks, interactive activities, and so many other resources that can help people learn. Technology isn't perfect, but when it's used well, it can make learning more accessible for a lot of people. I also think UDL helps keep students engaged. It's hard to stay motivated when every assignment looks exactly the same. Having some choice in how you learn or complete a task can make a big difference. People are usually more interested when they can connect learning to their own strengths and interests.

In conclusion, UDL reminds me that there isn't one "correct" way to learn. Everyone is different, and that's completely normal. Giving students more flexibility and more ways to access information can help make learning less frustrating and more enjoyable for everyone.

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A few years ago, I deleted all of my social media accounts. At first, people thought it was weird. "How do you keep up with everyone?" they asked. Honestly, I don't think I'm missing much. Social media is supposed to connect people, but sometimes I think it does the opposite. We spend hours scrolling through carefully edited photos, short videos, and highlight reels of other people's lives. Everything looks perfect, but a lot of it feels artificial. Instead of getting to know people naturally, we're often interacting with a version of them that has been filtered and curated for an audience. I'm not against technology. I use technology every day for school, entertainment, and learning. I love watching movies, reading, playing video games, and especially watching YouTube. What I like about YouTube is the variety. Whether I want to learn something new, watch a documentary, listen to someone discuss a topic I'm interested in, or watch gaming content, there's always something interesting to find. You can tell that many creators put a lot of effort into their videos.

I also enjoy watching Twitch streams. Even though I'm not interacting directly with the streamer most of the time, it feels more authentic than scrolling through endless social media feeds. People are usually just being themselves while sharing something they enjoy.

That said, I think social media can be addictive. Many apps are designed to keep us scrolling for as long as possible. Notifications, likes, and endless content make it easy to lose track of time. If we normalize constantly checking social media in class or during conversations, it becomes harder to stay present and focused.

Research has even found connections between excessive social media use and negative impacts on mental health and well-being. This article from the American Psychological Association discusses some of these concerns:

https://www.apa.org/monitor/2023/09/protecting-teens-on-social-media

For me, real conversations are still the best way to build relationships. I'd rather get to know someone through shared experiences, classes, work, or hobbies than through a social media profile. Technology can be a great tool, but I think it's important to use it intentionally instead of letting it control our attention.

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1. Travel

2. Reading

3. Volleyball

4. Gym

5. Discovering new food spots

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1. Dogs

2. Books

3. Cottage

4. Coffee dates

5. Yoga

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The Universal Design for Learning is an imperative guideline for teachers to follow. As a new educator, I found that the three guidelines were incredibly informative in regards to integrating inclusive, equitable, and diverse teaching to the classroom. I believe that as someone who has bias towards technology, learning this framework helped to reopen my mind to these platforms. According to the UDL, technology helps to include students that have differing abilities in the curriculum. These social and technological platforms help students to integrate their learning via technology in their own way.

What I found the most interesting was the input regarding financially insecure families. I thought that this was a really important aspect to consider in the implementation of technology. Although these accessible platforms are important, it is integral to consider those who do not have access to the internet or technology. I am curious to find out ways that we as educators can help to accommodate these families. I think that it is easy to say that children from financially unstable families should use technology at libraries, but considering the EDI aspect to these guidelines, this might not always be an accessible way around it.

-Molly

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I’m pretty comfortable using online platforms like Zoom, Quercus, Google Classroom, and Brightspace since I use them all the time for school, assignments, and practicum. I also like using Canva and Google Slides to make lessons and activities more creative and visually interesting. I wouldn’t say I’m super into coding or anything really technical, but I’m always open to learning new tools if they can actually help with teaching and make learning more engaging for students.

I think one of the biggest things I bring is creativity and collaboration. I like working with other people, sharing ideas, and finding ways to make lessons feel more interactive instead of just reading off slides all class. At the same time, I still value face-to-face interaction a lot. I think technology is helpful, but I don’t think it should completely replace real human connection, especially in education.

Outside of school, I like watching movies, reading, and playing video games. I also really like YouTube because there’s such a huge variety of content on there and you can really see the effort and creativity content creators put into their videos. I also like Twitch and watching gaming streams because it’s fun and entertaining. However, I honestly don’t like social media and I don’t even have it anymore. I find a lot of social media really artificial and fake, and I don’t think it reflects real life or real connections very well. I’m excited to learn new things in this course and see what everyone else brings in terms of ideas, skills, and experiences.

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1. Travelling

2. Food

3. Cooking

4. Skincare

5. Home decor

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1. Going to the beach

2. Bad Bunny

3. Bubble tea

4. Disney

5. Kayaking

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Arts & crafts, Dance, Romcoms, The Peanuts, Summer patios & picnics

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wildlife, live music, textile arts, documentaries, reading

(photo taken last summer...)

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In reading the guidelines (for the first time), I tried to keep the design intuitive by organizing the information into the three categories outlined in the CAST guidelines: Engagement, Representation, and Action and Expression. I further divided each category into its smaller guidelines on the left side of the poster. This structure allows viewers to quickly grasp the main priorities without needing to read the longer text on the right, which provides more detailed examples of design practices and considerations. I also aimed to keep the poster visually simple in order to minimize distractions and emphasize the essential information (Martin et al., 2025, p. 88).

I especially appreciated the inclusion of guidelines that address biases and systems of exclusion affecting learners both with and without disabilities. Each of the three categories includes actions related to recognizing and addressing bias, highlighting the importance of educators reflecting on their own positionalities when designing learning experiences. Similarly, I like the emphasis on cultivating “multiple ways of knowing and meaning-making” (CAST). To support this, educators must continually reflect on their own assumptions and biases, as well as those embedded within the broader systems in which they teach. Teachers must also remain open to lifelong learning and be willing to learn alongside and from their students. This connects closely to the guideline emphasizing the importance of engaging students with content that is relevant and meaningfully connected to their interests, goals, and communities.

-Kathleen

Martin, M. Wray, & J. Krupa (2025). Effective and culturally sensitive online teaching and learning. Universal design for learning: A critical approach (1st ed.). Routledge.

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1. Travel

2. Books

3. Baking and finding the best bakeries

4. Poetry and doodles

5. Movies from the 2000s

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For my UDL Remix, I created a Canva poster to present the UDL guidelines in a more visually appealing and artistic way. I generally used a neutral colour scheme, apart from the bold red of the brain. This was done to emphasize the brain, as I feel the imagery best aligns with the idea that people engage with and learn content differently, underscoring the need for UDL. Underneath the stylized title is a brief blurb that summarizes the UDL guidelines. It reads:

“Universal Design for Learning (UDL) focuses on fostering learner agency. It does this through purposeful and reflexive engagement, authentic representation, and expressive action. UDL operates through three main categories: Engagement, Representation, and Action & Expression. “Engagement” emphasizes motivating learners, cultivating interest, and sustaining effort. It appeals to various student interests and identities by offering opportunities for choice and autonomy. Engagement also asserts that educators must provide clear goals, appropriate challenges, space for collaboration, and emotional support. “Representation” advocates presenting information in different ways to accommodate diverse learning needs and ensure accessibility. Educators can represent material by designing multiple avenues for student information and language access. They can also scaffold lessons. “Action & Expression” emphasizes allowing students to demonstrate knowledge and skills. It encourages communication and supports self-regulation. This can be modelled through multifaceted, open-ended options for interacting with, organizing, and expressing material. These sections advocate designing multiple means of access, support, and executive-function approaches to best support individual learners in large settings.”

Overall, I believe this poster draws people’s attention and makes the UDL guidelines more “digestible” by presenting them in an eye-catching format. I enjoyed visualizing the information, and I feel it helped me to better understand how UDL can be used to engage all different types of learners in our classrooms. Even a simple task like this helped provide multiple avenues for engagement, representation, and action & expression. I thoroughly enjoyed creating this poster and hope the poster will help people look into/grasp UDL’s key principles and how to apply them.

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1. Bretonian "objective chance", 2. Balzacian flânerie, 3. diverse orders of perceptuality, 4. historically authentic performances of modern and contemporary music, 5. the films of Jacques Rivette (not all of which I've yet seen!)

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1. Go (Chinese board game)

2. News and current events

3. Talk shows

4. Sci-fi movies

5. Reading

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Hiking, Baking, Fashion, Travelling, Classical Music

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Tattoos, Ramen, Pop Culture Jeopardy, Historical Fiction (TV, Movies, Shows, Books), and Racoons

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cooking/baking, thriller movies, fashion, yoga, beaches

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cats, swiss rolls, pinterest, long walks, fantasy books

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camping, puzzles, trying new food, travelling, Arrested Development

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Reflecting on the UDL Guidelines has made me realize that everyone learns differently, and those learning needs can change from day to day. A tool that helps someone focus one day might not be helpful the next, and some learning methods may not work well at all. This is why creating flexible learning environments is so important. The three UDL principles are Representation, Action and Expression, and Engagement, which are all interconnected and work together to support meaningful and inclusive learning experiences.

Technology within UDL design can support equitable and accessible learning environments. Digital tools allow information to be presented in multimodal ways through text, audio, visuals, video, and interactive features, helping to reach a wider range of learners. Accessibility tools such as captions, text-to-speech, audio supports, and visual aids can reduce barriers and make learning more inclusive for students with different strengths and needs. When students feel represented and supported, they are often more engaged and confident in their learning.

I also reflected on how technology supports Action and Expression by giving students multiple ways to communicate their understanding. Learners can express ideas through writing, speaking, drawing, video creation, collaborative digital platforms and more. In my experiences working with students, I have noticed that they are more motivated to learn when they can express themselves in ways that feel comfortable and meaningful. It is important to provide opportunities for students to understand that there are different ways to learn, explore alternative approaches, and develop agency and confidence in their own learning needs.

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By Vanessa

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One thing that stood out most to me in this week's content was the description of UDL as a set of principles to foster learning agency. Now, I found myself wondering what does learning agency really mean and how can I use UDL effectively in my classroom. The first principle is representation, which focuses on multiple ways students can access content in terms of display, but also language as well as design content that is diverse and representative of their students. When I think about applying this principle to my future classroom, I think one of the most crucial components of successful creating learning opportunities that represent the unique identities and needs of my students is to first build relationships with them and get to know them. Without this knowledge and relationship, representation may become a check mark and not actually be relevant to the students in my classroom.

The second principle is Action and Expression. When learning more about this principle of UDL it became evident its main focus is on balance of both supporting students learning while also challenging them without restricting independence or participation. Additionally, I think it is important to be flexible, not only in how instruction is delivered, but also in how students deliver assignments or projects.

The last principle is engagement. Coming back to what I had said earlier about truly getting to know students, I think designing learning that is meaningful and relevant for learnings includes getting to know them and their interests. Considering emotional support also stood out to me, specifically considering not only how students feel, but also consider where their motivation lies and recognizing that this may shift or change depending on what their lives look like.

I have begun to understand that UDL is not just about checking off boxes to support different learning styles, but it stretches beyond and can be used as a tangible framework to meet all learners needs.

-Meagan

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My 5 signals/interests: dogs, Italian food, hockey, soccer, Lord of the Rings

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Is Technology in Education Helping Us Learn—or Just Changing How We Experience Learning? Blog post by: Hanya Saleh

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Is Technology in Education Helping Us Learn—or Just Changing How We Experience Learning? Blog post by: Hanya Saleh

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I’ll be honest—sometimes online learning feels empowering, and other times it feels overwhelming. Between different platforms, notifications, and constantly shifting digital spaces, it can be hard to tell whether technology is actually supporting learning or just reshaping it in more complicated ways.

What I find interesting is that research suggests digital environments don’t just deliver information—they actually shape how we see ourselves as learners. Dreamson (2020) describes online learning spaces as emergent spaces, where identity is continuously formed through interaction, reflection, and participation. In other words, we’re not just consuming content online—we’re becoming different kinds of learners through it.

This connects to broader research on digital education, which shows that learning environments influence identity, engagement, and how students make meaning in online spaces (Kwon et al., 2021: https://link.springer.com/article/10.1186/s41239-021-00304-8).

So maybe the real question isn’t whether online learning is “good” or “bad,” but how these systems are shaping us while we use them. Are we adapting to the tools—or are the tools shaping how we think, learn, and participate?

I’d be curious to hear what others think: do you feel like digital platforms give you more control over your learning, or do they sometimes shape your experience in ways you don’t fully notice?

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First-Person Journal Entry (UDL Guidelines)

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First-Person Journal Entry (UDL Guidelines)

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Today I’m reflecting on how I design learning experiences using the principles of Universal Design for Learning (UDL). I think about how important it is to recognize that learners are not all the same, and that flexibility is key to inclusion.

When I plan instruction, I try to support multiple means of engagement by offering choices and building relevance. I notice that students are more motivated when they can connect learning to their interests or when they have some autonomy in how they approach a task. I also try to reduce barriers that might cause frustration or disengagement, so that students feel supported and willing to persist.

I also focus on multiple means of representation. I remind myself that information should not only be presented in one way. Some students understand best through text, others through visuals, audio, or demonstrations. When I vary how content is shared, I see more students accessing meaning in ways that work for them.

Finally, I think about multiple means of action and expression. I try to give learners different ways to show what they know—writing, speaking, creating visuals, or using digital tools. This reminds me that learning is not just about one “correct” format, but about allowing students to demonstrate understanding in ways that reflect their strengths.

Overall, UDL feels like a mindset of flexibility. It pushes me to design with variability in mind from the start, rather than as an accommodation afterward.

By: Hanya Saleh

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Backcountry camping, traveling, spending time with my kids, food, horror movies

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Hiking, listening to music, traveling, spending time at the beach, trying new cafes.

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Traveling; Dogs; Winter; Try different cuisines; Short videos

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Today I realized that learning does not look the same for everyone, and honestly, that is okay. Some days I focus best when I can listen to information instead of reading long texts. Other times I need visuals, examples, or step-by-step instructions to fully understand something. I also noticed that I feel more motivated when I have choices in how I complete assignments instead of always doing the exact same type of task.

I like that UDL recognizes that students learn differently and that flexibility can help everyone succeed. Sometimes I express my ideas better through speaking, videos, drawings, or presentations rather than long written responses. Having different ways to show understanding makes learning feel less stressful and more fair. It also allows students to feel more confident because they are able to use their strengths instead of constantly focusing on areas they struggle with.

Another important part of UDL is engagement. When learning connects to my interests or gives me some independence, I participate more and feel more confident. I also think accessibility matters because not every student has the same strengths, background knowledge, or support systems. Something as simple as captions on videos, flexible deadlines, or assistive technology can make a huge difference for some learners.

Technology can also support UDL by making learning more interactive and accessible. Digital tools allow students to learn through audio, visuals, games, videos, and collaboration instead of relying on only one method of instruction. I think this helps create a classroom environment where more students feel included and capable of succeeding.

After learning about the UDL Guidelines, I now see that inclusion is not about giving everyone the same thing. It is about giving people what they need to succeed in their own way.

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I don’t consider myself to be a particularly technologically savvy person, but I appreciate technology as a tool for making and sharing art. I have used music software and recording equipment to create and edit music, as well as music pedals (or effects units) which break down audio and transform/shape it using mechanical controls. I am especially interested in musicians who use technology to experiment with sound and music-making (the image attached to this is an electronic album/band I love!). I have also become familiar with software for editing videos and photos and creating collages, which I enjoy experimenting with sometimes. While my skills with these technologies are rudimentary, it’s still fun :). I am also interested in animation and video game design.

I am curious about how technology can be used with students to encourage creativity, collaboration, and community-building. In Grades 10 and 11, I took a course called ‘Computer Technologies’, where we learned how to creatively use various forms of technology. For example, we learned how to properly use cameras, edit photography and videography projects using Photoshop and other software, and design portfolio websites. I gained a lot of practical skills in this course and it was inspiring to be in a course that encouraged creative risk-taking,  collaboration, and expression. The personal and creative use of technology made the class very student-led and helped keep students engaged and invested in their learning. As a future educator, I hope to create similar learning opportunities for students and use technology to support creativity, expression, and cross-curricular learning. I am also interested in how technology can support second language learners.

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By Adam, Colette, Euan, Jessey and Lubna

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Check out this Presentation designed by Lubna Sadek.

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I have always been a visual learner and love infographics, but for this project I was interested in creating a 2 minute podcast sharing UDL guidelines. This reminded me of being a programmer for community radio, and the factors that one needs to consider when delivering audio content, and how to make it accessible. Audio content needs to be engaging, with no “radio silence”, it needs to flow and use accessible language. Tone needs to be modulated rather than monotone, and short and sweet is always best. My goal was to summarize the guidelines without making it seem like I’m reading a list of the guidelines, but rather having a conversation with someone to introduce them to what UDL is. Creating this podcast helped me sift through the guidelines and create a summary transcript for the podcast which helped consolidate this information for me. I like that this week’s project is in the spirit of UDL is allowing multiple ways of sharing information, and I appreciated this option. Happy listening!

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cooking, gardening, FIFA/soccer, coffee, The Pitt (current tv obsession)

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“Can’t I just draw something?”

This is the question every student must ask at some point, maybe after staring blankly at Google Slides for half an hour while moving the title box around instead of actually starting the assignment, or with a pencil hovering above the empty lined pages of a writer’s notebook. Sometimes the answer is yes (cheers would often resound in my placement classrooms when poster-making was on the table).  Sometimes the answer is no because everyone must present their learning and understanding in the same medium, in the same voice, to satisfy a rubric or ultra-specific curriculum expectation or else just prove that they indeed are learning how to write (which these days, is not for nothing).

I think this is where Universal Design for Learning (UDL) comes in.

Before reading the CAST UDL Guidelines, I assumed UDL was mostly about accommodations, like extra time on tests and accessibility tools. Things added afterward to help certain students “keep up.” But the guidelines frame learning differently. Instead of fixing barriers after they appear, UDL asks teachers to design learning environments where barriers are less likely to exist in the first place.

The guidelines break learning into three major areas: Representation, Action & Expression, and Engagement. Essentially, how students receive information, how they show what they know, and how they stay motivated long enough to finish anything. The core idea is that learners are not all identical robots absorbing information in the same way. Some students understand concepts best visually, others through discussion or hands-on activities. Some write incredible essays but panic during presentations. Some need structure and goals while others need freedom and flexibility.

A student creating a podcast instead of a written reflection is still demonstrating understanding, just through a different mode of communication. In that sense, technology can become a valuable tool. Captions, speech-to-text, videos, collaborative documents, audio recordings, and visual design tools are not (always) distractions from learning. But choice fatigue is real, and to add value to learning rather than detract attention from it, educators must be clear in their expectations, communication, and encouragement to and of their students. Especially those students who go out on a limb to explore a new medium they may not have worked in before.

~ Juliana, AKA someone who spent like 45 minutes trying to make a poster on canva before giving up and writing this because canva gives her choice fatigue.

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Today, I reflected on the importance of using Universal Design for Learning (UDL) in my teaching practice. I have come to understand that UDL is not about creating one lesson for “most” students, but rather designing learning experiences that are accessible, flexible, and inclusive for all learners from the very beginning. As an educator, I want every student to feel capable, represented, and engaged in the classroom environment.

One of the key principles I continue to think about is providing multiple means of engagement. I recognize that students learn best when they feel motivated and connected to the material. Giving students opportunities for choice, collaboration, movement, and creativity can help increase participation and confidence. I have learned that engagement looks different for every learner, and it is my responsibility to create opportunities that support a variety of interests and learning preferences.

I also reflected on the importance of multiple means of representation. Students process information in many different ways, so presenting content through text, visuals, videos, audio, demonstrations, and hands-on learning can make learning more accessible and meaningful. I have realized that when I vary the ways I present information, I am supporting not only students with specific learning needs, but all learners in the classroom.

Finally, I considered the principle of multiple means of action and expression. Students should have different opportunities to demonstrate their understanding and knowledge. Some students may communicate best through writing, while others may express themselves more confidently through discussion, art, technology, or presentations. UDL reminds me that assessment should focus on student understanding rather than limiting students to one format of expression.

Overall, reflecting on UDL has strengthened my understanding of inclusive education. I want my future classroom to be a space where all students feel supported, valued, and capable of success. By intentionally planning with flexibility and accessibility in mind, I can create learning experiences that recognize and celebrate learner diversity.