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Written by Denise Litke, IC and Fay Mascher, Teacher at Cayley School. Attended CRC Session - A Day with Inuvialuit Residential School Survivor Margaret Pokiak-Fenton and author of Fatty Legs, Christy Jordan- Fenton on Thursday, October 12, 2017 Be aware of not giving the impression that these are an oppressed people.  We carry the huge responsibility of what we are giving people – hope and strength .   This sentence is meaningful because it encompassed Christy and Margaret’s message of the day of not falling into a path of darkness, but rather reaching for the light and having hope. “Conspiracy of silence” A provocative phrase which seemed to encompass the idea of the government’s  plan to hide or to keep quiet about the harmful effects that residential schools had on Canada’s indigenous people. Empathy A powerful word because in order for us to truly begin the journey of reconciliation we must step into the feelings and experiences that our indigenous people faced...

Written by Julie Julian, Regional Instructional Coach.  PD was from an IB Mathematics Online Workshop When mathematics is taught in relevant, real-life contexts students acquire their mathematical understanding by constructing their own meaning with increasing levels of abstraction . The way students learn mathematics can described in the following way: Constructing Meaning ·       Based on previous experience and understanding ·       Active learning through interactions with objects (manipulatives) and ideas ·       Evolves through experiences , connections , conversations , and reflections ·       Interpretations conform to present understanding or generates new understanding Transferring Meaning ·       Once ideas are constructed about a mathematical concept understanding can be transferred into symbols (pictures, diagrams, modelling with concrete ob...

Session presented by ReLeah Cossett Lent, September 29, 2017 Written by Shain Chisholm, Instructional Coach, Foothills School Division Armed with the knowledge that strong literacy skills are a predictor of future economic success, teachers are rightly being asked to enhance the literacy skills of their students. While educators push to improve literacy skills of all our students in all classes, ReLeah Cossett Lent weighs in to say that teaching literacy does not necessarily equate to being a “teacher of reading”.   To clarify Lent states: “Asking a science teacher to become a teacher of reading is not fair, nor is it an efficient use of her time.  Instead, we must ask disciplinary teachers to share the secrets of literacy that work in their content areas.”   ( ReLeah Lent, September 2017) This may be a relief as non-English language teachers may feel an extra burden of doing the “job” of the English teachers on top of teaching their curriculum.  Rather tha...