CONTENTS
The Education Students’
Anthology 2009-10
Volume 13
VOLUME 13
The University of Winnipeg
Faculty of Education
Editor
Annette Greene
Editor’s Message
by Annette Greene
Contributors
Greetings from the Dean
by Dr. Laura Sokal
Using Complementary
Philosophies
by Anne Laser
The Road Less Traveled
by the ACS-Athens
Internship
Literature and Mathematics
in the Middle Years
by April Gilewicz
The Impact of Physical Activity
by Holly Penman
The Path to Successful
Inclusion in Manitoba
by Michelle Panting
Change, Innovation,
and Leadership
by the CIL Group
A Review of Ishmael Beah’s
A Long Way Gone
by Kirby Penner
Propaganda and the Ghettos
by Alyssa Jones
Constructed Wetlands
as Outdoor Classrooms
Contribute
The Unsigned Oath
Volume 13
by Laura Wilson
2
4
6
7
14
18
23
27
35
38
42
47
55
56
Editorial Advisors
Paul Betts
Joe Goulet
Louesa Polyzoi
Contributors
Anne Laser, Ryan Erichsen,
April Pasieczka, Alia Marcinkow,
Lindsay Wessel, April Gilewicz,
Holly Penman, Michelle Panting,
Kirstin Blight, Wes Koslowsky,
Evgeunia Rudman, Kirby Penner,
Alyssa Jones, and Laura Wilson
Art
G. Velasco
Cover Photo
Based on an original
photograph by
Lauri VanHeyst
Photos
Lauri VanHeyst
and istockphoto.com
Printer
Derksen Printers
THE EDUCATION
STUDENTS’
ANTHOLOGY
(ISSN 1499-3163) is published
annually through the
Faculty of Education
The University of Winnipeg
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ph. 204-786-9491
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education/
Reproduction of material in The
Education Students’
Anthology is authorized for
classroom use or professional
development provided that
each copy contains full
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no charge is made beyond the cost
of reprinting. The contents in the
articles are responsibility of the
authors. © 2011
1
Message from the Editor 2010
By Annette Greene
When I accepted Dr. Catherine Taylor’s
challenge to undertake the job of the editor of The
Education Students’ Anthology in 2005, during
my second year in Education, I had no notion
that I would revisit the job the following year,
then again in 2008, and now in its 2009-2010
year. While the initial tenure was not intended to
continue over the span of four years, I have come
to experience a profound, personal relationship
with the Anthology. It’s not my “baby” by any
means; that honour belongs to Mike Bergsgaard.
However, after investing a great deal of time into
the production of four editions, I believe I am
entitled to have a vested interest in the journal.
Simply, I care about it—a lot.
This 13th edition didn’t quite come to
completion as initially planned, but it did nish,
and that comes as a great relief to this year’s
Anthology Team Leader, Dr. Paul Betts. In this
unusual state of circumstances, I stepped in as an
alumnus—a rst in the history of the Anthology—
to see the project to the nish line. I’m still an
Education student as I near completion of my
Post-Baccalaureate; however, I am the rst inservice teacher to edit the journal. I am honoured
to be part of this year’s editorial team, but I expect
this will be my nal term. It’s funny, though; that’s
what I said after my rst term.
This year’s edition, like the 12 that came
before it, is meant to showcase the exceptional
work of students in the Faculty of Education—and
that it does quite successfully. This year’s edition
unintentionally fell into the general theme of
creative teaching methods using non-conventional
classroom settings and innovative strategies.
Simply, this year’s 14 student-writers wrote about
meeting the needs of our students using exceptional
and renewed teaching methods. I believe it’s a sign
of the forward thinking pedagogy taking place in
the Faculty of Education. It’s no wonder that the
U of W Education grads ll up empty teaching jobs
2
in the workforce more than any other university
grads in Manitoba.
The articles inside this edition touch on the
benets of outdoor education, encouraging handson learning, in-the-eld practicum training, and
learning through eld trips. This year’s edition
begins with Anne Laser’s piece exploring the
interconnectivity between Outdoor Environmental
Education and Indigenous Education. Laser
believes that with a deeper understanding of the
core philosophies of each teaching approach, a
window to transformative learning opens. Laser
emphasizes that a natural understanding of and
a respectful relationship with nature, along with a
child’s understanding to his or her responsibility to
the environment, will result by allowing children
to engage in hands-on learning outdoors. Next,
students who participated in this year’s practicum
block in Greece relate their experiences that left
them with new perspectives on teaching, which
include the benets of eld trips and interactive
learning. April Gilewicz contributes a practical
article on integrating literature and mathematics
in the middle years, and the lasting benets that
can occur. Gilewicz supports the use of picture
books to promote mathematical learning in older
children who might not see reading picture books
as “cool” in the middle years. Holly Penman
provides an insightful look at the benets of
physical activity on boosting learning potential and
brain power. Penman compares a couple of model
programs that have shown denite positive results
by implementing extra physical activity during
regular curricular programming. Michelle Panting
investigates inclusion practices in Manitoba by
using her personal experiences to articulate her
sensitivity to children with exceptional needs
and spread awareness regarding this important
topic. Kirby Penner offers an excellent review of
Ishmael Beah’s memoir, in which he recounts his
life as a child soldier and his subsequent escape.
Education Students’ Anthology
Penner also includes practical teaching strategies
for using Beah’s book in the classroom. Next,
Alyssa Jones provides two lesson outlines for
teachers to help expose students to some harsh
realities of World War II. Finally, Laura Wilson’s
article, which assesses constructed wetlands as
outdoor classrooms, concludes this 13th edition.
Wilson’s research highlights the valuable benets
of outdoor classrooms and includes extensive
curricular connections. And, in keeping with
annual tradition, we close the Anthology with
“The Unsigned Oath.”
This year’s edition embodies the core message
and meaning of “The Unsigned Oath.” This edition
contains perceptive, creative, and intelligent
articles that “aim to provide meaningful,
innovative, and strategic lessons” written by preservice teachers who “pledge to educate to the
best of [their] ability.” In our world, in which the
Internet and social media era has surreptitiously
debilitated face-to-face communication and
hindered hands-on learning activities, I expect you
will value the creative teaching ideas inside this
volume—ideas that re-acquaint and re-engage our
children with the natural world around them to
help rekindle their imaginations.
Acknowledgements
Typically, a publication of any kind is completed
by many. The Education
Students’ Anthology is
no exception. This year’s
Anthology team added a
new face to its “posse.” Last
year, a remarkable change
of the guards took place;
Prof. Mike Bergsgaard
and Dr. Catherine Taylor
relinquished the reins to
Dr. Paul Betts. Added to
this ne team of educators
this year is Dr. Joe Goulet.
Together, along with Dr.
Louesa Polyzoi and many
other obliging Education
faculty members, the 13th
edition was completed.
First, my gratitude
is extended to Dean Ken
McCluskey and Associate
Volume 13
Dean Laura Sokal. Thank you for supporting
this project and keeping money in the budget to
subsidize this unique publication—perhaps a
one-of-a-kind in all of Canada. Many thanks to
the folks at “UDub’s” Print Services: Kim Gulas
and Warren Schuetz. Thank you to my partnerin-crime, Gustavo Velasco, for the never-ending
creative layout designs and ideas, but mostly for
your friendship since we began our journey in
2004. All the best wishes to you as you embark on
your Ph.D. work! A sincere thank you is extended
to my friend, Lauri VanHeyst, for providing many
of the beautiful photos of her darling children,
including the image that graces our cover. The
image of Lauri’s daughter embodies the tone
of this year’s message of connecting children to
their natural outdoor environments. The articles
this year were solicited and selected by Michelle
Panting and Richard Jensen, and for that I thank
you both. Thank you to Dr. Louesa Polyzoi and Dr.
Joe Goulet for your help with editing and selection.
Finally, a heartfelt thank you to Dr. Paul Betts,
the new leader of the “posse.” I’m not entirely
certain I should be thanking you or cursing you
for calling on me this year, but I appreciate your
condence in my abilities. That, and your steadfast
moral support and incorrigible optimism, made
the editorship much more palatable. It’s been a
great pleasure working with you. The Anthology
is, indeed, in very good hands.
Photo by Lauri VanHeyst
3
Contributors 2010
Anne Laser was awarded the Chancellor’s Gold Medal in Education when she graduated from
the University of Winnipeg. Anne has traveled and taught internationally to strengthen and
diversify her knowledge as an educator, spent summers working as a youth inclusion support
worker with the Society for Manitobans with Disabilities, and has lead youth on wilderness canoe
trips. These experiences continue to inform the experiential, outdoor, and inclusion components
of her education philosophy. Anne is now teaching Grade 5/6 in the Winnipeg School Division.
Ryan Erichsen is a dedicated and enthusiastic teacher of history who will forever cherish his
memories of Greece. The spectacular beauty, rich plethora of historical monuments, and the
wonderful company of his fellow student teachers helped to make the country of Greece, and the
practicum block he spent there, one of the most important periods in Ryan’s life.
April Pasieczka is a compassionate and devoted teacher who will always treasure the memories of her time spent in Greece. She is grateful to the staff and students at ACS, and especially
to her fellow teacher interns, for making her time spent in Athens such an amazing experience.
April is currently enjoying teaching at Dakota Collegiate.
Alia Marcinkow has a special place in her heart for her Athens practicum. It allowed her to
view the many lessons she had learned in her Classics training and to be a tour guide for her fellow practicum teachers. Alia is currently studying in the Faculty of Pharmacy at the University
of Manitoba, but continues to practice teaching as a substitute in rural Manitoba.
Lindsay Wessel is a passionate teacher, one who exemplies both leadership and compassion
in the classroom. Her work as both a substitute teacher and math tutor demonstrates her determination and passion for her subject area. Her love of teaching and math were united together
during her time at ACS-Athens. She is grateful to the students and staff at ACS-Athens, as well
as her fellow interns who made her time in Athens an experience she will never forget.
April Gilewicz’s passion for teaching and learning ourished upon becoming a mother. Her
fascination with child growth and development lead her to pursue a career in teaching. She
graduated from the University of Winnipeg with a Bachelor of Education degree in the spring
of 2010. Currently, she is teaching a Nursery/Kindergarten program at John M. King School in
Winnipeg, Manitoba.
Holly Penman is in her third year of the Integrated Education Program at the University of
Winnipeg. She is very passionate about working with children and has been an active volunteer
in the inner city of Winnipeg for a number of years. She was so inspired by the “Fit for Learning”
program at Mulvey School, she was moved to research how exercise affects the brain.
4
Education Students’ Anthology
Michelle Panting graduated from the University of Winnipeg in the spring of 2010. She has
sought out teaching experiences in Winnipeg, rural Manitoba, and Nunavut so that she may
be a diverse and effective teacher. Michelle spent a year working as an instructional assistant
with students with severe cognitive and physical disabilities. She now puts her knowledge into
practice working as a Grade 4/5 teacher in Louis Riel School Division. In her free time, Michelle
runs, travels, watches lms, and reads voraciously.
Kirstin Blight is currently teaching full-time in St. Boniface, Winnipeg. She teaches ELA,
French, and Dance. She loves to travel, but plans to return to the University of Winnipeg to do
her Post Baccalaureate, and then Masters in the near future, with hopes to enter the counsellingor administration elds. Besides her love for travel, she enjoys coaching, playing sports, and
spending time with family and friends.
Wes Koslowsky (B.A., B.Ed.) is a recent graduate from the University of Winnipeg (2010) and
is currently teaching English and Drama at M.B.C.I. in Winnipeg, MB.
Evgeunia Rudman nished her university education more than 20 years ago in Russia, and
used this as a frame of reference to better understand her experiences as a new education student at the University of Winnipeg. She was a physical education teacher for 10 years at the
Viatsky State Humanitarian University. Upon her arrival in Winnipeg in 2006, she held a job
outside of her professional training. In 2009 she enrolled in the University’s Education program
to obtain her certicate to teach in Manitoba.
Kirby Penner is an Education student at the University of Winnipeg, nishing the last year
of her degree. Her major is English, with a minor in History. She aims to work in the inner city
with at-risk youth and eventually become a counsellor.
Alyssa Jones is currently completing her nal year of the B.Ed. Integrated Program at the
University of Winnipeg. Her teaching experiences have developed her passion for human rights,
and her philosophy of education recognizes the importance of fostering empathy and critical
thinking skills in those she teaches. She currently advocates for women’s right to an education
with Canadian Women for Women in Afghanistan, and she serves on the Manitoba Council for
Exceptional Children.
Laura Wilson graduated from the University of Winnipeg with a B.Sc. Hon. in 2006 and a
B.Ed. in 2010. Since the age of ve, following a trip to the Vancouver Aquarium, she knew that
she wanted a career in biological sciences, later discovering a passion for teaching while earning
her science degree. Drawing on her summer experiences at Oak Hammock Marsh Interpretive
Centre, and eager to share her love of science, Laura was inspired to write this paper as a way
to incorporate authentic learning into the traditional classroom.
Volume 13
5
Message from the Dean 2010
By Laura Sokal
Some people say that number 13 is an unlucky
number. Well, the 13th edition of the Education
Students’ Anthology certainly challenges that
belief.
The inception of the Anthology took place back
when the Faculty of Education was not a “faculty”
but rather a “program,” and when students could
only complete the rst three years of their fouryear Education degrees at UW (now a ve-year
degree). The growth in quantity and quality of
the Anthology is reected in the growth within
Education programming at the University of
Winnipeg. The Faculty of Education now has four
undergraduate degree-granting programs, joint
programs with Red River College, joint Master’s
programs, a post-baccalaureate diploma program,
and practicum sites in half a dozen countries. Our
students are hired at competitive rates all over the
world and are a testimony to the wonderful things
happening within the Faculty of Education, one of
which is the Education Students’ Anthology.
In this 13th issue, you will nd
article topics ranging from the
impact of physical activity on brain
development to lessons learned on an
international practicum placement
in Greece to lesson plans in support
of environmental education and
social justice initiatives. This scope
is evidence of the diversity within our
students’ interests and talents; these
students have once again shown the
caliber of work of which they are
capable.
Of course, the collection would not
be possible without the hard work and
ne skills of various people: Annette
Greene, who returned after her
2009 graduation to be the rst-ever
graduate to edit the journal; Gustavo
6
Velasco, an exemplary alumnus, who continues
to lend his expertise in the area of design and
layout; the support of faculty, including Dr. Paul
Betts and Dr. Joe Goulet, who assisted Annette
with editing, and were on hand at all times to help
with other crucial matters relating to the editorial
process; Dr. Louesa Polyzoi, who invested so much
of her time and talent and has become a staple
on the Anthology editorial team; the assistance
from other members of the Anthology Faculty
Committee, who willingly reviewed papers and
provided valuable feedback; and Richard Jensen
and Michelle Panting, who initiated this year’s
process by soliciting papers from the Education
students.
We are proud of the students, faculty members,
and the work of our Faculty of Education. In fact,
looking over the contents of this 13th edition of the
Education Students’ Anthology makes us feel we
are pretty lucky.
Education Students’ Anthology
Using Complementary
Philosophies to Reach
Diverse Learners
By
Anne Laser
Best practice teaching techniques and philosophies continue to
change and evolve in the context of societal beliefs and conditions. Modern educators must continually update their personal teaching philosophies in response to these new understandings of best practice approaches in order to effectively address the needs of diverse students. In
the context of our 21st century North American society, concerns about
the environment are paramount, and provincial and divisional educational expectations in Manitoba are beginning to reect these priorities.
Another relevant educational dynamic of today is the need for continued
and improved Indigenous Education for Aboriginal and non-Aboriginal
students alike. Promoting mutual understanding between traditional
and Western cultures, and re-introducing lost and diminished cultural
values of the aboriginal peoples, is a necessary component to a sound
Canadian education.
Throughout my education to become a teacher, I have always
looked for ways to integrate Outdoor Environmental Education into my
coursework and lesson planning. As my understanding of Indigenous
Education and traditional Indigenous teaching practices has broadened,
I have found that some of the core philosophies overlap those of Outdoor
Environmental Education. Given the complementary and overlapping
nature of these philosophies, modern best practice teaching should embrace these approaches and the cognitive, social, and societal benets
that can come along with them. The philosophies of these two pedagogical practices reect a transformative vision of the world that highlights
the interconnectivity between all living things.
The purpose of Outdoor Environmental Education and its connection to Indigenous Education
Generally speaking, Outdoor Environmental Education incorporates environmental principles with exploratory, hands on, active
student involvement in an outdoor setting. Sobel (1996) explains that
“authentic environmental commitment emerges out of rsthand expe-
Volume 13
7
Photo by Lauri VanHeyst
riences with real places on a small, manageable
scale” (p. 34). Common activities might involve
wilderness adventures like backpacking or canoeing, ecological education including ora and fauna
studies or waste audits, and many activities that
have interpersonal and intrapersonal motivations where wild spaces may become a catalyst for
growth and learning. One perspective about learning in and about nature “is that children [need
to] have an opportunity to bond with the natural
world, to learn to love it, before being asked to
heal its wounds” (Sobel, 1996, p. 9). Furthermore,
Manitoba government documents note that in order for Manitobans to commit to sustainable practices, students must develop “an appreciation of
the beauty and diversity of nature, [have] a sense
of participation in the natural order, and a concern
for the future of the natural environment”
(Manitoba Education and Training, 2000, p.
13). Indeed, outdoor environmental learning
experiences provide opportunities to develop
“a concern for the collective quality of life, a
sense of belonging to a community, [identify
a] balance [between] wants and needs, and
[share] resources and knowledge” (Manitoba
Education and Training, 2000, p.13).
Sustainability is a core underlying principle in Outdoor Environmental Education,
a principle which some have dened simply as enough, for all, forever. Interestingly,
“sustainability” (a recently-coined term) was
historically practiced by aboriginal peoples
during daily life and in important decisionmaking. The concept involved thinking in
8
terms of seven generations. If an action
would have the potential to negatively
affect their people or the earth for the
next seven generations, then an alternate course of action would be sought out
(Manitoba Education and Training, 2000,
p. 5). Ultimately, it is believed by many
Indigenous people that “the Land is the
giver of life and law and must be respected above all else” (Manitoba Education
and Youth Department, 2003, p.8). In fact,
as solutions to ecological and development
problems are sought out today, people
are looking back to the worldviews practiced hundreds of years ago by Indigenous
populations for answers. Most Indigenous
people “saw their role on this Earth . . .as
beings entrusted with a very special mission—to maintain the natural balance, to . . . be
keepers of the Earth” (Caduto & Bruchac, 1991,
p. xi). In order to be keepers of the Earth, a complex understanding of earth cycles and processes
needed to be learned and observed, and cooperation was required among people to maintain the
balance. Indigenous people understood how the
laws of nature created harmony, and thus, how cooperation and respect needed to extend to the environment, oneself, and others in order to ensure
the balance and success of communities (Manitoba Education and Youth Department, 2003, p. 1).
Evidently, in terms of maintaining balance and
harmony between humans and the natural world,
Indigenous and Outdoor Environmental Education have much in common.
Photo by Lauri VanHeyst
Education Students’ Anthology
“
When given the
opportunity to
consider diverse
cultural worldviews in respect to nature,
students are
empowered to
make their own
interpretations
about the environment.
Considerations when integrating Outdoor Environmental
Education with Indigenous Education
The two educational perspectives described above are complementary and interwoven. For example, in traditional Indigenous
Education, “children learned to live respectfully in their environment, in ways that would guarantee its sustainability. By rst
watching and then doing, Native children learned the nature of
the sources of their food, community, and life’s relationship [and
that] everything in life was a matter of kinship with all of Nature”
(Cajete, 2000, n.p. as cited in Lertzman, 2002). Their education
did not involve books or classrooms; instead, learning involved
hands-on experience and orally-transmitted traditions (Caduto &
Bruchac, 1991, p. xii). An important component to this education
was developing the whole self through the concepts of “belonging,
mastery, independence, and generosity” (Manitoba Education and
Youth Department, 2003, p. 13). Belonging refers to developing a
sense of community and a valued role within it, mastery refers to
skill and talent development, independence involves the Wability
to solve problems, make decisions, and learn from mistakes, and
generosity requires individuals to put others before self, treat all
others like one of your own siblings. All these components were
developed in direct interaction with the land upon which they
lived. The earth was viewed as one giant instructional support.
If the focus is only on either Indigenous Education or Outdoor
Environmental Education, then we are liable to miss out on some
valuable connections that can be benecial for students’ understanding of the world. This is not merely a matter of “killing two
birds with one stone,” as the crude proverb goes, but rather, recognizing how two relevant approaches can support and strengthen
each other. As Grant and Littlejohn (2005) suggest in their guide
to teaching green in the elementary years,
students should have opportunities to learn about traditional ways of life that are based on respect for nature
and the sustainable use of resources. [This can be done
by] exposing students to a worldview that recognizes
the intrinsic value and interdependence of all living
things. (p. xii)
Students rely on community, family, and teachers to set up learning opportunities, while the land “provides everything else: classroom, science lab, playground, athletics facility, church, grocery,
hardware store, and drug store” (Lertzman, 2002, n.p.). When given the opportunity to consider diverse cultural worldviews in respect to nature, students are empowered to make their own interpretations about the environment. These experiential processes
encourage empathy, reverence for nature, and intercultural competence. Active involvement in environmental practices traditionally used by the Indigenous people will allow aboriginal students
and non-aboriginal students alike to understand Canadian cultural and environmental heritage and become representatives of its
Volume 13
9
preservation. “In a world where sustainability has
not been the norm” and where “many Aboriginal
people currently embrace sustainability beliefs
through their traditional practices,” it seems like
integrating the two philosophies for a conscious
educational approach
gives
the proponents
of
aboriginal
education and
outdoor education a better
chance at getting their beliefs and ideas
out into practice in Manitoba classrooms
(Manitoba
Education and
Training, 2000,
p. 49).
In anticipation of an integration of these
two educational approaches, a critical distinction
must be made between Western scientic approaches and the indigenous Traditional Ecological Knowledge (TEK) approach to studying the
natural world. A Westernized view of science “encompasses mostly the physical and mental sides of
human beings” whereas “...indigenous science encompasses all sides of a person, the spiritual and
emotional as well as the mental and the physical”
(Brown, 1997, p. 9). TEK
uses the information, advice and wisdom that has evolved over centuries of
living as part of the environment...[and]
it includes an intimate and detailed
knowledge of plants, animals, and
natural phenomena, the development
and use of appropriate technologies for
hunting, shing, trapping, agriculture,
and forestry, and a holistic knowledge,
or ‘worldview’ which parallels the scientic disciplines of ecology. (Sutherland,
2003, p. 13)
Having a more holistic perspective when learning
about the natural world and honouring the afore-
10
mentioned approach is crucial to maintaining the
integrity of the aboriginal worldview and respectfully integrating Indigenous Education with Outdoor Environmental Education.
Approaching teaching practices in a way that
integrates these
two philosophies
will enrich students’
learning
experiences and
reach
diverse
learners in a new
and powerful way.
A student’s sense
of
responsibility and accountability, his or her
understanding of
the world—both
culturally
and
ecologically—and
his or her problem-solving and
creative capacities
will be strengthened. The theory of this integration can only go
so far, so some practical examples may help paint
the picture a little clearer. These examples illustrate how Indigenous Education and Outdoor
Environmental Education programming can be
adapted for a variety of student groups and work
to fully integrate these two approaches in a way
that strengthens the programming, while staying
true to the authentic motivations behind each.
Exploring nature and rites of passage
Nabhan and Trimble (1994) explain that, “earlier in our history as a species, nearly all individuals went through rites of passage in the wilderness.
These rights transformed children into adults—
adults who could hardly forget the importance of
nature-as-teacher for the rest of their lives” but
unfortunately, Western society does not provide
this opportunities to our youth (p. 40). These experiences gave people a sense of place in the universe, a sense of purpose, and a way to experience their connectedness to the land (Lertzman,
2002). Without this, youth would not properly develop their sense of belonging and independence.
Though there are specialized school camps that
orchestrate intimate, personal journeys of discov-
Education Students’ Anthology
ery in the wilderness, these programs are not fartographs of years past, and would provide lasting,
reaching or accessible. However, immersion in and
rich, and tangible learning for those involved. Careconnecting to nature can be done in any setting.
noe trips can also act as a catalyst for the develOne example of this is the “Once Upon a Place”
opment of social and emotional skills valued by
activity idea presented by Caduto and Bruchac
both the aboriginal peoples and outdoor educa(1989). Students
tors, including
pick a comfortindependence,
able space in a
perseverance,
relatively natuproblem-solvral setting (like
ing,
observaa nearby park)
tion, collective
and take the
decision-maktime to develop
ing,
leave-noa
relationship
trace ecological
with the place.
principles, and
Students
enthe list goes
hance their senon.
Collective
sory awareness
decision-making
and get to know
is an approach
themselves and
that “aboriginal
the space over
people use and
multiple
visvalue . . . which
its, performing
ensures
that
Photo
by
Lauri
VanHeyst
journaling, and
everyone is givother qualitative
en an opportunity
observation activities (p. 22). Though this activity
to participate and have a voice in the decisions
does not equate to a rite of passage, being comfortthat are made within the group” (Manitoba Edable in natural settings is the rst step in being
ucation and Youth Department, 2003, p. 1). Stuable to consider nature’s greater importance to indents will have the time and space to make obdividual well-being and its role in sustaining life
servations and acquire rst-hand knowledge that
on the planet. This activity is an excellent way to
will empower them to make ecological and enviintroduce children to the ideas and values of Inronmental conclusions without the use of modern
digenous people and an intrinsic appreciation for
technology. Furthermore, students will develop an
nature may develop.
appreciation for the power and wonder of nature
For those students who are emotionally and
as they are forced to bear through some of nature’s
mentally ready for a greater challenge, a more inmore challenging elements, like wind and thuntensive immersion in nature is appropriate. A caderstorms, rapids, and uncomfortable heat or cold.
noe trip with students is one way of achieving this.
These trips are increasing in popularity in ManitoCreating a schoolyard garden
ba, and have much to offer in the way of meeting the
Creating a schoolyard garden is becoming a
philosophies of both Indigenous and Outdoor Enpopular and effective way to create natural spaces
vironmental Education. From an historical standand develop children’s sense of understanding of
point, the canoe is an aboriginal creation and was a
the natural systems that are important to Indigbasic and reliable means of transportation. As the
enous Education and Outdoor Environmental EdEuropeans settled in North America, it became a
ucation. Gardening is a hands-on experience; stuprimary mode of transportation. Across the nation
dents learn through direct contact with the earth
there are traditional canoe routes traveled by fur
and, consequently, engage all of their senses. Stutraders and aboriginals alike; students could redents learn to care for their natural surroundings,
ect upon this history while taking a trip through
and must work together to manage the large task
some of the same routes. Many of these traditional
of maintaining a garden. They learn that appropriwaterways have remnants of settlements and picate observation and care is critical to the success-
Volume 13
11
ful growth of plants. The way in which the garden
is created will depend on many factors, though an
important consideration is the type of learning the
teacher hopes the students will achieve from the
garden.
One approach is to plant native prairie plant
species that will naturalize the area and attract
local animals and insects, increasing the opportunity for learning about nature. This type of garden
requires less long-term maintenance and could be
Indigenous and Outdoor
Environmental
Education tend towards a more holistic,
ecological, and sustainable standpoint when it
comes to scientic value
systems, and for this
reason, there are many
opportunities to integrate the two approaches for meaningful activities for students.
used for more observational projects. A vegetable
garden allows students to experiment with different planting techniques used by aboriginal peoples and to compare the effectiveness of the different approaches. For example, how does the row
planting of individual, segregated plants compare
to the Three Sisters planting method that was
used by the Iroquois? In this approach,
the delicate bean plants were shaded
from the hot sun by the broad leaves of
12
the corn plant, and the corn stalk provided a pole for the bean and squash
vines to climb. Squash vines also
sprawled on the ground between the
corn and bean plants, making an excellent ground cover and keeping out
unwanted plants...caught and held the
rain, preventing soil erosion from wind
and water. (Brown, 1997, p. 12)
Growing a garden is a process, as is the harvesting and product production that can teach
the class the value of working together to achieve
tangible results. A community garden in Winnipeg’s inner city has incorporated young children
and youth, attracted attention from local schools,
taught children about the needs of plants and
the interdependence of animals and plants, and
taught traditional uses of native plants and how
to harvest and preserve crops—all the while people work together in the spirit of community and
camaraderie. There is no doubt that gardens are
an important setting for connecting the philosophies of Indigenous Education and Outdoor Environmental Education; together, there are unlimited opportunities to meet the needs and interests
of our unique and diverse student population.
Working toward an holistic philosophy
The subjects studied in school do not exist
in the real world in the same isolation by which
they are so often taught. Emergent teaching philosophies and content can be overwhelming and
difcult to implement. However, given the importance of both Indigenous Education and Outdoor
Environmental Education, and their complementary and mutually supporting philosophies and
approaches, educators must look for ways to help
their students work in and learn about natural
settings and understand aboriginal perspectives
on nature and personal development. Both share
the worldview of nature as intrinsically valuable,
and recognize the value of authentic, hands-on and
experiential approaches. Indigenous and Outdoor
Environmental Education tend towards a more
holistic, ecological, and sustainable standpoint
when it comes to scientic value systems, and for
this reason, there are many opportunities to integrate the two approaches for meaningful activities for students. These include modern day rites
of passage to reconnect with nature, a canoe trip
Education Students’ Anthology
in a wilderness setting with students, or a schoolyard/community garden for students to get their
hands dirty and experience and learn through cultivation.
It is my hope that such integrated conceptualizations of teaching and learning will become
part of the mainstream. I do believe that schools
throughout Manitoba are starting to make pro-
gress, but the immense value of integrating these
two approaches makes the messages intended
from each speak even louder. These messages
must not be ignored as we continue the journey
of making learning meaningful and of preparing
our children to participate in society with a strong
sense of self and of the signicance of their surroundings.
References
Brown, F. G. (1997). American Indian science: A new look at old cultures. New York: Twenty First
Century Books.
Caduto, M. J., & Bruchac, J. (1991). The native stories from keepers of the earth. Saskatoon: Fifth
House Publishers.
Caduto, M. J., & Bruchac, J. (1989). Keepers of the earth: Native stories and environmental activities for children. Saskatoon: Fifth House Publishers.
Grant, T., & Littlejohn, G. (Eds.). (2005). Teaching green: The elementary years. Gabriola Island:
New Society Publishers.
Lertzman, D. A. (2002). Rediscovering rites of passage: Education, transformation, and the transition to sustainability. Conservation Ecology 5(2): 30. [Electronic version]. Located online at
http://www.consecol.org/vol5/iss2/art30/
Manitoba Education and Training. (2000). Education for a sustainable future: A resource for curriculum developers, teachers and administrators. Manitoba: Education and Training Department of the Government of Manitoba.
Manitoba Education and Youth. (2003). Integrating aboriginal perspectives into curricula: A resource for curriculum developers, teachers and administrators. Manitoba: Education and
Youth Department of the Government of Manitoba.
Nabhan, G. P., & Trimble, S. (1994). The geography of childhood: Why children need wild places.
Boston: Beacon Press.
Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington:
The Orion Society.
Sutherland, D. (2003). A teacher’s guide for the video Sila Alangotok—Inuit observations on climate change: A resource for Senior 2 Science. Manitoba: Education and Youth Department
of the Government of Manitoba.
Volume 13
13
The Road Less Traveled
I shall be telling this with a sigh
Somewhere ages and ages
hence:
Two roads diverged in a wood,
and I –
I took the one less traveled by,
And that has made all the
difference.
~Robert Frost
By
Ryan Erichsen
April Pasieczka
Alia Marcinkow
Lindsay Wessel
14
In 2010, ve University of
Winnipeg Education students
were selected to travel to Greece
to complete their ve-week teaching block at the American Community School of Athens (ACSAthens). ACS-Athens is a K-12
International Baccalaureate (IB)
school with 810 students, representing more than 50 countries.
The faculty of ACS is comprised
of 92 teachers and specialists; 18
teachers hold Master’s degrees;
45 have pursued advanced studies beyond the Master’s level;
and three hold a Ph.D. ACS-Athens’ mission statement reveals
the philosophy that lies at the
heart of the school: “Through excellence in teaching and diverse
educational experiences, ACSAthens challenges all students
to realize their unique potential:
academically, intellectually, socially and ethically—to thrive as
responsible global citizens.”
The teachers of ACS-Athens,
through their generous sharing
of time, resources, wisdom, and
expertise have left our students,
Lindsay Wessel, Ryan Erichsen,
Alia Marcinkow, April Pasieczka,
and Lindsay Wineld, with an
incredible gift—an experience
which has been life-changing.
We are indebted to: Margarita Gournaris (Grade 12 IB
History), Eli Pupovac (Grade 10
Education Students’ Anthology
History), David Nelson (Grade 10 American Studies/Grade 11 IB Theory of Knowledge), Nicholas
Parakatis (Grade 11-12 IB Math, Grade 9 Honors Geometry), Dora Andrikopoulos (Grade 6 and
7 Math), Christina Bakoyanni (Grade 6 Science),
and Mary Sexson (Grade 5 English Language
Arts).
What follows are the student teachers’ reections on their experiences at ACS-Athens.
Ryan Erichsen
Some of the nest intellectuals
After many months of anxious, perhaps nervewracking anticipation, I have nally begun my internship at ACS-Athens. From across the ocean,
ACS seemed distant and foreign, both in terms of
spatial distance and educational practice. With
the rst day started and nished, the opportunity
to examine the preconceptions and misconceptions
I harboured is too enticing to be ignored.
Before arriving at ACS, I was of the mindset
that a school could only boast lofty accomplishments (e.g., 100% of ACS graduating students go
on to post secondary school) by enrolling and retaining only the most gifted and committed students. I have always harboured the assumption
that a universally successful school was an impossibility. In particular, I have been suspicious of
private schools claiming to have superior teaching
methods or staff based upon student success; any
school that limited its enrollment to the best and
brightest would be bound to appear successful regardless of the methodology or educational theory
being practiced.
However, upon arriving at ACS-Athens, I realized that the school was open to all youths, provided that their families were capable of making
the tuition payments. The student body is thus
made up of a group of learners that cover a broad
spectrum of ability and needs and all are cared for
and supported.
ACS-Athens’ inclusion policy is embodied by
the school’s Optimal Match program for students
in need of additional supports, be they academic
or otherwise. The Optimal Match program exists
to identify the supports required by students who
have learning needs above those of the average
student. The program then works to create a plan
and an educational program for the student in
order to maximize the student’s opportunities for
Volume 13
success and growth. The program is individualized,
but keeps students within their home classrooms
to prevent feelings of segregation or separation.
The Optimal Match program is so successful
that even students in need of additional learning supports have a record of 100% post secondary enrollment following graduation. Programs
for youth with learning impairments that exist in
my hometown of Winnipeg cannot claim this success rate. While it is true that Winnipeg schools
possess more diverse student populations, whose
economic barriers are likely greater than for the
ACS population, the success of ACS and its Optimal Match program remain both undeniable and
intriguing.
This dedication to inclusion has helped to
make ACS a truly unique school, especially when
one considers that it continues to maintain its
reputation as an institution that produces some of
the world’s nest intellectuals and future leaders.
It came as a great surprise to me that a private
school would be so focused on student supports
and universal success of students. This experience
has caused me to reconsider my views not only on
private schools and their successes, but also the
way in which schools work with all their students
toward success.
April Pasieczka
The benets of living with fellow student
teachers
Three weeks into my nal practicum block, I
have come to realize something that is very different from any other practicum block that I have
completed. It has to do with where and with whom
I am living. I realize that this should not be a surprise to me after residing in my Athens apartment
for over a month now, but what has come as a surprise is how my teaching is affected by the people with whom I live and associate with outside of
school.
During my practicum blocks in Winnipeg, I
did not see my “teacher friends” that I went to university classes with everyday. I lived at home with
my family and spent time with friends, very few of
whom were teachers or teacher candidates. During my block at ACS-Athens, however, I lived with
Lindsay Wineld and Ryan Erichsen and spent a
considerable amount of time with Alia Marcinkow
and Lindsay Wessel, all of whom are interns from
15
the University of Winnipeg. The ve of us have
become extremely close during our time living in
Athens; not only did we see each other at school
everyday, but we traveled to school together, we
toured the city of Athens together, and engaged
in other social activities together outside of ACS.
Adjusting to living in a new city and being placed
in a brand new school was easier because we did
it together.
Doing the ACS practicum together enhanced
my experiences as a teacher. While planning for
teaching, Ryan, Lindsay, and I frequently shared
lessons and ideas, asked for advice about assignments and rubrics that we prepared, and discussed our experiences at school. I beneted from
constructive criticism and ideas from trusted colleagues, which triggered deeper reections on my
practicum experiences.
Although there are often other student teachers at the school with whom to discuss ideas during practicum blocks in Winnipeg, it is not quite
the same as having someone who is available all
the time. This topic has come up in conversation
among the ve of us on more than one occasion.
We all agree that we were extremely grateful to
have each other to talk to outside of school; colleagues who would genuinely listen, offer guidance, and give helpful feedback.
Alia Marcinkow
Student-centered learning at its nest
One of my teaching responsibilities at ACS
was to chaperone several student eld trips. One
of these eld trips was the Grade 6 Annual Walk
of Athens. I was not sure what to expect but having a Classical Studies minor, I was ready for
the adventure. I was informed that the students
would be taking charge of the eld trip, following the ACS philosophy of inquiry-based learning.
Each student was part of a larger learning group
which was assigned an historic monument to research and present to fellow classmates. When we
arrived at the monuments, the students became
our tour guides and proceeded to describe the
history, architecture, and mythologies associated
with each archaeological site.
We visited sites such as Hadrian’s Library
(132 AD) where the students spoke about the res
that occurred there and its dual use as a church
during the Byzantine era. We moved on to the
16
Roman Agora (on the north side of the Acropolis),
where the students described the Arch of Athena
and the Tower of the Winds (50 BC). This structure features a combination of sundials a water
clock, and a wind vane. Each octagonal side of the
clock tower is represented by eight wind deities,
which linked to students’ English Language Arts
class in which they were exploring “personication.” The Tower also related to Math in which
students were learning about three-dimensional
shapes. The monument connected to Science and
how light energy can be used in nature. Finally, it
connected to Social Studies through an examination of the foundations where the structure was
built. The next monuments we visited were in the
Ancient Agora (northwest of the Acropolis), where
the Stoa and Temple of Hephaestus (patron god of
metal working) were examined.
This Annual Walk of Athens opened my eyes
to the advantages of empowering students to take
ownership of their own learning. Not only did the
presenters learn about their own site or monument, but they were attentive to what their peers
presented. Ideas from research and classes were
shared and consolidated by all the students.
As an educator, I believe that this type of
learning is essential to promote student engagement. By allowing the students to be the teachers,
we provide them with an opportunity to develop
and satisfy their thirst for knowledge. These types
of eld trips work remarkably well in cities such
as Athens with its rich culture and history, but
also in every city and country around the world.
Students can “live” the subjects they are learning
about in the world around them, which inevitably
enhances learning in the classroom.
Lindsay Wessel
Teaching beyond the classroom
The Journalism and Democracy Project at
ACS-Athens is a joint video documentary project
between high school students at ACS-Athens and
Harvard University’s Newscoop Organization.
This project addresses the most contested conicts
in modern history. Academy (high school) students
present a documentary that they scripted, edited,
narrated, and researched.
The documentary I witnessed focused on historic and current issues between Israeli and Palestinian peoples. The entire Academy (including
Education Students’ Anthology
grade 8 students from the Middle School) was invited to watch the premier of this documentary in
the large theatre of ACS-Athens. Along with students, teachers, parents, and the national media,
several ambassadors were present as well, including ambassadors from Israel, Palestine, and the
United States of America.
This project is an example of ACS’s philosophy in action: to educate students on world-wide
issues through multiple entry points. This documentary effectively used evoking images, concise
narratives, and extensive research to present an
unbiased and realistic representation of complex
and sensitive issues. Further, the students, who
created the documentary, also intelligently, eloquently, and coherently elded difcult questions
from audience members. These students were
able to justify their decisions in making the documentary, as well as minimize their own opinions
concerning the topic.
When people are able to see that every story,
no matter how big or small, has multiple perspectives, true understanding is fostered. It takes incredibly well-rounded people to consider various
issues in an unbiased manner and to be openminded enough to allow their own opinions to be
set aside or challenged.
a !
L-R: Lindsay Wessel, Ryan Erichsen, Dr. Louesa Polyzoi, Lindsay Winfield,
Alia Marcinkow, and April Pasieczka.
Volume 13
17
Literature and Mathematics
in the Middle Years:
A Recipe for Success
By
April Gilewicz
18
Who does not love a good story? Storytelling is an integral part of
many cultures. Mathematics, on the other hand, may not be so exciting to some. Fortunately, mathematics and storytelling can be woven
together to provide an exciting educational experience. With appropriate planning and effective implementation, children’s picture books
and other children’s literature can be used in middle year’s classrooms
to enrich mathematical instruction making it more meaningful, interesting, and engaging, thus creating benets for both teachers and students. At all levels and grades, “students benet from working with a
variety of materials, tools, and contexts when constructing meaning
about new mathematical ideas” (Manitoba Education, Citizenship and
Youth, 2008, p .3). Integrating mathematics with literature provides
teachers with another pedagogical approach to deliver concepts and
ideas while meeting students’ needs.
Mathematical concepts emerge in children’s literature in many
different ways illustrating how mathematics can be embedded in daily
life. That is to say, mathematical connections in some stories are obvious and originate directly from the story, while others are hidden and
require some story adaptations or extensions. When mathematical
concepts are obvious, the meaning stems directly from the book where
the independent and dependent variables relate directly to the relationships in the story. When they are hidden, links to mathematics
may be possible, but concealed in some way or not so obvious to dene.
When the mathematical concept is adapted, the function is neither obvious nor hidden. The reader can impose a function on some aspect of
the text by modifying the relationship. Regardless of how mathematics themes occur, “the contexts that arise outside of mathematics texts
support student learning through the interest they engender” (Roy &
Beckmann, 2007, p. 55).
Education Students’ Anthology
Benets of the math-literature connection
One obvious reason to integrate literature
with mathematics is to motivate students. Literature can motivate students because books can be
fun, exciting, and humorous. Books can be used
for setting the hook during the activating stage of
any mathematical lesson. When mathematics is
an integral part of the story, it can be used to motivate the students to solve a problem as it relates
to the story. Middle year’s mathematics often requires students to move from concrete to abstract
understandings of mathematical concepts and a
story can make abstract concepts more memorable
and understandable.
Integrating mathematics with literature also
provides students with the opportunity to use intellectual strengths. That is, for students who have
mathematics anxiety or weak mathematical abilities, they may feel more condent and comfortable
when English language arts skills are required
because their strengths may exist in expression
through words not numbers. Furthermore, children’s books may present interesting problems
that demonstrate mathematics in real life contexts
and some students
learn best when
they can connect
new concepts with
prior
knowledge
in authentic ways.
According to the
Manitoba Curriculum Framework of
Outcomes (2008),
“when mathematical ideas are connected to realworld phenomena,
students can begin to view mathematics as useful,
relevant, and integrated” (p. 12). Ultimately, the
math-literature connection provides students with
an alternate approach for comprehending mathematical concepts.
Using books for activating…the rst step of
the process
Not just simple mathematical computations,
like addition and subtraction, are found in stories.
Research into the math-literature connection re-
Volume 13
veals that “many different types of mathematics
can be embedded in [some texts], including arithmetic, geometry, measurement, statistics, and
algebra” (Schiro, 2004, p. viii). Book choice and
teacher scaffolding can inuence the effectiveness of literature in capturing interests and directing learning while promoting the engagement
of mathematical ideas in middle years. Students
may be hooked by the story content and motivated
to do mathematics without using the book for the
entire lesson. For example, students can listen to
the story Tiger Math (Nagda & Bickel, 2000) while
viewing the different graphs depicting the orphaned tiger’s growth and development throughout the book. While reading the book aloud, the
teacher can model graph interpretation. Students
observe the effectiveness of using graphs rsthand
while noticing common attributes of many different types of graphs. As Pace (2005) points out,
“children’s books can be the perfect introduction to
a unit or lesson. Paying careful attention to the elements of the story and using a little imagination,
creativity, and a working knowledge of mathematics standards are all the items needed to begin” (p.
424).
Middle year’s
teachers may be
concerned
about
how their students
connect with children’s literature.
Fortunately, however, there are
“many books classied as children’s
literature and used
in K-5 classrooms
[that]
contain
mathematical content
appropriate
for use in a middle
school class” (Thiessen, 2004, p. 91). With that being said, it is important to create a class climate
that allows students to engage in such activities
without feeling “un-cool,” “stupid,” or “babyish.”
It is important to reinforce with the middle year’s
learner that even some adults enjoy children’s literature. In the right atmosphere, where middle
year’s students feel safe to express themselves,
they will report enjoying children’s books, too.
The opportunities to use children’s literature
19
as activating strategies for math lessons are endless: “Children’s books offer variety and are an
excellent springboard for mathematics lessons”
(Pace, 2005, p. 429). Effective teachers build on
students’ strengths, interests, and abilities. The
variety of subjects offered through children’s literature allows teachers to choose books based on
students’ interests and developmental needs. This
variety is even more pertinent for middle year’s
students who are naturally curious and will seek
intellectual pursuits. Children’s literature offers
variety by topic, reading level, genre, length, and
the way in which mathematical concepts arise.
Stories “can be used to teach algorithms, concepts,
problem solving, connections, and communication” (Schiro, 2004, p. viii). Choices presented in
children’s literature make it possible for teachers
to introduce almost any mathematical concept to
middle year’s students.
Literature encourages pattern-building, curiosity-nurturing, and problem-solving development
Students may use literature to practice previously learned mathematical skills and problemsolving strategies. Some children’s books “clearly
represent a mathematical concept through their
prose, illustration, logical development, and context . . . and provide excellent opportunities to
launch a concept through a problem solving situation” (Thiessen, 2004, pp. ix). Therefore, using
mathematics can allow children to gure out and
uncover integral aspects of a story. According to
Roy and Beckmann (2007), “middle grade students love hearing children’s stories; stories motivate them to learn and explore the mathematics
embedded within the stories” (p. 55).
From a teacher’s perspective, many books
have both visual and auditory patterns in them,
which can be great for building awareness of how
patterns exist. Teachers may use a variety of
books to motivate students and demonstrate the
importance of looking for patterns as they relate
to mathematics. Pace (2005) notes that “nding
patterns is an important problem-solving strategy” and is the foundation for many mathematical
ideas. Furthermore, “once students become procient at looking for patterns in mathematics, problem-solving becomes easier” (Pace, 2005, p. 425).
Children’s literature is perfect for motivating students to look for patterns and solve problems in a
20
story.
The Manitoba Curriculum Framework of Outcomes (2008) indicates that “curiosity about mathematics is fostered when children are engaged in
activities such as comparing quantities, searching for patterns, sorting objects, creating designs,
building with blocks, and talking about these activities” (p. 5). Children’s literature can be used
to foster curiosity about mathematics as students
search for patterns and talk about their discoveries before, during, and after a story. Ultimately,
the patterns found in books can prompt students
to solve mathematical problems because they are
fundamental to the story.
The Manitoba Curriculum Framework of Outcomes (2008) highlights that, at any grade level,
problem-solving should be the focus of learning
mathematics. Books provide opportunities for engaging in problem-solving situations by providing
key details with minor hints in order to encourage
students to seek solutions.
Using literature for making real-life connections
Mathematics learning is embedded in everyday activities and “literature is the ideal vehicle to
help . . . students see the importance of numbers
in their daily lives” (Bale, para. 1, 2001). Comprehension improves when students connect new
understandings with prior knowledge. Literature
is a perfect foundation, enabling students to make
text-to-text, text-to-self, and text-to-world connections. The Manitoba Curriculum Framework of
Outcomes (2008) explains that,
contextualization and making connections to the experiences of learners are
powerful processes in developing mathematical understandings . . . learning
mathematics within contexts and making connections relevant to learners can
validate past experiences and increase
student willingness to participate and
be actively engaged. (p. 12)
The ways in which mathematics is found in
our daily lives, both in direct and indirect ways,
can be found in some children’s literature. Some
books have mathematics problems or questions
built into the story and often present themselves
naturally as real-life problems. Real-life situations
Education Students’ Anthology
in children’s books encourage students to make
real-life connections, thus increasing comprehension. Moreover, children’s literature is perfect “for
generating both student-posed and teacher-posed
questions” (Wilburne & Napoli, 2007, p. 139). Stories can be used to demonstrate mathematical
relevancy in daily lives. Additionally, stories with
authentic, real-life applications can motivate students to nd mathematical extensions and provide
opportunities to practice and consolidate mathematical skills.
Furthermore, many children’s books include
in the plot the thinking of characters while they
solve a mathematical problem. “Through these
books students see mathematics in a different context while they use reading as a form of communication” (Wilburne & Napoli, 2007, p. 139). The
signicance of communication is outlined in the
Manitoba Curriculum Framework of Outcomes
(2008): “Students need opportunities
to read about, represent, view, write
about, listen to, and discuss mathematical ideas. These opportunities allow
students to create links between their
own language and ideas and the formal
language and symbols of mathematics”
(p. 11). Teachers may use literature as
an additional approach to develop ideas
and language across discipline domains.
or for introducing a new mathematics concept.
Integrating literature into mathematics lessons
may provide students with an alternate approach
for comprehending mathematical concepts. Many
children’s books present interesting problems that
demonstrate mathematics in real life contexts,
above and beyond what worksheets and textbooks
provide. Children’s literature can provide the
catalyst for middle year’s learning that inspires
learners to think, problem-solve, and be curious
about mathematics for life.
Final thoughts
Using literature in the middle
year’s classroom provides students
with a unique and interesting context
in which to learn and build understandings of mathematical concepts—a process that benets both teachers and
students. Although middle year’s mathematics should not be taught explicitly
through the use of children’s literature,
teachers should recognize the many
benets of integrating literature into
a middle year’s mathematics class and
can include stories as part of a comprehensive mathematics program.
Literature can be used to motivate all students
because it is fun, engaging, and offers variety. At
best, a middle year’s learner will engage more actively when being taught mathematics through
literature. Children’s books can be used during
the activating stage of any mathematical lesson
Volume 13
21
References
Bale, C. (2001). Math and literature: A match made in the classroom. Retrieved November 14, 2009,
from http://www.education-world.com/a_curr/curr249.shtml
Manitoba Education, Citizenship and Youth. (2009). Intellectual development of middle years learners.
Retrieved November 9, 2009, from http://www.edu.gov.mb.ca/k12/cur/ela/doc/middleyears.html
Manitoba Education, Citizenship and Youth. (2008). Kindergarten to grade 8 mathematics: Manitoba
curriculum framework of outcomes. Winnipeg, Manitoba: Government of Manitoba.
Nagda, A. W., & Bickel, C. (2000). Tiger math. New York: Henry Holt and Company.
Pace, C. L. (2005). You read me a story, I will read you a pattern. Mathematics Teaching in the Middle
School, 10(8), 424-429.
Roy, J. A., & Beckmann, C. E. (2007). Batty functions: Exploring quadratic functions through children’s
literature. Mathematics Teaching in the Middle School, 13(1), 52-64.
Schiro, M. S. (2004). Oral storytelling and teaching mathematics: Pedagogical and multicultural perspectives. Thousand Oaks, CA: Sage Publications.
Thiessen, D. (Ed.). (2004). Exploring mathematics through literature: Articles and lessons for prekindergarten through grade 8. Reston, VA: National Council of Teachers of Mathematics.
Wilburne, J. M., & Napoli, M. (2007). Integrating literature and mathematics: A mysterious connection. Mathematics Teaching in the Middle School, 13(3), 135-139.
22
Education Students’ Anthology
The Impact of Physical
Activity on the Brain
People have known for many
years that exercise has positive effects on the body as it strengthens
our muscles, heart, and lungs. Recent studies also show that physical activity has a positive impact on
the brain. Numerous studies suggest that children who are engaged
in physical activity are more successful in the classroom than those
who are not. This paper summarizes the benets of physical activity
and examines the impact on academic outcomes of a unique exerPhoto by Lauri VanHeyst
cise program used at a high school
in Naperville, Illinois. Given the positive impact of physical activity on the brain, recommendations are made
for physical activity programming in Canadian schools. The paper concludes that the effects of cardiovascular activity are compelling and profound and should not be ignored by educational stakeholders.
By
Holly Penman
Volume 13
Benets of physically activity
When an individual increases his or her heart rate, the end result
is not just improved cardiovascular health; brain functioning is also enhanced. Physical activity stimulates new brain cell growth and neuron
connections, and regulates neurotransmitters associated with positive
emotional mood and self-esteem (Ratey, 2008). Regular exercise improves the delivery of nutrients to the brain by blood vessels, which enhances brain function (Pica, n.d.). MRI scans of the brain (see Figure
1—the red area means increased electrical activity) show that physical
23
(Figure 1: Image retrieved from http://www.
learningreadinesspe.com/)
activity increases neuron activity (Ratey, 2008).
The connection between physical activity and
physiological functioning of the brain suggests
that the quality of physical education programs
may have an impact on academic performance in
school. Therefore, it is a worthwhile endeavour to
implement better physical education programs in
Canadian schools in order to boost performance
and brainpower.
There are numerous studies suggesting the
positive impact that tness has on students’ performance at school. For example, children who
play vigorously for 20 to 40 minutes a day will
have more improvements in the classroom than
those who do not (Amen, 2007). On the other hand,
a child who sits for more than 10 minutes at a
time loses awareness of physical and emotional
sensations, which reduces concentration and may
explain misbehaviour (Pica, n.d.). In comparing
groups of Grade 7 students who exercised for 5
or 30 minutes before taking a test, researchers
found comparatively increased concentration
for students from the 30-minute group (McIlroy,
2009). Further, increasing weekly activity from
2 to 5 hours improved academic performance in
math, science, English language arts, and French
(Pica, n.d.). Physical activity improves academic
performance, and increasing activity further improves students’ performance.
Physical activity also seems to help improve
the performance of students with neurodevelopmental disorders or behavioural problems. Park
City Collegiate is a school in Saskatoon that
24
serves a low-socioeconomic status neighbourhood.
The Collegiate instituted a physical education
program modeled after Naperville Central High
School. Many of its students have ADHD, behavioural problems, or other difculties. Positive outcomes for students in the physical education program are evident through “improved performance
on math and writing tests, as well as changes in
student behaviour. Some of the students were able
to stop taking medications for ADHD. They were
nishing assignments and coming to school regularly” (McIlroy, 2009). Further, experts say that,
if training and exercise is started early enough, it
may even prevent children from developing some
of these disorders (McIlroy, 2009). Physical activity appears to be a signicant means of enhancing
schooling for children with special needs.
Naperville Central High School: A model example
Naperville Central High School (NCHS), located in Naperville Illinois, uses a cutting-edge
program for physical activity during school hours
(Ratey, 2008). The students begin their day by increasing their heart rates on treadmills, ellipticals, or bikes. The goal is for the students to maintain their target heart rate for 20 minutes. During
classes, students take “brain breaks,” which are
movement activities that regulate brain activity. Students can choose to sit on ex ball chairs,
which allow them to dget and move while they
work. Some of the classrooms have exercise machines that students are encouraged to use during
class if they feel the need to burn off excess energy.
These are just a few examples of how NCHS pro-
Education Students’ Anthology
motes physical activity as part of a daily learning
routine.
The students at NCHS are perhaps the ttest in the nation, and are among the smartest
students in the world. The school has a 3% obesity rate compared to the national average of 35%
(Ratey, 2008). On an international standards test
called TIMSS (Trends in International Mathematics and Science Study), students at NCHS ranked
sixth in mathematics and rst place in science in
the world (Ratey, 2008). NCHS is a prime example
of the impact that physical activity can have on
the brain.
Improving physical education closer to home
In Canada, most children are failing to attain
recommended physical activity levels: “Only 13%
of Canadian kids [are] getting the recommended
90 minutes of physical activity a day . . . [and] 90%
of Canadian children are still spending too much
time in front of television, computer, and video
screens” (Active Healthy Kids Canada, 2009).
Given the positive impact of physical activity on
the brain, more attention needs to be given by all
stakeholders to address the physical activity levels of children in Canadian schools.
Parents and schools can contribute to increasing physical activity levels of children. Parents can
encourage their children to spend more time playing outside and getting exercise, and to reduce TV
and computer time to less than two hours per day
(Active Healthy Kids Canada, 2009). Schools can
timetable more opportunities for physical activity during the school day, promote the equal importance of exercise and academics, and consider
curricular integration of physical education with
Photo by Lauri VanHeyst
Volume 13
outcomes in other subjects (Active Healthy Kids
Canada, 2009).
Care is also needed when developing and
implementing physical education programs. Students who are not athletically inclined may not
benet from programs that emphasize performance. The most important goal of any physical
activity program is to ensure that every person
reaches his or her target heart rate. At NCHS, this
goal is achieved by providing every student with
a heart rate monitor watch. The students track
effort rather than skill (Ratey, 2008). Students
at NCHS can also choose from a wide variety of
team and individual activities, which encourages
participation (Ratey, 2008). Student tness levels
and athletic abilities vary; thus, physical activity
programs that emphasize effort and choice motivate students to increase their physical activity
to levels that are required to increase heart rate,
thereby positively impacting the brain.
Conclusion
Numerous studies have shown that physical
25
activity has a positive effect on the brain. Exercise
increases the physiological activity of the brain,
which improves concentration and academic performance. Results from the program at NCHS are
compelling; evidence shows that such programs
can have a positive impact in a school setting, and
based on that evidence, physical activity should
be a fundamental element of school programming.
Other schools are following suit, such as the program already in place at Park City Collegiate in
Saskatoon. Mulvey School, in Winnipeg’s inner
city, is currently creating a “Fit for Learning Pro-
gram” modelled after NCHS, in hopes of improving student behaviour and academic performance.
In an era when sedentary lifestyles are on the
rise, the importance of increasing opportunities
for physical activity is more profound. The school
is an optimal location for ensuring universal and
equal access to high-quality, integrated physical
activity programming. Educational stakeholders should “get moving” and seriously consider
the fundamental importance of exercise for the
physical and intellectual growth of our children.
References
Active Healthy Kids Canada. (2009, June 2). Active kids score higher: More activity time adds up
to better learning. Retrieved September 28, 2010, from http://www.activehealthykids.ca/
ecms.ashx/Resources/AHKC2009-Mattearticle-ActiveKidsScoreHigher.pdf
Amen, D. G. (2007, November 11). Exercise builds strong brains! The Brain in the News: Dr.
Amen’s Clinical Newsletter. Retrieved September 28, 2010, from http:// www.amenclinics.
com/newsletter/article/?articleID=158
McIlroy, A. (2009, November 6). The link between exercise and more brainpower. The Globe and
Mail. Retrieved September 28, 2010, from http://www.theglobeandmail.com/news/technol
ogy/science/the-link-between-exercise-and-more-brainpower/article1354723/page1/
Pica, R. (n.d.). More movement, smarter kids. Moving and Learning.com. Retrieved September
28, 2010, from http://www.movingandlearning.com/Resources/Articles21.htm
Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little,
Brown and Company.
26
Education Students’ Anthology
From Theory to Practice:
A Personal Perspective on
the Path to Successful
Inclusion in Manitoba
By
Michelle Panting
Volume 13
While training to become a teacher, I took an opportunity that both
challenged and surprised me; I worked in a specialized program for
children with high-level special needs and serious behavioural issues.
The process of learning how to work effectively with students with undesirable behaviours led me to assess and compare how students with
special needs are included in the general education classroom. During
my work in this program and as a teacher candidate, I have observed
students whose academic and social needs are satised by a team of
experts equipped to understand and meet those needs, but I have also
observed students who, despite the efforts of a compassionate educational team, do not consistently achieve academic and social success in
inclusive settings. This observation has not led me to wonder whether
inclusion should be practiced in Manitoba schools, but rather how inclusion can best be practiced so that all students with unique learning
requirements are able to meet with greater academic and social success
in Manitoba classrooms. I will frame responses to this question using
inclusion research conducted by Flem and Keller (2000) who ground
their work in Pijl and Meijer’s (1997) inclusion framework (as cited in
Flem & Keller, 2000). After setting the ideological stage for inclusion
in Manitoba, and discussing Flem and Keller’s research, I explore the
practice of inclusion guided by this framework and conclude that the
transition from inclusive theory to inclusive practice is a complex process that requires consistent and conscientious efforts.
“Appropriate education for all”
Before discussing inclusion as it affects individual students, it is
important to highlight the challenges with the interpretation of Manitoba’s Appropriate Educational Act (Bill 13) and the wording, “appropriate education for all.” According to The Canadian Charter of Rights
and Freedoms (1982), “every individual is equal before and under the
law and has the right to equal protection and equal benet of the law
27
students have the right to appropriate
educational programming, and all students have a right to benet from their
education (Government of Manitoba,
2007). Manitoba Education’s tenets not
only reect the ideology of The Canadian
Charter of Rights and Freedoms, but are
designed with the intent to help all students succeed. If all students are to truly
benet from Manitoba’s inclusion policies, it is important to bear in mind that,
without discrimination . . . based on . . . mental
or physical disability” (article number 15.1). In
Manitoba, The Public Schools Act: Appropriate
Educational Programming Regulation (2005) protects the rights of students with mental and physical disabilities so that The Charter may be upheld
in classrooms and schools. The Public Schools Act
justly holds teachers and schools responsible for
the appropriate education of all students in any
learning environment, but the debate continues
on the interpretation of the term “appropriate education for all.”
The Government Department for Education in
Manitoba (hereafter referred to as Manitoba Education) is required by law to ensure that schools
are educating their pupils appropriately and inclusively. In Appropriate Educational Programming:
A Handbook for Student Services (2007), Manitoba
Education denes inclusion as “a way of thinking
and acting that allows every individual to feel
accepted, valued, and safe” (p. 7), and an inclusive community as one that “consciously evolves
to meet the changing needs of its members . . .
[and] provides meaningful involvement and equal
access to the benets of citizenship” (p. 7). These
denitions are rooted in the department’s core values. Most importantly, for this paper, these values
include the beliefs that all students are capable
of learning, all students have individual abilities
and specic learning needs, all students want to
feel a sense of belonging and value in a group, all
28
inclusion is fundamentally not a reform of special education but a reform of the mainstream. . . . [Thus]
special education must be part of the
ongoing dialogue in general education
that will lead to reform of curriculum,
school organization, and professional development. (Zigmond & Baker,
1995, pp. 247-248)
Clearly, inclusion can benet students with special needs, both academically and socially, and
when there are modications made to mainstream
education, then all students may benet. Diligent
and consistent effort by all stakeholders, and a
commitment to ongoing educational dialogue, is
the foundation for successful inclusion practices
in Manitoba public schools.
Framework for research
I will frame my evaluation of special education
and inclusive classroom practices in Manitoba using Flem and Keller’s (2000) six factors that affect
inclusion (characteristics of teachers, classroom
environment, school climate, cooperation, support
from people with experience, and attitudes and resources), which are further organized into three
levels—the classroom level, the school level, and
the external support level (Pijl & Meijer, 1997,
as cited in Flem & Keller, 2000). At the classroom level, two factors shape inclusive practices:
the characteristics of individual teachers and the
structure of the classroom environment. Next, at
the school level, where cooperation among teachers, educational aids, and school administrators
affect how students with special needs are included in school community depends greatly on support from people with experience in special education. Third, the external level includes support
Education Students’ Anthology
and input from people with knowledge of special
education, access to resources, and control over
program planning. The external support level includes the school division, the provincial government, and policy makers who make major funding
decisions determined through a hierarchical chain
of decision-making. The key factor that joins all
three levels together is the attitudes of all stakeholders—students, teachers, parents, administrators, policy makers, and the community. Overall a
positive attitude towards inclusionary practice is
essential to successful implementation.
Level one: The classroom
Inclusive practices can be observed most plainly in the general education classroom, where inclusion is affected by the characteristics of the classroom teacher and the environment. The personal
qualities, attitudes, and training of the classroom
teacher greatly impact how, when, and by what
means students with special needs are included.
In interviewing educators in Norwegian schools,
Flem and Keller (2000) found that teachers who
include students successfully were often described
as warm-hearted, enthusiastic, and knowledgeable (p. 11). In addition, special education training
at the university or post-graduate level has been
identied as one of the most important variables
regarding teacher attitudes toward students with
special needs. When Sharma, Forlin and Loreman (2008) found a positive correlation between
teachers who implemented inclusion successfully
and have a positive attitude toward
those with disabilities, they also discovered that training in special education
resulted in positive teacher attitudes
even more reliably than having a family member with a disability. And, the
more training and schooling, the more
positively teachers feel toward students
with special needs, and thus the more
readily they integrate them in the general education classroom (Sharma et al,
2008).
In Manitoba, all teachers are required to spend a minimum of six credit
hours in special education training—a
vast improvement, in my opinion, from
years past when teachers often came
to the classroom with little-to-no such
training. However, I believe there is
Volume 13
still more to be done in the area of special education training. My experiences in a specialized program have affected my philosophy and teaching
practices in special education by enhancing the
theoretical perspectives learned during university
coursework. Practical experience helps to foster
empathy, allows teachers to implement specic
strategies for working with students with special
needs, and aids in the development of teacher condence. These benets help teachers to include
all students more fully and with greater success
because practical experience minimizes the “fear
of the unknown.” For these reasons, I believe that
teacher candidates should be required to spend at
least some of their practicum in specialized programs. At the University of Winnipeg, education
students in their second year of the Integrated
Program spend one day a week for half a term
working one-on-one with students in remedial or
specialized programming. This practice could be
improved by requiring all teacher candidates to
take part in such an experience, in addition to ensuring that the teacher candidates receive enough
practical training to serve their students condently. When synchronized practical experience
and empirical learning occur, praxis develops.
That is, with appropriate education and training,
the teacher is given the opportunity to develop attitudes and qualities that motivate them to conscientiously and competently provide students with
an inclusive education.
At the classroom level, the personal qualities
29
and training of the teacher often determine how
the inclusive classroom environment will be physically and socially structured. A truly inclusive
classroom environment is characterized by positive social interactions among the students (with
or without special needs) and staff, occurring in
a physically and socially adaptable environment.
Because the classroom environment—the second
factor at the rst level—is not only a physical environment, but a social one, I will discuss both the
physical and social aspects of the classroom environment in turn. To help all students feel comfortable, safe, and able to participate in meaningful
social interactions, educators must continuously
create classroom environments that facilitate
physical and social inclusion.
The physical environment of the classroom
A physical environment that forces educators
to choose between serving the needs of most students and those with special needs can hamper
school goals to build and maintain community.
An example of this conict may be found when
integrating students with profound autism in the
classroom. Many students with profound autism
benet from calming environments with muted
colours and limited sudden noises such as buzzers. Although bright colours and frequent buzzers
have played a traditional role in the functioning of
a school, they can cause some students pain and
discomfort, leading to behavioural and emotional
outbursts, and ultimately disrupting the learning
community.
From my experience with specialized students, I see the benets in making small changes
to the environment—changes such as dimmed or
natural lighting, low noise levels, the use of calming music during times of transition, minimal visual stimulation (such as posters and decorations),
and, when and where possible, the presence of a
private retreat within the classroom where students can go to unwind if they become agitated.
The aforementioned suggestions may not be possible or desired by all, but, in my experience, implementing some will benet more students than
just those with diagnosed exceptionalities.
The social environment of the classroom
Although the physical environment is certainly important for the comfort of all students, social
interactions are what truly shape inclusive class-
30
rooms. If the goal of special education is “meaningful involvement and equal access to the benets
of citizenship” (Government of Manitoba, 2007, p.
7), then students must be included socially as well
as physically. Inclusive research has shown that
while teachers generally plan well academically
for students with special needs, they sometimes
struggle to plan for social integration (Flem & Keller, 2000). Because students with disabilities are
at a greater risk for stigmatization when appropriate social skills are not taught to all students,
teachers must plan for an environment of social
integration in addition to academic integration
(Flem & Keller, 2000; Knight, 1999). Furthermore,
teachers have reported that “even if the other students accepted them and took care [of] and were
nice to them, students with disabilities often [did
not have] friends nor anybody to identify with”
(Flem & Keller, 2000, p. 195).
Acceptance of those who are different is an important rst step in building a socially inclusive
classroom, but such a classroom must go beyond
acceptance. Any student, regardless of ability,
may feel lonely and out of place when they have
neither friends nor people to whom they can relate
in their class. While assigning friends to friendless
students is often a detrimental exercise rather
than a helpful one, teachers can foster the formation of friendships by planning educational activities that facilitate social interaction in addition to
encouraging attitudes of acceptance. In a successfully inclusive community, teachers must not only
ensure that students accept individual differences
(Knight, 1999), they must also consistently plan
for meaningful, academically-based student interactions that facilitate relationships between students (with or without disabilities).
Level two: The school
The factors that inuence inclusive practice at
the classroom level affect all students daily, but a
larger context still exists. Cooperation among all
educational staff at the school level can greatly inuence what takes place at the classroom level. In
schools where educational staff work in a cooperative community, all students and all staff benet
and inclusive practice ourishes (Knight, 1999).
Research suggests that, “gathering information
and being able to problem solve with others . . . is
critical to effective teaching and the implementation of inclusion” (Knight, 1999, p. 5). In a school
Education Students’ Anthology
characterized by staff cooperation, all teachers share the responsibility of educating all students. This shared responsibility can be fostered when teachers offer professional
support to one another by exchanging resources and strategies. Furthermore, an open dialogue in which teachers develop effective strategies for working with shared students
provides those students with some measure of consistency
as they move from classroom to classroom. Consistency is
important as most students with disabilities respond well
to stable structures and clear expectations. Additionally,
in order to meet the expectations of The Public Schools Act,
and to ensure that a student is assessed within a reasonable period of time “if he or she is having difculty meeting
the expected outcomes” (Government of Manitoba, 2005, p.
3), open communication and cooperation between principals, teachers, and special education teachers is required.
The initial assessment may lead to further specialized
assessment by the appropriate professionals, including
adaptations that may help the student to meet the outcomes, a re-evaluation of the outcomes the student “can
reasonably be expected to achieve” (Government of Manitoba, 2005, p. 4), and the development of an Individualized
Education Plan (IEP) until the student is able to meet the
expectations (whether adapted or modied) of the teacher
and the curriculum (Government of Manitoba, 2005). While
involving both student and parent(s) in this process, open
and respectful communication among staff is in the best
interest of the individual student, for “a positive consequence of cooperation . . . [is] that the school’s staff [takes]
more responsibility for every child” (emphasis added, Flem
& Keller, 2000, p. 199). In addition, when staff and parents
consult and share with one another, they benet from differing (and sometimes divergent) perspectives, enhancing
the support system in place for that child.
As a student teacher in a Winnipeg school where team
teaching is practiced, I witnessed weekly meetings between
special and general education teachers. In these meetings,
they discussed issues and triumphs with specic students,
swapped resources, and sought advice for working with
specic students. Of course, professional ethics ensures
that the privacy of individual students is protected, and
that sharing does not turn into airing one’s grievances.
Parent(s) of the child with special needs and the appropriate experts sometimes attended these meetings to provide
teachers with more information and broaden the professional dialogue. When school staff cooperates consistently
and respectfully with each other, appropriate experts, and
the community, everyone shares in the responsibility to
educate students with disabilities individually and collectively. The value of parental input cannot be undermined;
parental feedback is integral to the success of their child,
Volume 13
“
A physical environment that forces educators to
choose between
serving the
needs of most
students and
those with special needs can
hamper school
goals to build
and maintain
community.
31
32
and, to some degree, their opinions can have an effect on policies that are funded by the third level—
external supports.
ported by knowledgeable and enthusiastic educators who use physical and developmental aids appropriately.
The role of the educational assistant at the school
level
Another factor at the school level of Pijl and
Meijer’s framework conrms that the support by
competent staff is highly benecial to students
with special needs’ success. When Carlson and
Karp (1997) used grounded theory to study programs which integrate young children with special
needs, they discovered that “the core variable . . .
was the role of the assistant teacher” (p. 107). The
assistant not only establishes a primary caregiver
relationship with the child, but is also constantly
collaborating with the teacher(s) (Carlson & Karp,
1997). Based on Sharma, Forlin, and Loreman’s
research (2008), that demonstrates a positive correlation between teacher attitudes and special
needs education, I believe it is very important
that the province requires educational assistants
to undergo a minimum level of training as well.
Earlier, I emphasized the importance of balancing practical experience with empirical study
in teacher training, and such an education is also
valuable to those who work most directly with students with disabilities. At present, educational assistants are not required by Manitoba Education
to receive any specialized training in working with
students with disabilities. Training is regulated
by the school division or school (Government of
Manitoba, 2009) and most often occurs when an
educational assistant is assigned to a student who
has highly specic needs; for example, a student
who is tube-fed. While I do not wish to minimize
the accomplishments of the many wonderful educational assistants who provide students with
extra support, I believe that more can be done to
improve the standards by which these primary
caregivers are trained. Well-educated and experienced staff—educational assistants, classroom
teachers, resource teachers and principals included—are better able to utilize the necessary physical and instructional resources to aid a student,
and generally have greater access to “empirically
validated approaches” that demand “evidence of
effectiveness” for working with a student with
special needs (Zigmond & Baker, 1995, p. 249).
Students with special learning needs have more
opportunities to be successful when they are sup-
Level three: External supports
The external supports level, as mentioned
earlier, includes the school division, the provincial
government, and policy makers (school boards)
who control the funding allocated to schools—valuable funding that can provide essential learning
tools for students with special needs. The fundamental issue at this level is the interpretation of
the wording in the Public Schools Act which delineates “appropriate education for all.” In Manitoba,
each school division has different mandates to
serve the needs of children with exceptionalities.
Furthermore, based on Flem and Keller’s work in
Norway (2000), there is clear evidence that “public opinion is a factor because it affects legislation,
funding, and nancial regulation” (p. 192). Based
on the hierarchical decision-making chains present in Manitoba, which includes feedback from
Manitoba Education, school boards, and superintendents, not all schools are equal in terms of
special educational programming. This inequality is a result of public opinion because there is
still uncertainty among grassroots organizations
for people with disabilities and the general public
about how to best meet the needs of students with
exceptionalities. This ongoing debate, in turn, affects the way in which schools are funded.
No teacher working with students with special needs desires a reduction in funding, but that
is often a common worry. A reduction in funding
could affect the extra teacher support in the classroom in addition to the learning aids for students
with special needs. A reduction in funding could
also affect the type and quality of teacher aid
training available in each province. As highlighted earlier in level two—the school—the valuable
contribution of educational assistants in the inclusive classroom has a great impact on the quality
of education for students with special needs. According to a Canadian Teachers’ Federation report
(2009), “the population of students with special
needs in public schools has increased...combined
with the fact that spending on more services for
students with special needs is a priority for Canadians, funding for public education as a proportion
of provincial budgets has decreased” (p. 5). Therefore, it is a valid concern for teachers in Manitoba
Education Students’ Anthology
to question whether their schools will be receiving
adequate funding to meet the needs of students
with exceptionalities in an inclusive classroom
setting.
Concluding remarks
Fifteen years ago, Zigmond and Baker (1995)
stated that,
with strong commitment to change,
with leadership at the building level,
with training, with preservation of extant special education resources, and
with cooperation from parents, children,
and teachers, full inclusion [is possible].
(p. 250)
Manitoba schools have come a long way in the integration of students with special needs in classrooms and, yet, as our level of service improves, so
too must our standards for service by educational
staff. Educational staff, administrators, and government members must advocate for improved
Volume 13
inclusion at all three levels: at the classroom level,
we need teachers who have
the training—both practical
and theoretical—and desire
to lead and maintain classrooms that are characterized by physical and social
inclusion; at the school level,
we must ask for time to be
set aside for school-wide cooperation and collaboration;
and at the external support
level, we must advocate for
improved standards for the
education of support staff
so that students are provided with more effective resources, and that funding is
in place to equip classrooms
with appropriate learning
aids for students with special needs.
Furthermore, all stakeholders must also recognize the limitations, for “considering ‘all’ is not
the same as considering ‘each and every one,’ and
a reformed general education probably will not
be sufcient to meet the needs of some students”
(Zigmond & Baker, 1995, p. 248). In rare cases,
specialized programs, such as the one in which
I worked, are the safest and most benecial option for the individual student and for the classroom community. At the same time, an asset of
inclusion is that it fosters accepting attitudes on
the part of all members of the school community
(Flem & Keller, 2000), so we must be careful not
to remove students with special needs from general education settings too quickly. A school community in which educational staff recognize the
complexity of the transition from inclusive theory
to inclusive practice, and work together consistently and conscientiously to develop and maintain
inclusive praxis, allows all students to participate
in citizenship as part of a society that is truly representative of diversity in Canada.
33
References
Canadian Charter of Rights and Freedoms. (1982). Part I of the Constitution Act. Department of Justice. Retrieved August 16, 2010, from http://laws. justice.gc.ca/en/charter/1.html#anchorboga:l_I-gb:s_1
Canadian Teachers’ Federation. (2009). Issue brief on teacher assistants. Retrieved October 17, 2010,
from http://www.ctf-fce.ca/publications/Briefs/ IssuebriefTchrAssts-eng.pdf
Carlson, H., & Karp, J. (1997). Integration in early childhood programs in three countries. International Journal of Early Years Education, 5(2), 107-118.
Flem, A., & Keller, C. (2000). Inclusion Norway: A study of ideology in practice. European Journal of
Special Needs Education, 15(2), 188-205.
Government of Manitoba. (2009). Educational assistants in Manitoba schools. Winnipeg: Manitoba
Education School Programs Division. Retrieved July 21, 2010, from http://www.edu.gov.mb.ca/
k12/docs/support/ed _assistants/educational_ assistants.pdf
Government of Manitoba. (2007). Appropriate educational programming: A handbook for student services. Winnipeg: Manitoba Education, Citizenship and Youth.
Government of Manitoba. (2005). The Public Schools Act: Appropriate educational programming regulation. Winnipeg: The Queen’s Printer for the Province of Manitoba.
Knight, B. (1999). Towards inclusion of students with special educational needs in the regular class
room. Support for Learning, 14(1), 3-7.
Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ attitudes and
concerns about inclusive education and sentiments about persons with disabilities. Disability
and Society, 23(7), 772-785.
Zigmond, N., & Baker, J. (1995). Concluding comments: Current and future practices in inclusive
schooling. The Journal of Special Education, 29(2), 245-250.
34
Education Students’ Anthology
Change, Innovation,
and Leadership
Kirstin Blight, Wes Koslowsky, and Evgeunia Rudman reect on what
change, innovation, and leadership mean to them as recent graduates
and prospective teachers in Manitoba. Kirstin speaks to the role that
educators can play in inspiring all students under their charge to effect
change in the world; Wes addresses the importance of reecting on one’s
teaching and daring to be a risk-taker; Evgeunia recalls the extraordinary
courage of a childhood hero in Poland, and wonders if, as a teacher, she
could have been as brave.
Kirstin Blight
By
Kirstin Blight
Wes Koslowsky
and
Evgeunia Rudman
“Here’s to the crazy ones. The mists. The rebels. The
troublemakers. The round pegs in the square holes. The
ones who see things differently. They’re not fond of rules.
And they have no respect for the status quo. You can praise
them, disagree with them, quote them, disbelieve them,
glorify or vilify them. About the only thing you can’t do is
ignore them. Because they change things. They invent. They
imagine. They heal. They explore. They create. They inspire.
They push the human race forward. Maybe they have to be
crazy. How else can you stare at an empty canvas and see
a work of art? Or sit in silence and hear a song that’s never
been written? Or gaze at a red planet and see a laboratory
on wheels? While some see them as the crazy ones, we see
genius. Because the people who are crazy enough to think
they can change the world, are the ones who do.”
-Anonymous Apple Computer Advertisement
This quote exemplies educational change for me because I believe
it to be true of our students. I believe that, sometimes, the most “at-risk”
youth in our classrooms are the brightest and most talented ones. This
is why I think it’s so important to see the potential or the “gold” in every
Volume 13
35
child. If you look hard enough, you’ll always be able to nd an individual’s niche (sometimes hidden
talents). It can be extremely rewarding to get through to a student who decides to trust you, open up, and
show you how extraordinary he or she can be! The reason it is said that children are the future is because
it’s always the next generation that changes things from the way they were and, as teachers, it is our job
to help them embrace their strengths and worry less about their weaknesses.
Wes Koslowsky
“It is not the critic who counts; not the man who points out how the strong man stumbles,
or where the doer of deeds could have done them better. The credit belongs to the man who
is actually in the arena, whose face is marred by dust and sweat and blood, who strives
valiantly…who knows the great enthusiasm, the great devotion, who spends himself in a
worthy cause, who at the best knows in the end the triumph of high achievement and who
at the worst, if he fails, at least he fails while daring greatly, so that his place shall never be
with those cold and timid souls who know neither victory nor defeat.”
-Theodore Roosevelt
This quote has, over the years, meant a lot to me. It has encouraged me to be a risk-taker, and to
not live in fear of failing or making mistakes. It is through our trials and errors that I believe most of
our learning takes place, and there is nothing more benecial than adopting this type of self-reective
journeying. Truly, the biggest mistakes we make are those of inaction. All we have is today, and it is
what we do with this time that really matters.
Evgeunia Rudman
He was born Henry Golschmidt, but Janusz Korczak was his penname. He wanted to be a
writer-journalist since childhood but he became a medical doctor. He practiced in European
clinics, worked with juvenile offenders, and taught in a school for the mentally challenged
in Warsaw, Poland. Korczak learned to love these children and helped them throughout
their struggles. For him, children always came rst: “Children should be treated like kings
and queens,” he insisted. The title of his rst children’s book was King Matiush. In 1920, he
founded a house for orphans on Krohmalnoy Street in Warsaw (now Yaktorovska). He tried
to give these orphans the rights they deserved as children. On August 6, 1942, on the orders
of Hitler, the children under his charge embarked on their nal journey. Korczak walked
ahead, holding the hand of a boy and girl. A guard recognized him as one of his beloved
childhood authors and he was given the opportunity to escape.
“I used to read your books as a child,” he said. “They were my favorite.” The commander
continued, reassuringly. “The order to leave Warsaw does not apply to you. You can stay.”
“And the children?” asked Korczak.
“The children must go,” ordered the commander.
“You are mistaken. My children come rst!” insisted Korczak and abruptly slammed
the door of the train car.
The train took him and the children to Treblinka where they perished in the gas chambers.
I rst heard about Korczak when I was a child in Russia, and his story made such a great impression
on me! He spoke out against poverty, exploitation, and social injustice. He fought for children’s universal
right to live in dignity. Children believed in him, and he needed to prove worthy of their trust. I was
astonished by the brave act that he committed for the sake of the children. I often wonder, “Would I have
been able to do the same?”
For more information, see YouTube: http://www.youtube.com/watch?v=mbLSVsngEy4&feature=related
36
Education Students’ Anthology
Photo by Lauri VanHeyst
Volume 13
37
Ishmael Beah’s
A Long Way Gone:
Memoirs of a Boy Soldier,
with Strategies to Teach
the Novel
By
Kirby Penner
38
A Long Way Gone: Memoirs of a Boy Soldier, by Ishmael Beah,
who is a children’s rights advocate, is a riveting account of his life as
a boy growing up in Sierra Leone in the 1990s during the civil war.
It reveals the life of an innocent child who is captured by and forced
to serve in the rebel army where he is given training, an AK-47, and
powerful mind-numbing drugs, at which point he embarks on a brutal two-year killing spree. Beah is eventually rescued and sent to a
UNICEF rehabilitation centre, where he struggles to return to normalcy and reclaim his humanity. It is an inspirational, graphic story
that provides a powerful record of the atrocities of war, of hope, and of
eventual redemption.
A Long Way Gone is suitable for a more mature, higher-level class
of adolescents and adult literacy learners. The content, however, is
not easy to read. The author depicts events in graphic detail, exposing the realities of war. Events described in the novel force readers to
open their eyes to the reality of the world in which we live. However,
the story also incorporates glimpses of Beah’s past and future, both
of which are full of hope and goodness, making the story easier to
cope with. Thus, the gruesome depictions that frequently appear in
the book are crucial to facilitating understanding.
An interesting and moving text, A Long Way Gone, is told in rst
person. The form is accessible to high school students because novels
and narrative pieces are familiar and the most commonly used texts
in English Language Arts classes. The vocabulary used is appropriate
for adolescent and adult literacy learners, as it is not overly complicated. Any vocabulary that may be foreign to the reader is explained
within the text, making it more accessible to students. Flashbacks
and ash forwards make the text more difcult to read, but are appropriate to the text, providing the reader with relief and hope as Beah
recounts the terrible events of his past. The book is also suitable for
Education Students’ Anthology
are not alone. The text also allows for discussion
on how difcult it is to deal with loss.
The question of human rights is also raised in
the book, which is something Canadian students
may not have experienced rst-hand. Children and
young adults may not pay much attention to such
issues because of the privileges and rights they
are given as Canadian citizens. A Long Way Gone
can serve as an introduction to the issue of human
rights around the world. Although many students
may not have dealt with the issue of war and child
soldiers, they can relate to the basic issues that
arise. Fortunately, the text allows them to explore
a variety of issues from a different perspective. It
may spark students’ interest in issues that affect
the global community, as well as the drive to assist those suffering around the world. The loss of
innocence is one human rights issue that is apparent throughout the text. A child forced to become
a soldier, kill, steal, and do drugs are all issues
of human rights. The book could lead to thoughtful discussion and discovery, opening the eyes and
minds of all students in the classroom.
this age group because it deals with a variety of
issues adolescents may face, including loneliness,
loss, identity, and survival. A Long Way Gone
looks at the loss of innocence and what it means to
be human, which all students should be given the
opportunity to examine.
Beah deals with loneliness and a sense of loss
throughout the story as demonstrated by the separation from his family and friends when the war
came to his village, as well as when he lived alone
in the jungle. He also discusses the loneliness he
feels when he is among others who have not had
the same experience; he feels misunderstood, as
highlighted by his experience living with his uncle
in a part of the country not exposed to war. This
is similar to the loneliness other students experience, as many often feel misunderstood, neglected,
and alone in their experiences. This book allows
the reader to see that everyone (even those living
in other countries) goes through similar experiences, which may help them feel as though they
Volume 13
Teaching A Long Way Gone in the classroom
How can A Long Way Gone be best used by
teachers in lesson planning? In order to help students of all backgrounds in the school system access this text, teachers must incorporate dynamic
teaching strategies. It is crucial to consider all
learners when planning, including EAL students,
students with learning disabilities, as well as
those with different learning styles to ensure every student is given a chance to succeed. Incorporating a variety of strategies in all three phases
of lesson planning (i.e., activating, acquiring, and
applying) is important for students to obtain skills
needed for lifelong learning, and for grasping the
material.
To activate students’ prior knowledge, incorporating a vocabulary strategy would help ensure
that the text is accessible for students, and would
allow the teacher to check if students have the
knowledge necessary to access the text. A sample
strategy is a Vocabulary Self-Awareness Chart,
discussed in Improving Adolescent Literacy (Fisher & Frey, 2008). The chart requires students to
write down new or important vocabulary words
and indicate how well they know their denitions
(Fisher & Frey, 2008, p. 59). Students would continue to refer to and ll out this sheet while they
39
read to inform their understanding of new, important, or challenging vocabulary. At the beginning
of the lesson, one could also get students to complete a KWL chart, possibly on child soldiers, to
see what students know, want to know, and what
they have learned at the end of the unit. Another
activating strategy that could be used in conjunction with A Long Way Gone is an Anticipation
Guide, as outlined in the Success for All Learners (SFAL) handbook (2007). The Anticipation
Guide has statements on one side of the page, and
on the other side students write down what they
think about the statement before and after reading, including why their response changed or did
not change. These strategies are benecial for dispelling stereotypes students may hold about war
and allow students to access prior knowledge they
have on relevant topics.
During the acquiring phase, the insert notemaking strategy would be particularly helpful.
Students would use post-it notes and place them
throughout the text where they have questions,
have made connections, or can describe their visualizations (i.e., what they see while they are reading). This provides students time to reect on the
text and teaches students important skills for becoming successful readers. While reading A Long
Way Gone, I would provide opportunities for students to read the text on their own, as well as in
a group. The shared reading strategy allows students to be active participants in their learning as
they take turns reading.
To get students to apply their knowledge, a
research project would be appropriate and effective. Students could conduct research on a topic of
their choice that is touched on in the book or related to its content—topics such as child soldiers,
the lost boys and girls of Sudan, or war-affected
children would be appropriate. The presentation
of each project would allow students to creatively demonstrate what they have learned. Group
work could be used to allow students to collaborate with one another. Another effective activity
for students applying their knowledge would be
a journal reection or getting students to write a
personal story that was triggered by the reading of
the text. Journals give students an outlet for their
stories, which they may have been afraid to tell
before reading the text. It also allows them to see
the value of sharing their experiences.
A variety of strategies may be used to engage
40
Ishmael Beah
students in learning. A teacher may consider
Gardner’s Multiple Intelligences when planning
to ensure all students have a chance to utilize
their special talents and experience success while
engaging in the learning process. Checking for
understanding before, during, and after reading
is important for the success of all students. The
issues addressed in the text, as well as the way it
is written, also keep students interested and may
facilitate or encourage meaningful learning. One
may adapt the strategies to his or her students, as
well. If there were students in the classroom who
have dealt with war, it would be important to approach them before taking on the text. It is important to make all students feel safe in the classroom
and, if the topics dealt with in the text are too sensitive, I would not recommend reading the book
A Long Way Gone. However, if students appear
comfortable with the text, it may help to bridge
the gap between cultures, and allow students to
share their stories, facilitating understanding in
Education Students’ Anthology
the classroom. English language learners will require more visual aids and may require extra attention to ensure they have access to the material
presented in the text. Students with learning disabilities require a number of adaptive strategies,
but these, too, should be planned for use in the
classroom. One must also incorporate the different
language skills (reading, writing, viewing, representing, listening, and speaking) into the lesson to
ensure that students are gaining the skills needed
to become successful, independent, lifelong learners.
By adapting strategies to make the text accessible to all students, meaningful learning may
take place, especially with such a powerful, moving text as A Long Way Gone. Ishmael Beah’s book
is a fascinating account that can be effectively utilized in the classroom by teachers to engage, inform, and inspire the hearts and minds of many
adolescent readers.
References
Beah, I. (2007). A long way gone: Memoirs of a boy soldier. Vancouver: Douglas and McIntyre.
Fisher, D., & Frey, N. (2008). Improving adolescent literacy: Content area strategies at work (2nd ed.).
New Jersey: Merrill Prentice Hall.
Government of Manitoba. (2007). Success for all learners: A handbook on differentiating instruction.
Winnipeg: Manitoba Education, Citizen and Youth, School Programs Division.
Volume 13
41
Grade 6 Social Studies:
Propaganda and
the Ghettos
The goal of the rst lesson plan outlined below is to examine
propaganda used by both the Allies and the Nazis during World War
II. The second lesson aims to identify the Canadian Charter of Human
Rights and Freedoms, and examine how Jewish Europeans’ human
rights were violated during the Second World War. The following
lessons are multi-modal in that they involve pictures, questioning,
poetry, group work, and a hands-on component.
LENGTH: 60 minutes (this can be modied, depending on time
constraints)
UNIT: Social Studies
THEME: Propaganda
MATERIALS: Printed propaganda images from World War II,
tape, scrap paper, pencil crayons, markers, paint, and white
art paper
By
Alyssa Jones
Hang up propaganda images from World War II on the walls. Then,
ask the students to complete a gallery walk around the classroom.
Have the students write down two or three things they notice in the
images (e.g., ags, people, symbols, words). After they return to their
desks, ask students what they noticed and make a list on the board or
on ipchart paper.
Next, ask students: Does anyone know what these images are
called?
Discuss that the images are examples of propaganda. Explain that
propaganda is similar to advertisements intended for “spreading of
ideas, information, or rumors for the purpose of helping or injuring
an institution, a cause, or a person” (Merriam-Webster Online, 2010).
42
Education Students’ Anthology
Show current media examples of
propaganda. Explain that today’s mass
media thinks that people are easily
persuaded and that they treat you as
a propaganda target. Today’s media
propaganda is not normally racist or
inammatory, but it is designed to
encourage you to spend your parents’
money, to be patriotic, and so on. Good
examples of this include: President
Obama’s “Hope” poster, McDonald’s
“I’m lovin’ it” ads, and Canada’s
“Support our Troops” ads.
Show a picture of Joseph Goebbels, Germany’s
Minister of Propaganda during World War II.
Inform students that Goebbels was in charge of
creating and disseminating propaganda in Nazi
Germany during the war. The propaganda was
used mainly to convince the German people to
“Hate the Enemy” and to believe in the “Superior
Aryan Race.” Discuss the examples of Nazi
propaganda that are in the classroom, as shown in
the images on the walls.
NOTE: You could use a PowerPoint
slideshow projected on a screen or on a Smartboard
to display the propaganda images.
Discuss the propaganda poster task with
students. Explain that they will be creating a
poster for a current event or issue that they care
about. Possibilities include: bullying, Earth Day,
recycling, saving water, being yourself (identity
Next, show and discuss examples of Canadian,
British, and American (the Allies) propaganda.
Ask students: What do you think this piece of
propaganda was trying to say?
Explain that the Allies also used propaganda
during the war. However, it focused primarily on
persuading their citizens to join the army or to
help their country by rationing materials, buying
victory bonds, and so on.
Return to the list generated from the gallery
walk. Explain that, although the Allies and Nazis
used propaganda for different reasons, there were
common elements in the propaganda. The common
elements include the following:
x To project a direct and simple message that
contains a hero.
x To appeal to emotion (happiness, sadness,
anger, etc.).
x To include a bandwagon reason (everyone
else is doing it).
Next, ask students: Why might understanding
propaganda be important to you today?
Volume 13
43
and conformity), stopping violence, or antismoking. Discuss the grading rubric.
NOTE: The rubric is not provided here. You
should develop your own rubric specic to the
criteria/outcomes of your choosing. If you are
using a Smartboard, have a list of possible topics
displayed for students as they work on the poster
task.
Review the concept of propaganda with
students and collect the propaganda posters for
purposes of student assessment.
LENGTH: 60 minutes (this can be modied,
depending on time constraints
UNIT: Social Studies, World War I
THEME: The Ghettos and Human Rights
MATERIALS: Smart board and PowerPoint,
plain white chart paper, 8.5” x 11.5” lined
paper, marking guide, exit slips
EQUIPMENT: Gym mats, candy, smiley face
stickers, Canadian Charter of Rights and
Freedoms document
Ask students: “I believe I have the right/
freedom to ______________.”
Have the students individually complete the
above question.
44
Tell the students in the mats that the single candy
is for them to share. Ask for two more volunteers
to stand in the mats.
Next, ask students: Suppose we are going to
leave your classmates in the gym mats for the
whole year. Furthermore, we will give them only
a bit of food to share and continue to place more
students in the mats. Would we be following the
Canadian Charter of Rights and Freedoms? Why
not?
Explain how this happened during World War
II to the Jewish Europeans. The Nuremberg Laws
of 1935 required each Jewish person in Germany
to wear a yellow star. Subsequently, they were
forced into ghettos, and as a result they lost their
businesses, personal possessions, bank accounts,
jewelry, artwork, and more.
Explain what the Jewish ghettos were like in
World War II. Describe the poor living conditions:
lack of food and clean water, disease, overcrowding,
fear, deaths, escapes, shootings, and so on. On
the other hand, life in the ghettos took on a
unique dynamic. Discuss how the Jewish people
rallied and continued to do commerce, teach their
children, work, and publish news. They essentially
tried to continue a “normal” existence—as normal
as it could be under the severe conditions.
In groups of four, have students compile their
answers onto a large chart paper. Generate a list
of rights and freedoms on the board by referring to
their completed key sentences. Introduce students
to the Canadian Charter of Rights and Freedoms
(1982). Display a copy on the Smartboard or
projector screen. Read to the students the rights
and freedoms that pertain to them and match
those rights and freedoms to the ones on their
generated list.
Have the volunteers return to their desks.
Show students appropriate pictures of the ghettos
on the Smartboard or projection screen using
PowerPoint.
Simulate the ghettos used in World War II by
standing four gym mats in a square at the front of
the classroom. Ask for four volunteers. (Depending
on your students you may wish to speak with these
students before the lesson.) Place a smiley sticker
on each student’s shoulder before having him/
her stand in the square. Hand out candy to each
student in the classroom but give only one piece
of candy to the students who are in the gym mats.
Explain the assessment task to students and
discuss the marking rubric. They will be asked
to write a one-page journal entry from the point
of view of someone living in the ghetto. They will
need to keep in mind how it would feel not to have
the rights and freedoms they currently have.
As a class read Pavel Friedmann’s “The
Buttery” poem (1942), which was written while
living in the Terezin ghetto. Based on this poem,
ask the students how they think Friedmann may
have felt while living in the ghetto.
To conclude the session, inform students that
the rst ghetto was created in December of 1939,
Education Students’ Anthology
Volume 13
45
then more followed. By June 11, 1943 all the
people in the ghettos were removed. Explain that,
in the upcoming class, they will consider what
happened to the inhabitants of the former ghettos.
The horror of this page in history is that during
World War II, the Jews living in Germany created
ghettos and then were sent to extermination
camps where they were murdered en-masse and
46
in cold blood.
NOTE: The assessment for this lesson will be
based on the journal entry. The marking rubric is
not provided here. You should develop your own
rubric specic to the criteria/outcomes of your
choosing.
Education Students’ Anthology
Constructed Wetlands as
Outdoor Classrooms
By
Laura Wilson
Purpose of outdoor classrooms
Connecting with the outdoors entails so much more than simply
being outside. Many children rarely, if ever, have the opportunity to
experience a natural habitat beyond what a city can offer. By creating a course set in an outdoor classroom, schools can bring nature
to students and initiate a relationship that enriches the life of every
human (Charles, 2009). Manitoba schools have the opportunity to develop School-Initiated Courses (SICs) and Student-Initiated Projects
(SIPs) to meet local needs and interests. I believe there is a need for
a SIC as an outdoor classroom in the form of a constructed storm water wetland in the city of Winnipeg. Despite science being one of the
disciplines which most naturally lends itself to exploration, I feel the
hands-on component of learning has been replaced by strict textbook
and memorization work. From personal experience, as a student and
from what I have witnessed in schools during my practicum experience, I believe that students could become much more engaged and
connected with their education by stepping out of the mundane classroom setting and engaging in a more enriching atmosphere, such as
an outdoor classroom. I chose a wetland as the setting for an outdoor
classroom for three reasons: wetlands are relatively inexpensive to
maintain, yet provide a plethora of learning opportunities; they are
an important and little known part of our Manitoba history; and they
provide a natural, tranquil location for all to enjoy.
Constructed wetlands as an outdoor classroom
An outdoor classroom can consist of many different types of settings, such as natural habitats, edible gardens, weather stations, and
wetlands. Delivering learning in an authentic outdoor environment
can achieve many outcomes, including what natural resources are,
how they are interconnected, and the importance of preserving the
Volume 13
47
resources found in the environment (Kaht, 1999).
All ages can benet from outdoor classrooms by
providing a natural environment for the community to enjoy.
A wetland is an ecosystem that experiences
either seasonally or permanently saturated soils
and/or water levels not exceeding two meters.
Wetlands dominated by grasses, cattails, reeds,
and similar types of vegetation are referred to
as marshes, while wooded wetlands, occupied by
shrubs and trees, are called swamps (Reed, 2001).
Wetlands were once a dominant feature of the
Manitoba landscape; however, approximately 70%
of our wetlands have disappeared since the beginning of European settlement in order to accommodate the growing need for farmland (Reed, Crites,
& Middlebrooks, 1995).
Wetlands perform a number of critical environmental functions; thus, they are an ideal
location for classroom study. For instance, they
mitigate ooding, slow the ow of water, control
erosion, and are master water purication sys-
48
tems that reduce water turbidity and break down/
remove anthropogenic pollutants. Wetlands are
among the world’s richest environments in terms
of biodiversity and provide crucial habitat for various plants and wildlife such as microbes, insects,
sh, amphibians, reptiles, birds, and mammals
(DuPoldt, Edwards, & Garber, 1994; Reed, 2001).
The type of wetland that would be constructed
for this SIC would be a “storm water-constructed
wetland.” That is, the water in the man-made wetland would be a result of rainfall and snowmelt
runoff.
Learning approaches and strategies
This course would be taught using a collaborative learning approach. This technique makes
the management of student behaviour a joint responsibility between the students (primarily) and
teacher (secondarily), where teacher behaviours
can inuence, but not control, those of students
(Levin et al., 2009). The goal of classroom management would be to foster respect and cooperation
Education Students’ Anthology
among all individuals. Students, where possible,
would receive choices in the format and topics of
their assignments. The direction and timelines
of lessons may be adapted as necessary by taking
cues from students’ interests. Hence, the role of
the teacher would be to facilitate learning, guide
students where necessary in their discovery-learning, and maintain the momentum of the course.
Teaching and learning approaches would be
mostly student-centered and occur predominantly
outside. Some direct lecture would take place to
cover basic and fundamental knowledge (e.g., definitions, explanations on techniques, background
information). This course, however, is designed to
be highly collaborative and hands-on. The methods
and approaches mainly utilize cooperative learning, discovery-based and guided discovery-based
learning, problem-solving, and experimentation.
This may include group discussions, outdoor investigations, weather charting, case studies, realtime comparisons on water quality, longitudinal
studies of wetland plant and animal succession,
testing uses, recipes, and remedies from wetland
ora, general studies on the wetland, student
presentations in the wetland and classroom, and
guided public tours.
The nal unit of the course involves a selfdirected project and a self-reection in which independence and exploration, rather than “answer
seeking” is fostered. Self-directed project ideas
would be proposed by students, approved by the
teacher, and worked on independently (or in pairs)
with guidance offered by a teacher or another
qualied professional on a consultation basis.
These projects would enable students to draw on
their individual strengths and interests, apply
their learning, as well as experience planning and
executing the necessary components to create a
cohesive project. Project ideas can include creating a school wetland information package to distribute to the community, conducting an academic
study of the marsh (e.g., water quality, effect of a
specic pollutant), conducting a series of seminars
or themed public tours, and researching a specic
inhabitant of the wetland. The nal task requires
students to reect on what they have directly and
indirectly learned throughout the course, what
impact the course will have on their lives, and any
shift in viewpoints they may have experienced.
This component of the course is intended to highlight the innate need of humans to connect with
Volume 13
Photo by Lauri VanHeyst
the outdoors and reveal to students that high-tech
solutions are not always the best alternative to
solve modern day issues, such as water pollution/
purication.
What are the benets of an outdoor classroom?
Outdoor classrooms naturally allow educators
to adopt a hands-on, student-centered approach
to learning. Emphasis on a hands-on approach,
as opposed to lecture-style teaching, has been
found to increase student retention and comprehension (Naested, Potvin, & Waldron, 2004). Figure 1 illustrates how retention rates improve as
students’ interaction with each other and their
environment increases, where learning passively
via lecture yields the lowest level of retention (5%).
Students who learn by doing and teaching each
other maximize their retention (75% - 90%). Al-
49
ligences, respectively. Also, linguistic and
logical-mathematical intelligences may be
stimulated as students engage in specic
scientic topics and problems as they pertain to a wetland.
Finally, keeping an outdoor classroom
(e.g., wetland) properly maintained requires a collaborative effort, thereby reinforcing teamwork. This can also serve as an
ideal opportunity for schools, volunteers,
agencies, organizations, and businesses to
come together by working on projects that
benet the community. These activities
can foster empowerment through a sense
of achievement and fuel motivation for future environmental study and action.
Opportunities for enrichment
Outdoor classrooms can provide numerous opportunities for enrichment over
and above regular learning. They have the
potential to allow students to go above and
beyond the curriculum and explore the
natural world as much or as little as desired. This type of classroom may provide
a bridge for involvement in locations such as the
Fort Whyte Centre, Oak Hammock Marsh, Manitoba Conservation, EcoKids, and Save Our Seine.
Many of the SIC elements could also nurture the
four foundations of the Circle of Courage Model:
independence, generosity, belonging, and mastery (Brendtro, Brokenleg, & Van Bockern, 2005).
Students would be encouraged to make decisions,
solve problems, and show personal responsibility,
yet also act within a larger group.
Furthermore, educators can follow Renzulli’s
(1977) Triad Model of Enrichment to enhance
the regular outdoor classroom programming. According to Renzulli’s Model (1977), Type I enrichment exposes students to a wide variety of disciplines, Type II aims to promote the development
of thinking and feeling processes, and Type III
enrichment allows students to pursue their interest beyond the classroom in a self-directed role.
For a wetland classroom, Type I would include
scientic and environmental knowledge; Type II
would include exploration, experimentation, and
reection; and Type III could involve project work
and environmentalist actions. This type of enrichment allows students to investigate real problems
as individuals or small groups to produce knowl-
Figure 1. Learning Pyramid, developed by the National Training
Laboratories, shows the relationship between students’ average
ability to retain information by various learning methods.
Image from:
http://siteresources.worldbank.org/DEVMARKETPLACE/Resources/Handout_The LearningPyramid.pdf
though “retention” nds itself among the lowest
rank in Bloom’s Taxonomy (Ormrod, et al., 2006),
evidently, when students are interacting, retaining, and visualizing what they are learning, comprehension and application of ideas also ensue.
By creating an interactive, “wall-free” learning
environment, students are more engaged and relaxed than in a conventional classroom. Learning
in and maintaining an outdoor learning centre
can create powerful connections between students
and nature, which can positively complement the
knowledge introduced in textbooks.
Additionally, outdoor classrooms provide a
setting for accommodating multiple intelligences.
Gardner’s research on multiple intelligences suggests that education must incorporate activities
promoting investigation, questioning, and thinking (Naested, Potvin, & Waldron, 2004). The naturalistic intelligence is particularly suited to natural settings (Naested, Potvin, & Waldron, 2004),
such as a wetland, and would be nurtured by activities such as wetland management, identifying components that are not in harmony within
the environment, and design of potential corrective actions. Exploration of the wetland, and collaboration and reective activities, can trigger
the kinesthetic, inter- and intra-personal intel-
50
Education Students’ Anthology
edge rather than simply consume it (Renzulli, 1977).
Conclusion
As pedagogy and teaching philosophy shift away from a teacher-centered approach towards a student-centered one, it is only tting that the learning platform becomes updated as well. Educational
reform can and will take many forms, but it is imperative that educators bear in mind the best way for
learners to both acquire and apply knowledge. This proposed course may very well become the catalyst to
re-engage students in their own learning, and would likely be what students remember most from their
school experience.
Student Learning Outcomes
Outdoor classrooms can be found to accommodate curricular connections in all content areas, including science. For the specic learning outcomes listed below, only the Skills, Attitudes, and Values are
taken from the Manitoba Curriculum Framework of Outcomes—Science S1, S2, S4 (Manitoba Education,
2009) as many are highly relevant to this course. The outcomes for Clusters 1 to 4 are original to this
proposed course.
Cluster 0: Skills, Attitudes, and Values
0.1 Understand essential life structures and processes pertaining to a wide variety of organisms,
including humans.
0.2 Understand various biotic and abiotic components of ecosystems, as well as their interaction and
interdependence within ecosystems and within the biosphere as a whole.
0.3 Recognize the importance of maintaining biodiversity and the role that individuals can play in
this endeavor.
0.4 Recognize both the power and limitations of science as a way of answering questions about the
world and explaining natural phenomena.
0.5 Identify and demonstrate actions that promote a sustainable environment, society, and economy,
both locally and globally.
0.6 Practice work habits that demonstrate a consideration for the environment.
0.7 Demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy, precision, honesty,
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and persistence, and appreciate their importance as scientic and technological habits of mind.
0.8 Employ effective communication skills and utilize information technology to gather and share
scientic and technological ideas and data.
0.9 Work cooperatively and value the ideas and contributions of others while carrying out scientic
and technological activities.
0.10 Select and use appropriate methods and tools for collecting data or information.
0.11 Recognize that humans have impacted and continue to impact the environment.
0.12 Analyze data or observations in order to explain the results of an investigation and identify
implications of these ndings.
0.13 Communicate information in a variety of forms appropriate to the audience, purpose, and context.
0.14 Collaborate with others to achieve group goals and responsibilities.
0.15 Demonstrate appropriate scientic inquiry skills when seeking answers to questions.
0.16 Demonstrate appropriate problem-solving skills while seeking solutions to technological challenges.
0.17 Demonstrate appropriate critical thinking and decision-making skills when choosing a course of
action based on scientic and technological information.
0.18 Be willing to participate in the physical maintenance of the constructed wetland.
Cluster 1: Wetland Theory, Classication and Function
General Learning Outcome 1: Students will gain an understanding of wetland ecosystems, including
their components.
Specic Learning Outcomes
1.1 Dene ecosystem and be able to differentiate between marsh wetlands and other ecosystems.
1.2 Compare the differences between the various types of wetlands. Examples: freshwater marshes,
bogs, swamps, everglades, coastal wetlands, constructed wetlands.
1.3 Identify biotic and abiotic factors that contribute to wetland ecosystems.
1.4 Describe ecological succession in a marsh wetland.
1.5 Analyze wetland food webs. Be able to categorize producers, consumers, decomposers, herbivores,
omnivores, and carnivores.
1.6 Recognize and describe microbes, plant life, insects, amphibians, reptiles, sh, birds, and mammals characteristic to Manitoba wetlands.
1.7 Study a unique interaction between groups of different species. Examples: hummingbirds and
owers, burrowing owls using abandoned burrows of other animals.
1.8 Describe the four components of a habitat and their necessity to support life—food, water, shelter,
space.
1.9 Perform ongoing maintenance of the wetland as necessary. Examples: cleaning up litter, harvesting overgrowth of vegetation, monitoring water level, pumping/draining water as needed.
Cluster 2: Wetland History and Ecology
General Learning Outcome 2: Students will study how wetlands are necessary components of the
Earth.
Specic Learning Outcomes
2.1 Investigate how people utilized wetlands throughout history. Include Indigenous people prior to
settlement, early settlers, modern day usage, and the use of constructed wetlands.
2.2 Demonstrate how wetlands mitigate ooding. Demonstrate the increase of ooding when wetlands have been removed.
2.3 Create an inventory of the ora and fauna that inhabit the school’s constructed wetland.
2.4 Discover traditional uses for plants and animals. Examples: hides, cooking utensils, tools, weaving.
2.5 Investigate the medicinal qualities of local wetland plants.
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Education Students’ Anthology
2.6 Generate an outdoor survival plan using only resources found in the wetland.
Cluster 3: Water Stewardship and Human Impact
General Learning Outcome 3: Students will investigate the effects humans have on ecosystems.
Specic Learning Outcomes
3.1 Investigate the history of wetlands in Manitoba. Include the destruction of 70% of all wetlands
in Manitoba.
3.2 Research the history of agriculture in Manitoba and how it has altered the landscape.
3.3 Examine the effect of pollution on ora and fauna within the wetland.
3.4 Examine the wetland’s effect on water and air pollution. Examples: compare inow to outow,
examine how plants uptake pollution and detoxify it.
3.5 Conduct experiments to compare water quality of runoff that has and has not been ltered through
a wetland. Examples: turbidity, sediment levels, nutrients, and dissolved oxygen.
3.6 Learn about local invasive species and the concerns/consequences thereof.
Cluster 4: Self-Directed Studies and Personal Reection
General Learning Outcome 4: Students will formulate and perform a self-directed project and personal reection.
Specic Learning Outcomes
4.1 Propose and carryout a wetland related pro ject.
4.2 Identify necessary parameters to execute their project.
4.3 Contact and liaise with appropriate contact personnel, if necessary.
4.4 Use primary and secondary sources to conduct research.
4.5 Reect upon experiences, new/challenging perspectives, skills acquired, and other aspects of the
project.
Assessment Strategies
Assessment strategies would be based on authentic assessment and the display of accumulation and
application of knowledge. Assessment would vary, but strategies would be suited to each learning outcome. Possible types of assessment include:
Assessments
Lab reports and application/synthesis of ideas
Presentations
Performance tasks
Oral assessment
Written assessment
Projects (research, poster, diorama, etc.)
Journals
Portfolios
Self assessment
Ongoing evaluation through the observation of
actions, habits, dialogue, critical thinking, and
application and synthesis of ideas
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Suited for Outcome(s)
1.7, 2.2, 2.5, 3.3, 3.4, 3.5, 4.1
1.7, 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6
1.7, 2.2, 2.4, 2.5
1.7, 1.8, 3.1, 3.2
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3, 2.6, 3.6, 4.1
1.5, 1.7, 2.1, 2.4, 2.5, 2.6, 3.6, 4.1
4.5
Any written pieces or assessment summaries as
chosen by the student
4.5; a portion of nal grade will be co-determined
from a self-reection and teacher grading
Cluster 0
53
References
Brendtro, L., Brokenleg, M., & Van Bockern, S. (2005). The Circle of Courage and positive psychology.
Reclaiming Children and Youth, 14(3), 130-137.
Charles, C. (2009). The ecology of hope: Natural guides to building a children and nature movement.
Journal of Science Education Technology, 18, 467-475.
DuPoldt, C., Edwards, R., & Garber, L. (1994). A handbook of constructed wetlands. Washington, DC:
U.S. Government Printing Ofce.
Kaht, R. (1999). Building an outdoor classroom for the benet of hands on science. Retrieved March 2,
2010, from http://ocls.cmich.edu/edu/projects/rkaht.pdf
Levin, J., Nolan, J., Kerr, J., & Elliott, A. (2009). Principles of classroom management: A professional
decision-making model (2nd ed.). Toronto: Pearson Education.
Manitoba Education. (2009). Science curriculum documents. Retrieved March 1, 2010, from http://www.
edu.gov.mb.ca/k12/cur/science/scicurr.html
Naested, I., Potvin, B., & Waldron, P. (2004). Understanding the landscape of teaching. Toronto: Pearson Prentice Hall.
Ormrod, J.E., Saklofske, D.H., Schwean, V.L., Harrison, G.L., & Andrews, J. (2006). Principles of educational psychology (Canadian ed.). Toronto: Pearson Prentice Hall.
Reed, S. (2001). Natural systems for wastewater treatment (2nd ed.). Alexandria, VA: Water Environment Federation.
Reed, S., Crites, R., & Middlebrooks, E. (1995). Natural systems for waste management and treatment
(2nd ed.). New York: McGraw-Hill.
Renzulli, J. S. (1977). The Enrichment Triad Model: A guide for developing defensible programs for the
gifted and talented. Manseld Center, CT: Creative Learning Press.
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Education Students’ Anthology
Contribute!
The 2011 Education Students’ Anthology – 14th Edition
Dear Education Students:
Preparations have begun for the next publication of The Education Students’ Anthology. The
14th edition will continue to showcase the exemplary work of Education students, and in order to
continue on our successful journey, we will need your best work in this upcoming year.
For this year’s Anthology, we will need your essays, lesson plans, reections, ction, poetry,
photographs, or visual art.
The Anthology offers both the opportunity to have your voice heard throughout the education
community as well as make a great addition to your professional teaching portfolio.
Submissions are being accepted from now until April 15, 2011 in the Faculty of Education ofce
(3rd oor, Rice building) or at the ACCESS Education ofce (2nd oor, Ellice building).
If you are interested in submitting work or in joining the editorial team, please contact:
Dr. Paul Betts at [email protected]
Guidelines for Submissions
All submissions
ƒshould be of academic quality and pertain to an education issue;
ƒshould be typed, edited for spelling and grammar, and double spaced;
ƒshould include a title page with the author’s rst and last names, address, telephone
number, and email address; and
ƒshould meet all the criteria of the University of Winnipeg Ethics Checklist and the
University of Winnipeg Calendar guidelines on plagiarism.
Essays, critiques, reviews, and reective articles
ƒshould be no more than fteen pages in length; and
ƒshould conform to APA style guidelines.
Short stories, poems, lesson plans, photography, and artwork
ƒShort stories, poems, and lesson plans should be no more than eight pages in length.
ƒArtwork should be photographed, photocopied, or digitally scanned for submission.
ƒThe artist will be consulted regarding the form of reproduction that will be used for nal
publication.
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The Unsigned Oath
We vow to serve
Individually and collectively
As members of a profession
Committed to students and their needs.
Through the facilitation of learning,
We offer students an opportunity
To grow intellectually, as well as physically,
Emotionally, intrapersonally, and interpersonally.
It will be our aim to provide meaningful,
Innovative, and strategic lessons
In the hopes that students will adopt
A lifelong desire to learn.
As educators, it is our duty to be involved
In continuous professional development,
And to act as positive role models
In the community.
With compassion,
We offer support, security,
Guidance, and leadership
To all our students, equally.
It is our desire to expose students
To a philosophical and moral understanding
Of the world, in the hopes of fostering
Progressive change in our society.
With these goals, and a sincere
Dedication to our profession,
We pledge to educate
To the best of our ability.
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Education Students’ Anthology