GECDSB Virtual School
The leadership team of the GECDSB Virtual School is working on different collaborative inquiry projects.
A team of five educators is working with Grade 7 students to analyse their response to resources and activities created for the Data Management unit. The team is building on Cathy Fosnot’s work (e.g., Batteries, Phones, Dalmatians, Pumpkin Growth: Data Representation and Analysis) and collecting data to determine the effectiveness of the instruction. They are also reflecting on their own professional learning of data representation and data analysis aspects.
A group of four educators are investigating engagement of Grade 8 students. The team has developed their own operationalized definition of student engagement, as well as the rubrics and the intervention processes. Data are collected from students and teachers.
One group of educators is investigating development of oral language in French Emersion and Grade 1 students. They are also looking into the impact of the home learning environment.
Another group of educators is looking into using Minecraft to teach coding to Grades 4 and 5 and special education students. They are also including the Grades 1-8 Minecraft Club members. Apart from teacher efficacy, they are looking into student engagement and achievement. Following the coding expectations, the teachers have created the whole unit based on this game.
Finally, the leadership team of the Virtual School is also reflecting on their own professional practice during this year. Their inquiry is to record and analyze a powerful learning experience of leading the big, virtual, school and overcoming challenges along the way. Their findings will inform both future virtual and face-to-face school practices.
Algoma University Tutoring Program
Between February 10 and March 31, the Algoma Connect Program (ACP) tutors worked with 26 high school students, Based on the feedback from five students from Grades 11 and 12, most of them worked with a tutor for 1-2 months, meeting with them 1-3 times per week, and some more often. The students reported high satisfaction with the help they received, technology used, and all would recommend this service to others. The next step of the project team is to establish closer connections between the ACP tutors and classroom teachers.
Also, the Algoma Connect Program (ACP) is partnering with Algoma University Access Program, a pre-university qualifying program. This new program intends to have at least 30 students enrolled in September 2021. Once these students complete the first two terms, they will continue with the regular program. The ACP tutors will support these students in catching up with the regular studies.
Check out the poster for the Algoma Connect Program here!
The OAME is finalizing its preparations for the 2021 conference organized virtually. This year’s conference is organized by the Toronto TEAM and is titled, Equity Counts. The 2022 conference, which will celebrate a 50 years anniversary of the organization is organized by the SWOAME team.
Also, OAME/AOEM and AFEMO were contracted to create classroom resources for the revised grade 9 de-streamed curriculum. The OAME – AFEMO Grade 9 Math Curriculum Resource Project will be hiring a team of 12 writers to co-create lesson and assessment plans and a team of 2 translators who will ensure that all project resources will be available in English and French.
The OMCA continues with an intensive professional development and productive discussions. For the 2021 meeting the organization is dedicating its work towards identifying and sharing successes in the implementation of the new elementary school mathematics curriculum, preparing Ontario DSBs for de-streaming Grade 9 students, and battling inequities and racism in education.