丁香园AV

Workshops

Artificial Intelligence and the Classroom: Using AI in Educational Practice

As artificial intelligence becomes increasingly pervasive, educators face the dual challenge of managing student use of AI while also leveraging its potential to enhance their own practice. This workshop equips participants with knowledge and skills needed to confidently engage with AI in ethical and pedagogically sound ways.

Participants will:

• Understand modern AI models: Gain insight into how AI models like ChatGPT and Snapchat AI function, including their capabilities, limitations, and ethical considerations. 
• Equip students for responsible use: Develop strategies to guide students in using AI tools responsibly and ethically, turning these models into valuable resources for critical thinking and competency development.
• Leverage AI for teacher well-being: Learn practical techniques to use AI tools to reduce workload, streamline planning, and enhance teaching efficiency.

Instead of banning or avoiding AI tools, this session emphasizes a proactive approach to harnessing their potential while addressing ethical concerns. By fostering collective learning and sharing best practices, educators will leave this workshop equipped to turn AI into an ally for both classroom success and professional sustainability.

Nicole Jarvis, BC Early Career Teachers' Association (BCECTA)
Sam Klein-Laufer, BC Early Career Teachers' Association (BCECTA)

Engaging All Students With Concept-Based Planning

As student teachers begin the process of planning units, they are challenged to find meaningful ways to weave curriculum to address the variety of needs and levels of engagement in their classrooms, and to include Indigenous perspectives and curriculum. Concept-based planning can provide a meaningful way to create rich, broad units that allow for incorporation of greater student voice, address selective engagement, naturally promote discussion around interconnectedness, and provide a myriad of entry points for both learners and teachers. In this workshop, we will discuss the rationale for planning with universal concepts versus specific subject areas, hear from students who have participated in these types of units with success, and participate in collaborative activities to begin brainstorming unit ideas with concept-based planning.

Andrea DeTerra, 丁香园AV

Radical Agency in the Classroom: SEL Learning as Social Justice Work

Newly emerging Social-Emotional learning standards in teacher education are a unique opportunity to support preservice teachers in creating justice-based classrooms at all grade levels. In this workshop, participants will learn effective SEL frameworks and engaging activities. We will connect those ideas to building a classroom of student agency, support for mental health, critical thought, and asset-based learning for all of their diverse learners.

Cari Zall, 丁香园AV

Story Studio - Reggio Emilia approach

A glimpse into the Story Studio/Reggio Emilia Approach: Engaging Language Arts for K-8 Learners and for first and additional language learners. Discover how the Reggio Emilia approach can inspire storytelling for Kindergarten to Grade 8 classrooms. This workshop explores open-ended, hands-on activities using manipulatives to foster creativity and curiosity. Participants will gain practical strategies on how to set up a story studio/area in their classroom. They will also learn how oral storytelling can create engaging language arts experiences, can lead to simple and complex written texts, and can contribute to differentiated learning for first and additional language learners.

Cynthia Ramamonjisoa, 丁香园AV
Trish Kolber, 丁香园AV

The Art Educator's Ethics Compass: A Workshop in Creative and Collaborative Pedagogy

Over the past two years, I have created a tool called The Art Educator鈥檚 Ethics Compass: is a reflective tool designed to help fine and performing arts educators align their teaching practices with their values, artistic priorities, and class goals. By encouraging educators to explore the intersection of ethics, creativity, and pedagogy, the Compass helps build a classroom environment where teacher and student aspirations harmonize. Rooted in the philosophy that self-reflection enhances instructional effectiveness, this tool enables educators to evaluate their teaching practices, adapt to students鈥� evolving needs, and cultivate shared artistic journeys. Ideal for diverse educational contexts, the Compass can be tailored to align with formal curricula or recreational settings. Through this workshop, student teachers will explore how to use the Compass to enhance collaboration, foster meaningful learning experiences, and create dynamic, purpose-driven classrooms where creativity thrives and both educators and students achieve their goals.

Emily Eymundson, University of Victoria

The challenge of acknowledging land: land-based education, exploratory practice and duo-ethnography

We are a group of educators of diverse ages, backgrounds and positionalities, who have cultivated a shared interest in exploring the practical challenges of decolonizing our educational practices. We have united around the question of what it means to acknowledge Land seriously and meaningfully through our shared educational/life-practices and across our shared locality of the Lower Mainland of BC. After first meeting in an upper-level education course at 丁香园AV, we formed a inquiry group to meet semi-regularly in order to co-create public curriculum resources and share about our collaborative learning journey with others. In this workshop, we will describe the context and shared questioning that inspired us on this inquiry, before discussing the methods and theories that informed us. We will focus on the practice of place- and land-based positioning that has emerged as central to our collaborative work, informed by both Indigenous scholars (Reder) as well as approaches from duo- ethnography (Sawyer & Norris) and the method of currere (Pinar & Grumet) 鈥� though through a distinctly decolonizing and Land-based lens (Simpson & Coulthard).

Dr. Cary Campbell, 丁香园AV
With Aoi Tajiri, Gurveen Dhaliwal, Caitlyn Brendzy, Nicholas Brendzy and Clara Munro

The pedagogy of sharing food: engaging learners鈥� assumptions about food, eating and veganism as a way towards more respectful relations with animals

Eating is something all learners do. Three presenters, including one meat eater and two vegans, challenge the audience to reflect on their hidden assumptions about food. Our scholarship springs from two years鈥� walking together outdoors where invariably people bring food to share. The simple pleasure of sharing and receiving vegan food has led to deep reflection and learning. Astonished by the pleasurable tastes and textures of vegan food, the meat eater confronts her unexamined life-long eating habits, and her previous assumptions about veganism. We propose that the convivial act of sharing vegan food strengthens social and ethical obligations to our more-than-human kin, and potentially shifts food choices. Through storytelling, audience participation and a multi-media presentation on the joyful preparation of vegan food, we offer a novel way to engage learners to consider the ecological implications of their food choices, and their personal location within the community of life.

Tanya Behrisch, 丁香园AV
With Karine Fernandes, 丁香园AV

Bridging the gaps: The place of Interdisciplinary learning in secondary education

In secondary school, students spend their time in classes with clearly defined subject borders; Math, Science, Art, and other subjects each exist separate from the others. In the world that they encounter after high school, however, there is no conceptual separation between disciplines. Future leaders, scientists, artists, and makers require an education that better reflects the complexity of the world that they are preparing to enter. As teachers, how can we engage students with the world to prepare them to face global challenges in an ever-changing world? This research explores the importance of providing students with a chance to create connections between their core and elective subjects, and possibilities for bridging the gaps between subjects. I will provide teachers and prospective teachers with the resources they need to consider implementing interdisciplinary aspects into their practice.

Megan Allan, University of Victoria

Empowering Inclusive Classrooms: Leveraging Assistive Technologies Through Universal Design for Learning (UDL) to Support Students with Autism

As the population of students with autism spectrum disorder (ASD) continues to rise in Canada, creating an inclusive classroom is crucial to ensure their active participation. This session will present an evidence-based strategy: implementation of assistive technologies grounded in the educational framework of Universal Design for Learning (UDL). Integrating assistive technologies can effectively address the learning needs and enhance the class engagement of students with AS. However, the deficiency of assistive technology-related training programs hinders educators from integrating appropriate tools for their students. Showcasing different types of assistive technology, the workshop will provide practical guidelines on how educators can utilize these tools to support the unique needs of students with ASD. Participants will leave with strategies to promote class engagement of students with ASD, ensuring their classrooms truly support all students鈥� diversity and inclusion.

Jin-Woo Chung, Trinity Western University

Practicing What We Teach: Exploring the Connection Between Mental Health Literacy and Teacher Mental Health

My proposed doctoral dissertation topic aims to explore the potential link between increasing teachers' Mental Health Literacy and improved mental health through a mixed methods methodology and self- efficacy theory. A desired outcome of my research is knowledge mobilization for schools to improve teacher MHL, thereby fostering teacher self-efficacy and mental health.

Jennifer MacNeil, St. Francis Xavier University

Designing for Wellness: A Design-Based Research Approach to Optimizing Social Media Engagement and Promoting Long-Term Teacher Wellbeing Among Pre-service Teachers

This pilot study investigates how social media can enhance teacher well-being by promoting mental health engagement among pre-service teachers. Due to documented limited participation in online well- being initiatives, design-based research methods will evaluate social media app usability, emphasizing navigation and Universal Design for Learning (UDL) features. A focus group of pre-service teachers will review platforms and analyze well-being campaigns addressing the eight dimensions of wellness: social, emotional, physical, intellectual, environmental, spiritual, financial, and occupational.

Using multi-methods, the study will identify effective engagement strategies and investigate how social media algorithms influence participation. Findings will equip pre-service teachers with practical strategies for early intervention, peer support, and resilience-building. By fostering participation in digital well- being networks, this research aims to reduce stigma, encourage collective care, and support long-term teacher wellness. This exploratory study aligns with the conference's goal to foster sustainable, holistic well-being in education, bringing digital innovation and mental health engagement.

Tracy Dinh, University of Calgary
Emma Schedlosky, University of Calgary

Engaging Music Education Through Soundwalking and Soundscape Storytelling

This presentation reimagines teaching and learning music through soundscape storytelling and soundwalking as inquiry-based, place-responsive pedagogies. By emphasizing sensory engagement and relational learning, soundwalking invites participants to connect with the cultural, ecological, and historical dimensions of their environments. Drawing on soundwalks, this session explores how walking, listening, and storytelling practices with children enhance music-making, fostering curiosity and highlights the dynamic relationships between sound, place, and identity. The work emphasizes themes of Indigenous knowledge, environmental sustainability, and the sonic legacies of local histories, offering educators practical strategies to engage with diverse classrooms in culturally responsive and inclusive ways. Additionally, these reflective and sensory practices promote mindfulness and well-being, strengthen community ties, and challenge Eurocentric norms in music education. By incorporating optional accessible digital tools and equitable methods, this session inspires educators to cultivate critical thinking and creative responses to contemporary educational challenges.

Emily Clarke, 丁香园AV

Workshops

AI-Powered Personalized Learning: The Future of Education

Artificial Intelligence (AI) is redefining the educational landscape, enabling personalized learning experiences tailored to each student's unique needs and abilities. We will delve into how AI technologies are transforming teaching and learning. Participants will gain hands-on experience with cutting-edge AI- driven educational tools that adapt content and pace based on individual learner profiles; learn how AI can assist in identifying learning gaps, customizing instruction, and enhancing student engagement; engage in conversations about the ethical use of AI in education, data privacy concerns, and strategies to ensure equitable access; and develop practical strategies and actionable plans for integrating AI into curricula and educational research, emphasizing evidence-based approaches. Through interactive demonstrations and group discussions, attendees will gain valuable insights and practical tools to implement AI-powered personalized learning in their own educational contexts. Discover how embracing AI can elevate teaching practices and foster a more inclusive, effective, and personalized learning experience for every student.

Dr. Joanie Crandall, University of Northern British Columbia
Dr. Daniel Anvari, Kwantlen Polytechnic University

Engaging Imagination for Meaningful Learning

We often focus on the mechanics of teaching. My lessons need an introduction, body and conclusion. I need to scaffold the learning and teach step by step. Assessment informs both student and teacher of learning. Let鈥檚 go beyond the mechanics of teaching. How can learning be made meaningful, memorable and for the long-term? What role does imagination play in this? How can we engage the imaginations of our learners?

This session will explore the whats, whys and some hows of imaginative practice.

Kavita Hoonjan, 丁香园AV

High Leverage Instructional Routines for your K-3 Literacy Block

POPEY will provide an interactive overview of the components of comprehensive literacy instruction, including a continuum of instructional supports, strategies, and routines that empower all our students as they build the foundational skills required to be reflective, successful, and joyful readers and writers.

Lisa Thomas, Provincial Outreach Program for the Early Years (POPEY)

Journeying towards more inclusive learning environments for Indigenous identities and perspectives

Standard #9 of the BCTC states that "Educators respect and value the history of First Nations, Inuit and Metis in Canada and the impact of the past on the present and future. Educators contribute towards truth, reconciliation and healing鈥�"

As a pre-service teacher (and a non-Indigenous settler), I have sometimes struggled with how to achieve this standard. Therefore, I have set out the following inquiry question on my journey of personal and professional development: "How can I as a non-Indigenous educator foster learning environments that are respectful and affirming of Indigenous identities/perspectives?"

During this proposed workshop, we will reflect upon our own personal paths towards decolonizing our education practices. We will also share ideas, practical advice and useful resources on the fostering of more inclusive indigenous learning environments.

Tobias Carson, Vancouver Island University

Litt茅rature Jeunesse Plurilingue et D茅veloppement de la Litt茅ratie Critique : Un Pont vers la Diversit茅 Linguistique en Classe

This workshop, Litt茅rature Jeunesse Plurilingue et D茅veloppement de la Litt茅ratie Critique : Un Pont vers la Diversit茅 Linguistique en Classe, is designed to equip educators with tools to celebrate linguistic diversity and foster cultural inclusivity. Participants will engage with plurilingual children鈥檚 literature, including Le livre qui parlait toutes les langues (Serres et al., 2013), a story about a wolf narrated in 20 different languages, which introduces young learners to the richness of multilingual expression. The main objective of the workshop is to guide participants in creating a polyglot tree, a collaborative art project that reflects classroom linguistic diversity and opens doors to discussions and critical reflections on how languages are represented in the schoolscape. Each participant will first create their own fleur des langues, then add it to the collective tree alongside a leaf featuring the word 鈥榳olf鈥� in their home language.s. At the end of the workshop, participants will have practical strategies to bring plurilingualism into their classrooms, fostering inclusivity and acknowledging diverse linguistic identities. This approach aligns with BC curriculum goals of cultural responsiveness and supports the Positive Personal and Cultural Identity competency. By equipping teachers with tools to create culturally sustaining environments, the workshop promotes student engagement and respect for diverse identities.

Bharuttee Deehoo, 丁香园AV

Pedagogies for negotiating a positive linguistic identity as L+ student teachers in French Education

According to Arnott et al. (2023), up to 50% of French as a Second Language teachers consider leaving the teaching of French within the first 5 years of their career. Teacher attrition seems to be more pronounced in FSL because of the L2/L+ nature of the teachers鈥� linguistic identity (Parks, 2017). At 丁香园AV鈥檚 French module of the professional development program in education, 75% of student-teachers have French as an additional language (Lalancette, 2018). To address this challenge, EDUC 410 was created to help L+ student-teachers negotiate a more legitimate linguistic identity as French speakers, and ultimately, have a longer career in K-12 classrooms by having more tools to engage with their own linguistic identity. In this workshop, four student-teachers share their thoughts around how specific pedagogical strategies used in EDUC 410 may have contributed to building their linguistic legitimacy (and therefore professional identity) as future French teachers.

Monica Tang, 丁香园AV
With Kyla Binion, Eliana McFarlane, Charlotte Moreau and John Wragg

Presence, joy, and persistence in practice: love in an age of disconnection and scarcity

Come connect playfully for an hour; let's breathe, notice, appreciate, and laugh (hopefully)! Grounding our work in joy and connection, we will wonder about and experiment with practices to sustain ourselves and our students in the work of learning in complex and challenging environments.

Amanda Wardrop, 丁香园AV

Scaffolding for Success: Structuring the Semester to Maximize L2 Learner Engagement

The purpose of this workshop is to solidify the importance of selecting additional language (L2) activities across a semester to encourage learners鈥� motivation and engagement with course material. Existing literature on topics of learner engagement, motivational factors, and positive L2 classroom experiences informs this workshop (Nakamura, Darasawang, & Reinders, 2021; O鈥橳oole, 2023; Sang & Hiver, 2021). The first half of this workshop will discuss how the order of events across the semester can affect learners鈥� L2 experience, and how we as educators can best support this experience through scaffolding activities. The latter half will give participants the opportunity to draft a semester setup of their own by discussing activities and methods with attendees and filling out a provided template. After completing this workshop, participants will have an improved understanding of why and how to scaffold activities across a semester to better support students鈥� motivation, engagement, and L2 acquisition.

Erin O'Toole, University of Victoria

Innovative Pedagogies for Refugee Students: Blending Art and Translanguaging in Elementary Schools

Elementary school educators face significant challenges in teaching refugee newcomers the local language and supporting their cultural integration. These children often carry untapped multilingual skills but may struggle to concentrate due to trauma. This paper explores how blending arts and translanguaging pedagogies encourages learning during their first year in Canada. Art is therapeutic as well as a universal language that processes trauma and builds resilience; translanguaging pedagogy leverages students' full linguistic and semiotic resources to foster inclusivity and a sense of belonging. Examples from research in Greater Vancouver schools will be shared with suggestions aimed at teachers, especially around progress in literacy. Outcomes emanating from these combined strategies range from increased focus, effort, engagement and improved participation, as well as socio-emotional development and well-being in classrooms that honour diversity, inclusivity and empower language learners which expands confidence, self-efficacy, and an enriched sense of self.

Olessya Akimenko, 丁香园AV
Dr. Susan Barber, 丁香园AV

Supporting Immigrant Adolescents with Disabilities: Parental Strategies and Systemic Barriers to Home-Based Parental Involvement in Education

Parental involvement (PI) is consistently linked to student academic, behavioral, and social improvement. However, inclusive classrooms often face challenges in integrating students from vulnerable populations, including immigrant students and students with disabilities. This research investigates home-based PI practices among immigrant parents of students with disabilities, with a focus on the unique challenges these parents encounter. Using Cultural-Historical Activity Theory (CHAT), the study examines systemic contradictions that hinder PI within these populations. Analyzing typologies of PI for achievement, capital, and equity, the research aims to illuminate strategies for supporting families facing linguistic, cultural, and accessibility barriers. Expected outcomes informed by the literature review suggest that, due to misalignment between home and school activity systems, immigrant parents of children with disabilities may prioritize home-based involvement to preserve cultural capital and uphold practices supportive of their child鈥檚 specific needs. This prioritization reflects cultural continuity and an adaptive approach to overcoming barriers to accessing school-based resources and accommodations.

Eugene Melnik, 丁香园AV

The Real Shakespearean Tragedy is That We Read Their Work Without Performing It

I recently completed a study that employed case study methodology, within a secondary English classroom, to answer the following question: In what ways can drama be integrated into a secondary ELA classroom to develop literacy practices by moving learning from the page to the stage?

My research demonstrated that drama creates meaningful instances of embodiment and relationality while also developing student identity and creativity (Cowan & Albers, 2006; Daniels & Downes, 2014). This is because drama inspires literacy as an event by engaging with language using various means of communication such as body language (i.e., movement, gaze, gesture, and posture).

My students created masks, scripts, and performances to understand and embody the characters in Shakespeare's Othello. I want to use this presentation to share how drama builds student capacities as text decoders, users, and analysts through creative modalities (Albers & Sanders, 2010) and provide the audience with some teaching resources.

Dr. Harrison Campbell, St. Mary's University

Performing and Audiencing: A New Lens on Engagement in Diverse Classrooms

How can educators balance the roles of performer and audience to foster authentic, risk-aware, and collaborative student engagement? This session, grounded in my PhD self-study and approached through an arts-based lens, explores the dynamic interplay of risk-taking, authenticity, and collective engagement in teaching. Drawing on Sch枚n鈥檚 reflective practice and Radbourne鈥檚 principles of audience engagement, I present four imperatives for fostering meaningful classroom experiences: audacious exploration, co- creation of learning pathways, collaborative environments, and emotional safety. Participants will engage with practical strategies to address shifting demographics, mental health challenges, and culturally responsive teaching in diverse Canadian classrooms. Through reflective exercises, metaphor creation, and collaborative activities, this session bridges theory and practice, offering actionable insights for beginning teachers. By reimagining teaching as both performing and audiencing, educators can empower students to co-create learning experiences that are inclusive, authentic, and deeply engaging.

Jenise Boland, 丁香园AV

Transforming sustainability education through an exploration of Indigenous knowledge, traditions, and practises

Engaging students with sustainability is something that we think about as new educators entering classrooms. Worldwide, climate change and habitat destruction have shifted into environmental crises and still educators struggle with student engagement in this area of study. Through this Honours research, I completed a thematic analysis of literature identifying challenges educators are facing in delivering effective forms of sustainability education. I expose dominant colonial values that separate people from the land to drive profits that linger within the science of sustainability and the educational system and erode meaningful forms of education based on Indigenous values and knowledge systems that connect us with each other and the earth. I developed a conceptual framework that offers a shift in sustainability education pedagogy based upon respectfully valuing and learning from local Indigenous perspectives which could lead to decolonizing approaches and transformative teaching practises that are contextually rich and deeply connected to community.

Chelsea Thompson, University of Calgary
Molly Klassen, University of British Columbia

Workshops

Creating a Warm Learning Environment for Every Student

Do your students actively contribute to shaping the learning environment in your classroom? The right classroom culture, climate and structure can positively impact learning, promote student agency and develop student leadership. Join us to explore learning strategies that empower students to participate and contribute to shaping the learning environment in significant and meaningful ways.

Let鈥檚 Talk Science is a national charitable organization that offers free, curriculum-aligned, online educational programs and resources in K鈥�12 science, technology, engineering, and mathematics (STEM) subjects for both students and educators in English and French. 

Ian Dimopoulos,
[First name] Whitehouse, [Affiliation]

Creating Culturally Responsive and Sustaining Classrooms: Strategies for Engaging Diverse Student Populations

As Canada鈥檚 classrooms grow increasingly diverse, creating culturally responsive and sustaining environments is vital. This session bridges theory and practice, drawing on Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation by Jo Chrona and Anti-Racist Education and Culturally Responsive Pedagogy: Teaching Like Our Students鈥� Lives Matter by Sheryl Taylor and Donna Sobel. These foundational texts offer methodological, theoretical, and pedagogical approaches that empower educators to engage with diverse student populations.

Through interactive activities, participants will explore how culture informs learning and examine teaching practices that honour students鈥� identities while promoting equity and inclusivity. Beginning teachers will reflect on their role in fostering belonging and equity and develop actionable strategies for implementing these approaches in the classroom.

Together, we will envision classrooms where diversity is celebrated as a cornerstone of learning and educators are equipped to meet the challenges and opportunities of contemporary Canadian education.

Kyla Meadows, Vancouver Island University
Bree Sinnott, Vancouver Island University

Double Trouble: The Online Side of Sex Ed

Teachers deserve professional development to tackle the most stigmatized and values laden topic in the curriculum. This session is designed to arm teachers with resources, a deeper understanding of the content and tips and tricks from someone with over 10 years of full-time sex ed experience in schools across western Canada.

Carlie McPhee, The Whole SHEbang

Engaging Students鈥� Social-Emotional Learning through Outdoor Classrooms

This workshop explores how outdoor classrooms can promote social-emotional learning (SEL) and enhance mental well-being for both students and educators. Through consistent, nature-based routines, outdoor learning spaces create predictable and inclusive environments that reduce anxiety and foster emotional resilience. Participants will engage in hands-on activities, including sensory games and mindfulness exercises, designed to nurture self-awareness, self-regulation, and social connection.

Grounded in current research and culturally responsive practices, the session highlights the role of outdoor learning in celebrating diversity and building community. It also provides practical, beginner- friendly strategies that can be adapted to various outdoor settings and resources.

Attendees will leave with actionable ideas to integrate SEL into their teaching, creating dynamic, nature- based learning environments where students thrive socially, emotionally, and academically. By connecting SEL to outdoor learning, this workshop offers an engaging approach to supporting mental health and fostering stronger connections to self, others, and nature.

Lauren MacLean, Coquitlam School District (SD 43)

Ethical and Responsible Use of GenAI in Education: Hands-on Exploration for Educators

As generative AI becomes increasingly embedded in education, it is essential for both teachers and students to build the necessary capabilities and understanding to navigate its critical issues. Grounded in current research, this workshop will explore various applications of AI in learning environments, providing practical insights for educators. Through hands-on, guided challenge activities, participants will explore different ways to responsibly and ethically integrate generative AI tools into their teaching practices. These activities are designed to foster a thoughtful and effective engagement with AI, ensuring that it is used to enhance learning while remaining aligned with ethical standards and anti-oppressive pedagogies. Participants will develop the skills to address the complexities of AI, from its potential benefits to its challenges in diverse classroom contexts. Integrating GenAI into teaching practices could benefit learners by personalizing learning, providing instant feedback, and fostering creativity, thereby supporting a more inclusive and engaging educational experience.

Dr. Sonya Woloshen, University of British Columbia
Tanya Hutchinson, University of British Columbia

Queering the Classroom: Supporting 2SLGBTQ+ Students by Resisting Heteropatriarchy

As Miller (2022) notes, schools are 鈥渋nheritors of gender norms鈥� initiated in mainstream sociocultural and political contexts. These contexts prioritize heteropatriarchal understandings of gender, privileging white, cisgender, able-bodied individuals that align with the colonial logics foundational to Canada. The manifestations of these ideals in the daily lives of queer and trans students are devastating. This workshop is a culmination of a literature review guided by the question: how can emerging educators 鈥渜ueer鈥� their classrooms to engage their 2SLGBTQ+ students and combat heteropatriarchy? Leaning heavily on Queer and Feminist Theories, including those of Gloria Anzald煤a (1987), Judith Butler (1990), and Jos茅 Esteban Mu帽oz (2009), this workshop aims to ground these understandings in the practical. Building off SOGI 123, this workshop will provide toolkits to student teachers in order to bring queer content and resources into their classroom. Through this time together, we will hope, dream, and ideate as fellow student teachers to create a more equitable future for 2SLGBTQ+ youth in Canada.

Chase Thomson, University of Toronto
Jenny Oikawa, University of British Columbia

They Tried to Bury Us Not Realizing We Were Seeds

In complex times, with diverging views, and the need for critical thinking with the nuance of real-world application, how mentoring through Identity combined with community centered justice-oriented education can liberate us while forging ever stronger students and community.

Annie Ohana, Surrey School District (SD 36)

Building Capacity for Gender and Sexual Orientation-Inclusive Practices with Teacher Candidates

This short presentation aims to highlight the importance of enabling our teacher candidates to create classrooms that actively work to embrace all identities and foster a deep sense of belonging for all K-12 students. The presenter will explore the importance of SOGIE-inclusive language and practices through the lens of teacher identity. This session will discuss the dispositions of identity necessary to approach this work and will introduce specific tools for embedding this lens into the work of teacher education.

Wendi Palmer is currently a Program Coordinator at 丁香园AV in Preservice Professional Studies, as well as a PhD student in 丁香园AV's Faculty of Education. Prior to working with student teachers, Wendi was a secondary teacher for over 25 years in Burnaby School District.

Wendi Palmer, 丁香园AV

Finding a Home for Francophone Pre-Service Teachers / Trouver un foyer pour les stagiaires francophones

St. Mary鈥檚 University offers a unique optional French Specialization in language enrichment and pedagogy. While our B.Ed. is delivered in English, this specialization encourages French language through linguistic and cultural collaboration with our school partners (Prasad, & Lory, 2020).

Recently, we included linguistic alternatives within our core curriculum such as French assignment templates and learning tasks with linguistic flexibility within first year courses. For example, one student learned to lesson plan in French using templates that they developed with us for future students. This student felt that French made them feel more linguistically connected to their learning in a way that felt more culturally responsive (Cummins, 2018; Prasad, & Lory, 2020).

St. Mary鈥檚 uniquely scaffolds language learning throughout our B.Ed. to support interested students in becoming certified French speaking teachers. We will use our presentation to discuss how a small English-speaking program can still create a home for French pedagogy.

Dr. Harrison Campbell, St. Mary's University
Deanne Barrett, St. Mary's University

Plurilingual Approaches: Building Inclusive Japanese Language Classrooms in Canadian Higher Education

In multicultural contexts like Canada, Japanese language classrooms face the challenge of addressing the diverse linguistic and cultural backgrounds of students. Traditional teaching practices, including target- language-only approaches, often overlook the potential of students鈥� full linguistic repertoires as resources for learning. This presentation addresses this gap by exploring why plurilingual pedagogy should be applied to Japanese language classrooms in Canada. Plurilingual pedagogy encourages the use of all languages in a learner's repertoire, fostering inclusivity, language awareness, and intercultural understanding. By analyzing existing studies examining plurilingual strategies and its actual application, this study highlights the benefits of embracing linguistic diversity, including improved critical thinking, self-esteem, and cultural engagement. This presentation also discusses potential plurilingual approaches that could be applied in Canadian post-secondary institutions, addresses potential challenges. Through discussions and practical insights, this session invites educators to rethink Japanese language education and create dynamic, inclusive classrooms that reflect Canada鈥檚 multicultural realities.

Sherry (Mingqi) Zhang, 丁香园AV

A Sense of Belonging in Teacher Education

Our interactive presentation focuses on creating a sense of belonging in teacher education. We share how this community building supports teaching and learning by engaging in relational, respectful, relevant, and responsible ways of being and ways of doing.

Karen Ragoonaden, University of British Columbia
With John Yamamoto, University of British Columbia; Greta Bartsch, University of British Columbia; Jodi Billingsley, University of British Columbia; Hazel Ryan Sheenan, University of British Columbia; Graham Setters, University of British Columbia and Sonya Woloshen, University of British Columbia

Layers of Identity: Exploring Intersections of Our Cultural and Professional Being in Teacher Education

For much of my career, my Sikh identity has existed as an entity separate from my professional identity as a teacher educator. This border between my two selves has been created and reinforced through systemic injustice that has permeated through the blood of my ancestors and left its shameful residue on my concept of self. As a current doctoral candidate from 丁香园AV, my dissertation has focused on inquiring into the blurring of these two identities with the purpose to better serve student teachers of colour in the formation of teacher identities that embraces their whole selves. In this presentation, I hope to share pieces of my critical autoethnographic narratives from the perspective of a Canadian-born Punjabi-Sikh teacher educator. I interpret my findings through the metaphor of my father鈥檚 turban, in the hopes of being of service to student teachers developing their own professional identities.

Sarine Sadhra, 丁香园AV

I Have ADHD, So What?

This 30-minute presentation is about my journey with a late diagnosis of ADHD, how that influenced my education, and how it will impact my practice as an emerging educator. I explore how important it is to design learning opportunities that would be inclusive for all learners, as the Universal Design for Learning indicates, and exploring strategies that will lead to higher student engagement. Through observations in a Montessori setting, and standard classrooms, student agency and project-based learning led to so many learners authentically engaged in their classes. With such diverse demographics coming into classrooms, being able to not only meet learners where they are but encourage them to be who they are is my aim while planning for my upcoming practica.

Alana Threlfall, University of Northern British Columbia

Preparing Students for an Online World

Technology is often a hot topic in education. There is so much change so quickly that it can be hard to keep up! Our reaction is often to remove the danger from our students, keeping them offline. But could this method in fact leave them ill prepared for the realities of the social internet? Research suggests that teaching students how to access the internet safely leaves them better prepared to engage with the internet as adults. The fact is our constant concern with 鈥渟tranger danger鈥� ignores the reality that children are statistically far more at risk from trusted adults. Current data can inform our approach to internet safety in the classroom and help us be intentional in our teaching around the digital world.

Katrina Basnett, 丁香园AV

Workshops

Beyond the Identity Wheel: Crafting Complex Positionality Maps

Positionality maps are crucial for educators as they help us understand our biases and perspectives, fostering inclusive and equitable learning spaces. This presentation explores how to create more complex positionality maps by examining our evolving positions over time. We focus on two theoretical ideas: Jabari Mahiri's concepts of micro-cultures and hyper-diversity (2017; 2021), and Daniel Sol贸rzano and Tara Yosso鈥檚 concept of the counter-narrative (2002). Mahiri's theory highlights the fluid and dynamic nature of cultural identities, moving beyond static categories. Hyper-diversity acknowledges the complex, overlapping, and ever-changing cultural affiliations individuals navigate. Sol贸rzano and Yosso's counter- narratives challenge dominant discourses by providing alternative perspectives, particularly from marginalized groups. This encourages us to move beyond traditional identity wheels and labels. By integrating these concepts, we can develop nuanced positionality maps that reflect the dynamic nature of our identities. During the session, participants will reflect on multiple positionality map examples, begin creating their own positionality maps, and brainstorming positionality map lesson plans.

Suparsha Sharda, 丁香园AV and Surrey School District (SD 36)
Dr. Robyn Ilten-Gee, 丁香园AV
Brenda Carmichael, Co-Department Head and instructor ASL and Deaf Studies Program, Sign Language Interpreting Program - Instructor, Vancouver Community College
Carolina Almeida, 丁香园AV masters student, and elementary school teacher.
 

Bringing the Outside In: Interdisciplinary Learning in the Secondary Years

Three teacher candidates in the secondary years teacher education program at the University of Northern British Columbia and one faculty member explore the possibilities of interdisciplinary learning in the fields of science/biology and English language arts with a focus on creativity, art, and gardening. BC鈥檚 Curriculum lends itself to many interconnections between subject areas, but often, at the secondary level, these interconnections cannot be realized due to reasons such as curriculum coverage, block rotation, or siloed experience of teaching. This workshop will examine how interdisciplinary teaching and learning experiences can be achieved at the secondary level through collaboration, co-planning, and community of practice. How can we remove any perceived barriers to engage students in interdisciplinary learning through art, creativity, and gardening in a science or English language arts class? The presenters will share their experiences and engage workshop participants in a co-planning process.

Christine Ho Younghusband, University of Northern British Columbia
With Alexa Mocilac, University of Northern British Columbia; Katie Rutherford, University of Northern British Columbia; and Lainy Procter, University of Northern British Columbia

Climate Change Education: Collaborative Course Development

This workshop will discuss the process of developing a course focused on climate justice for our teacher education program, including gathering resources, dialogue, consultation with teacher candidates, and mapping the course. The course is built on the premise that our education system needs to enable young people to share their perspectives on climate justice issues along with building climate action, using an intersectional and transdisciplinary lens. Created as three modules (self-reflection and praxis; interconnectedness of ecological and social justice; from diagnosis to action 鈥� interdisciplinary CCE), this course is intended to create spaces for teacher candidates to consider the issues, interweave them into their disciplinary and interdisciplinary thinking and teaching, and enable them to respond in active ways to the issues. This workshop will offer activities that can be utilized in classrooms for students of all ages and backgrounds, intended to foster a sense of hope as the conversation around climate change shifts from 鈥榙isaster鈥� to action.

Erika Germanos, University of Victoria
With Nabila Kazmi, University of Victoria; Tia Olynyk, University of Victoria; Kathy Sanford, University of Victoria; and Kerry Robertson, University of Victoria

Decoding Dyslexia: A Hands-On Perspective

This engaging, interactive workshop is designed to foster empathy and understanding for individuals with reading and learning differences. Through hands-on simulations and guided discussions, participants will experience challenges similar to those faced by people with dyslexia, such as decoding text, processing information, and managing tasks under pressure.

Led by a knowledgeable researcher and experienced educator, this workshop combines immersive activities with insightful discussions about the cognitive and emotional impacts of dyslexia. Participants will gain a deeper appreciation for the strengths and struggles of those with this learning difference, as well as practical strategies for creating inclusive and supportive environments.

Gloria Ramirez, Thompson Rivers University

Developing Community, Empathy, and New Understandings through Ensemble-Based Theatre

This workshop invites educators to explore how ensemble-based theatre methods can transform classrooms into dynamic spaces for inquiry, creativity, and community building. Participants will engage with practical approaches for integrating devised theatre techniques into their teaching - blending Theatre, Language and Literature, and Social Studies. Inspired by Frantic Assembly鈥檚 physical theatre methods, this approach empowers students to explore socially relevant themes through collaborative performance. Grounded in poetic inquiry (Dr. Carl Leggo), embodied inquiry (Dr. Celeste Snowber), performative inquiry (Dr. Lynn Fels), and research-based theatre (Dr. George Belliveau), the process combines research, personal reflections, and artistic expression. Students collect and transform material鈥攆rom scientific studies to poetry and diary-like entries鈥攊nto original ensemble pieces.

Through hands-on activities, educators will experience the creative process themselves, gaining adaptable tools to foster student engagement, critical thinking, and artistry. This workshop offers a framework for cultivating meaningful, interdisciplinary learning across diverse educational settings.

Sarah Bernstein, 丁香园AV

The Mathematics of Tla鈥檃min Fish Traps

In this session, we will share resources developed in partnership with the Tla鈥檃min Nation, focused on their cultural practice of fish traps and the mathematical knowledge involved. Drawing on stories from Tla鈥檃min Elders, these resources allow grades 8-12 teachers and students to explore, describe and model the various fish traps that were constructed on the shores, how the placement and size of these fish traps affect the harvesting of fish, behaviour of tides and the connection between harvesting and the tides. The lessons include digital simulations of the fish traps, tide modelling through sine functions as well as analyses of tidal data. Participants will have the chance to try these resources from the perspective of students first before engaging in discussions about the curriculum connections (both competencies and content) and pedagogical practices, with possible extension to broader strategies for Indigenizing the mathematics curriculum. These resources are designed on Desmos Classroom - no prior experience needed but do bring your laptop or tablets.

Sheena Tan, 丁香园AV

Trauma Informed Practice in Experiential Learning

What does it mean to be a Trauma Informed Educator? How can we become more Trauma Informed and how can we put this knowledge into practice? This workshop will offer one perspective of how to holistically approach learning from a Trauma Informed lens providing opportunities for learners to work WITH their lived experiences in a supported way instead of pushing against that part of who they are. It will unpack what we know about trauma and how it is affecting our students while providing practical tools for educators to take directly into their classrooms.

Stephanie Henderson, 丁香园AV

Engaging Senior Years Students in Controversial Topics

With increasingly deep social divides and widespread misinformation (Kello, 2016), it is important teachers engage and lead students in conversations about contentious topics. Doing so serves as a method of supporting democracy despite calls from families and communities to depoliticize classrooms (Lintner, 2018; People for Public Education Manitoba, 2023). As I agree with Gindi et al. (2021) that education is inherently political, this presentation focuses on the bene铿乼s of and strategies for engaging students with diverse beliefs and values in meaningful discussions on complex ethical topics. These conversations allow students to engage in authentic and relevant learning regarding issues that they may be curious about (Lintner, 2018). Pre-service teachers will gain practical tools for engaging students in impactful, inclusive discussions on controversial issues in the classroom while also leaving with the con铿乨ence to advocate for the inclusion of healthy discourse in classrooms.

Lydia Peloquin-Epp, University of Winnipeg

Beyond Grades: Unpacking Student Teacher Knowledge Development in Ungraded Teacher Education

This presentation will explore student teachers' experiences, views and developing pedagogies for learning and teaching within an innovative ungraded teacher education course utilizing multimodal e- portfolios. We will discuss student teacher conceptualizations and experiences in an ungraded teacher education course focusing on social justice.

Specifically, we will delve into: Student teachers鈥� perceptions and experiences of being in an ungraded course, focusing on how multimodal e-portfolios facilitate their learning experiences. Special attention will be given to understanding how this approach prepares student teachers for diverse educational settings, encompassing racial, linguistic, socioeconomic, and cultural diversity.

The factors contributing to student teachers鈥� development of learning and teaching practices through ungrading and e-portfolios. This includes analyzing how continuous feedback and multimodal representation impact their growth as educators. 

Pooja Dharamshi, 丁香园AV
With Shaghayegh Bahrmai, 丁香园AV and Amrit Cojocaru, 丁香园AV

Increasing Educator Capacity to Support Students Mental Wellness in Secondary/Intermediate Classrooms

As our students navigate adolescence, they experience challenges that may have negative effects on their mental well-being. It is essential for educators to provide support and confidently guide our students through these challenges. This session will investigate strategies for both teachers and students, beginning with constructing personal capacity. We will draw on insights from evidence-based research, counsellors, education professionals, and healthcare workers to explore elements including potential warning signs and intervention, building resilience within ourselves and students, and community outreach resources.

Participants will learn about and engage in interactive activities that promote stress-management, reflection, and practical application within the classroom. This workshop is designed to help teachers build supportive environments while also addressing their own mental health and well-being. Attendees will leave equipped with tools to cultivate an environment that promotes positive mental health, and have approaches for navigating mental wellness in both their students and themselves.

Annabella Jakubowski, Vancouver Island University
Shelby Robertson, Vancouver Island University

Layers of Identity: Exploring Intersections of Our Cultural and Professional Being in Teacher Education

For much of my career, my Sikh identity has existed as an entity separate from my professional identity as a teacher educator. This border between my two selves has been created and reinforced through systemic injustice that has permeated through the blood of my ancestors and left its shameful residue on my concept of self. As a current doctoral candidate from 丁香园AV, my dissertation has focused on inquiring into the blurring of these two identities with the purpose to better serve student teachers of colour in the formation of teacher identities that embraces their whole selves. In this presentation, I hope to share pieces of my critical autoethnographic narratives from the perspective of a Canadian-born Punjabi-Sikh teacher educator. I interpret my findings through the metaphor of my father鈥檚 turban, in the hopes of being of service to student teachers developing their own professional identities.

Sarine Sadhra, 丁香园AV

Integrating Indigenous Pedagogies: A Pathway for Beginning Teachers

My practicum experience explores the integration of Indigenous pedagogies to support reconciliation and enrich learning for all students. Approaches such as storytelling, land-based learning, and holistic teaching foster connections, empathy, and respect, aligning with the theme of engage. These methods encourage active participation, deeper cultural awareness, and meaningful relationships in the classroom.

Grounded in current research, Indigenous pedagogies emphasize community, relationality, and inclusivity 鈥攙alues critical for beginning teachers navigating diverse classrooms. By embedding these approaches, educators not only respond to the Truth and Reconciliation Commission鈥檚 Calls to Action but also nurture environments where all learners feel valued and supported.

For early-career teachers, these practices offer a way to engage students while challenging stereotypes and building intercultural understanding. This framework equips teachers to foster inclusive spaces, connect with local knowledge, and inspire curiosity, empowering students to embrace diverse perspectives and shared responsibilities to the land and each other.

Tia de Groot, University of British Columbia

Workshops

Fears of Failure: Teachers Perceptions and Practices Used

Student fears of failure are prevalent in K-12 and post-secondary education and are often associated with poor mental health outcomes. However, examining a teacher perspective on the fears of failure that they see their students encounter is unclear in current research. My study would act as the foundation of this session, as it used semi-structured phenomenological interviews and vignette responses with high school teachers to gain insight into how teachers perceived student fears of failure and how these perceptions influenced the decisions that they made in addressing students鈥� fears. Teacher participants viewed student fears of failure as interwoven with many fears and expectations that students face. To address these fears, teachers strove to facilitate student well-being through ensuring that each student knew that they would be supported in moments of fear while also helping students shift their perspective on failure and the need to fear it in the longer-term.

Alanna Banta, 丁香园AV

Get Outside! Explore Imaginative Education and The Walking Curriculum

In this workshop, you鈥檒l have the opportunity to go outside and explore outdoor education using The Walking Curriculum by Gillian Judson and Walking Forward by Gillian Judson & Heidi Wood. You鈥檒l gain a deeper understanding of Imaginative Education and the cognitive tools. You will learn ways to engage your students, fostering a sense of wonder and connection to place. You will explore the curriculum and find ways to integrate outdoor education into specific subject areas. You will also be given examples of educators that have used these resources successfully in their classroom and be given practical, easy-to-implement strategies that you can use in the classroom immediately. Please dress appropriately for the weather as we will be going outdoors.

Salma Jaffer, 丁香园AV

Joyous Journaling

In this creative and participatory session, you鈥檒l find out why journaling is the most valuable, insightful, connective and successful project I have ever done with elementary students, adult learners, and myself for over a decade.

Jessica Deitcher, 丁香园AV

Lean into your Strengths to Step into Scholarly Teaching in the K-12 classroom

What is the purpose of K-12 education? At its core, education exists to elevate humanity, shaping the intellectual growth of students and their emotional well-being and spiritual development. As educators, we hold the profound ability to influence both the lives of our students and their engagement and impact on world around us. This is the work of a scholarly teacher, a teacher who pursues inquiry, and encourages children to actively engages in learning.

Join me in a hands-on session to exploring how leaning into your strengths as an educator can transform your teaching, creating experiences that not only teach content but also foster meaningful, transformative learning for your students & increases teacher wellbeing.

Neva Whintors, 丁香园AV and Surrey School District (SD 36)

Re-Storying Education: Decolonizing your practice with a critical lens

The current system of education is based upon the western colonial narrative and pedological practices. This colonial violence is continually played out in classrooms across this place known as Canada today (Battiste, 2013, Royal Commission on Aboriginal 1997). The system in place reproduces this narrative and has shown in many reports that it does not work for Indigenous students within the education system today (National Indian Brotherhood, 1972; Royal Commission on Aboriginal Peoples, 1996; Truth and Reconciliation Commission of Canada, 2015). Decolonizing the educational system is critical work that involves dismantling colonial structures and ideologies embedded within the education system.

In this workshop we will look at multiple ways faculty can bring in Indigenous knowledges and pedagogies into higher education classrooms and teacher education courses.

Carolyn Roberts, University of British Columbia

Turning to One Another to Foster Hope Through M茅tissage

This session will offer an innovative experience for participants by sharing diverse narratives using a m茅tissage approach that incorporates both body and voice in an aesthetic exploration of learning partnerships. M茅tissage, referred to by Donald (2009) as a 鈥渄ecolonizing research sensibility鈥� offers a uniquely Canadian Indigenous approach that honours diverse voices while collaboratively exploring and deepen understandings. Participants are offered an aesthetic experience that taps into the heart and mind as 鈥渨e braid strands of place and space, memory and history, ancestry and (mixed) race鈥�familiar and strange, with strands of tradition, ambiguity, becoming, (re)creation, and renewal鈥� (Hasebe-Ludt, Chambers & Leggo, 2009, p. 9). Come join the conversation, let's foster hope in education through dialogue.

Leyton Schnellert, University of British Columbia
With Christine Ho-Younghusband, Kathy Sanford, Paige Fisher, Donna Kozak, Ted Howe, Nikki Yee, Kerry Robertson, Lisa Olding, Lara Ragpot, Hart Banack, Deb Koehn, Lindsay Willms, Maureen Farish, Susanne Maguire, and Jenny Laminger

Unit茅 p茅dagogique annuelle sur la temporalit茅 fond茅e sur les approches plurielles CARAP

Nous vous proposons une unit茅 p茅dagogique cl茅 en se d茅roulant sur une ann茅e scolaire compl猫te, 脿 mesure d鈥檜ne le莽on par mois, destin茅e et adaptable 脿 des 茅l猫ves de deuxi猫me moiti茅 du primaire et de l鈥檌nterm茅diaire. La th茅matique de la temporalit茅 est abord茅e sous les angles du plurilinguismes, en 茅levant les ressources linguistiques des 茅l猫ves tout en s鈥櫭﹙eillant 脿 une vari茅t茅 de langues. De plus, l鈥檌nterculturalit茅 est pr茅sente par le d茅veloppement d鈥檜ne vision critique et continuellement renouvel茅e de diff茅rentes r茅alit茅s culturelles li茅es 脿 la notion temporelle. Par la suite, nous cheminons par l鈥檌nterdisciplinarit茅 脿 travers quatre mati猫res 脿 enseigner et lions ces derni猫res 脿 la multimodalit茅 en grande r茅f茅rences aux perspectives autochtones. Un voyage dans l鈥檈space-temps pour soutenir et valoriser les apprentissages des 茅l猫ves selon la r茅alit茅 actuelle du milieu dans lequel ils vivent.

Charles Boucher, 丁香园AV and Conseil Scolaire Francophone
Aur茅lie Ishikawa, 丁香园AV and Conseil Scolaire Francophone

AI Meets UDL: Designing Adaptive Classrooms for Inclusive and Future-Ready Learning

This presentation examines the intersection of Artificial Intelligence (AI) and Universal Design for Learning (UDL), highlighting how AI technologies can support UDL principles to create adaptive and inclusive classrooms that prepare learners for the future. By leveraging tools such as adaptive learning platforms, voice-to-text systems, and real-time feedback technologies, educators can enhance engagement, provide multiple means of representation, and support diverse ways for students to demonstrate their learning. The session features practical examples of AI applications, showcasing their impact on accessibility, personalization, and the ability to address diverse learner needs. Drawing on recent research and pilot studies, the presentation also explores key challenges in integrating AI with UDL, including ethical considerations, access to technology, and teacher preparedness. Attendees will leave with actionable insights and strategies for incorporating AI into UDL practices, equipping them to create inclusive and future-ready learning environments that meet the demands of modern education.

Aigerim (Aia) Shilibekova, 丁香园AV and University Canada West

Emancipation and engagement in the online classroom

This presentation will address the role of online learning, AI, and technology in the contemporary classroom. I will argue that there are multiple ways of thinking and talking about online classroom practices, and turn to philosophers of emancipation Jacques Ranciere and Paulo Freire, to highlight the emancipatory potential of online learning. My paper is an invitation to critically engage in discussions about online learning and reflect on what it offers to educators to reflect on emancipation, inclusion and student engagement.

Alma Krilic, 丁香园AV

Educating for the Capacity and Will to Engage

We will begin with the assumption that being able to reason, not just theoretically, but practically, is a core educational mandate. After outlining what engaged practical reasoning looks like, it will be argued that uncertainty, or Socratic ignorance, is at its core. Though note that neuroscience has shown that most of us find uncertainty to be toxic. This will be followed by a brief foray into contemporary attempts to nurture the practical reasoning of 鈥渟ocial and emotional learning,鈥� though the analysis will reveal that such programs often miseducate in the sense of reinforcing certainty rather than engaged Socratic ignorance. A plea will then be made that educators take on the task of immersing students in dialogical Socratic ignorance by engaging students in frequent communities of inquiry鈥攄espite the fact that genuine and hence engaged inquiry requires the kind of Socratic ignorance that is frightening for both students and educators.

Jason Chen, 丁香园AV

Reimagining Elementary Classroom Design; Environments for Success

This presentation examines how elementary school classroom environments can be designed for optimal learning and student success. Specifically, this presentation reveals how teachers can optimize student focus, readiness, enthusiasm, mood, and classroom atmosphere by demonstrating design strategies and ideas for improving the classroom environment 鈥� such as organizational techniques, functional colour choices, and the intentional use of natural and artificial lighting.鈥� Informed by design research, this presentation highlights the importance of classroom design, offering valuable insight and strategies to both pre- and in-service teachers. Participants will examine various successful and unsuccessful classroom environments, exploring solutions and recommendations for classroom design in-context, regardless of limitations. As a result of this presentation, participants will gain a fresh perspective on the positive impacts of classroom design, inspired by actionable ideas and strategies. At its core, this presentation highlights how meaningful changes to classroom design make important and positive impacts for student learning and success.

Mya Zupan, University of Winnipeg

Interdisciplinary Teaching for Professional Growth: Strategies for Senior Years Classrooms

This presentation examines how interdisciplinary teaching enhances professional growth by engaging educators and students alike, promoting collaboration, and addressing complex real-world issues. Grounded in the Six Global Competencies, the TRC Calls to Action, and the Mamahtawisiwin document, this research aligns these strategies with modern educational demands. It identi铿乪s practical tools, such as co-teaching strategies and interdisciplinary unit plans to promote adaptability, collaboration, and innovative teaching. Despite curriculum constraints, limited resources, and pressures, adaptable models improve culturally responsive teaching, enhancing both teacher growth and student success. Addressing the conference theme of 鈥渆ngagement,鈥� the presentation o铿�ers actionable strategies to help educators create dynamic, responsive classrooms that cultivate deeper student engagement and improve academic outcomes. It provides meaningful insights into re铿乶ing interdisciplinary teaching to develop a collaborative educational model that bene铿乼s both students and teachers across diverse and evolving educational settings. 

Angela Teichroew, Faculty of Education, University of Winnipeg

Teacher Education as Secondary Curriculum: the anatomy of Foundations of Teacher Education 12

This session explores the possibilities of approaching teacher education in BC secondary schools. In June of 2024, the presenters received approval from the schoolboard of SD43 for a curriculum designed to support students in developing their understandings of teaching and learning, refining reflective practices as learners and prospective teachers, and inquiring into critical issues in education, such as exploring inclusion and differentiation in classrooms and supporting students in developing a familiarity with anti- colonial and anti-racist pedagogies. In this session we will overview the curriculum that we have written, offer some potential ways to operationalize the curriculum, and speculate on the benefits to the students, teachers, and to the teaching profession in British Columbia at large. We suspect that such an approach may have significant implications for how students view themselves as learners, how prospective teachers understand the work of teaching, how empathy is created amongst stakeholders in education, and how students select teaching as a vocational pathway.

Greg Sutherland, Faculty of Education, 丁香园AV
Tara Olchowy, Coquitlam School District (SD 43)

Learning to Lead: How Mentorship Transforms the Student-Teacher Experience

Mentorship is a cornerstone of teacher preparation, allowing student teachers to bridge the gap between academic theory and practical experience. This presentation explores mentorship from the perspective of beginning teachers, highlighting its transformative role in building professional identity, confidence, and teaching skills. Grounded in research such as Situated Learning Theory and Reflective Practice, the session examines how mentorship fosters collaboration, resilience, and inclusivity in the teaching profession. Attendees will gain actionable strategies to maximize their mentorship experiences, including goal-setting frameworks and reflective practices. The session will also feature an interactive segment, inviting participants to share their own mentorship experiences, challenges, and questions to create dialogue. This collaborative dialogue will provide diverse perspectives and practical insights into the mentorship process. By focusing on mentorship as a relational and growth-oriented journey, the presentation equips beginning teachers with tools to navigate the complexities of the classroom while building supportive professional networks.

Kealyn Kenney, Vancouver Island University

Workshops

Choose Your Own Adventure: Two Pathways for Engaging Culturally-Sustaining Social Emotional Learning (SEL)

Social and Emotional Learning (SEL) frameworks aim to cultivate personal skills such as self-awareness, empathy, and responsible decision-making. However, when applied without consideration of students鈥� cultural identities or local contexts, these frameworks risk becoming decontextualized and ineffective.

This workshop invites educators to engage with SEL through a culturally-sustaining lens. Participants will explore two pathways for engaging in this transformative work:

• SEL Through a Cultural Lens 鈥� Adopt a nuanced definition of culture to critically evaluate and adapt existing SEL practices for diverse student identities.
• Grounding SEL in local Indigenous knowledges 鈥� Explore Indigenous knowledges and use these as a foundation to critique, compare, and redesign SEL strategies.

This workshop combines theory with practical application. Participants will engage in critical discussions and collaborative exercises, leaving with tools to implement SEL strategies that honour students鈥� cultural identities, sustain their well-being, and create meaningful connections in diverse classrooms.

Dr. Johanna Sam, University of British Columbia
With Dr. Robyn Ilten-Gee, 丁香园AV and Alexander Gis, BC Children鈥檚 Hospital

Comprehensive sexual health beyond the PE classroom

Comprehensive sexual health education is not just for PE teachers. CSE shows up in social studies, ADST, English language arts and career education. In our ever-digitizing modern world, CSE has become even more relevant because of its emphasis on safety both online and off. In this interactive workshop geared towards early-stage teachers, we will debunk some common misconceptions about teacher experiences delivering CSE thanks to REAFFIRM鈥檚 recent research (Black et al, 2024). Participants will also engage in two mini lessons that will address two of the curricular areas above. The goal of this workshop is to empower new teachers with the knowledge and skills to address questions of digital safety, mental health, and consent-based sexuality education in today鈥檚 Canadian context. This workshop is part of an ongoing project with Dr. Robyn Ilten-Gee (丁香园AV) that seeks to understand how educational psychology curriculum can open decolonizing and justice-oriented possibilities for students.

Jannika Nyberg, Burnaby School District (SD 41) and BC Teachers Federation (BCTF)
With Sarah Watt, 丁香园AV and St茅phanie Black, 丁香园AV

Engaging All Students With Concept-Based Planning

As student teachers begin the process of planning units, they are challenged to find meaningful ways to weave curriculum to address the variety of needs and levels of engagement in their classrooms, and to include Indigenous perspectives and curriculum. Concept-based planning can provide a meaningful way to create rich, broad units that allow for incorporation of greater student voice, address selective engagement, naturally promote discussion around interconnectedness, and provide a myriad of entry points for both learners and teachers. In this workshop, we will discuss the rationale for planning with universal concepts versus specific subject areas, hear from students who have participated in these types of units with success, and participate in collaborative activities to begin brainstorming unit ideas with concept-based planning.

Andrea DeTerra, 丁香园AV

Inclusive Education - So Much To Know, Where Do I Start?

For new teachers, it can be overwhelming to navigate all the complexities of understanding how to make the classroom as inclusive as possible for all learners. For teacher educators, it can be a challenge to decide what is most critical for beginning teachers to understand, know and be able to do when they start their teaching journey. In this workshop, we will explore 5 key priorities for teacher candidates and new teachers to learn, practice and understand in terms of inclusive education in British Columbia.

Lindsay Willms, 丁香园AV

Increasing Engagement by Incorporating Visual Arts in the Middle Years

I argue that middle-year classrooms should utilize visual arts to increase student engagement, encourage individuality, and bridge cross-curricular studies. Through my experience as a student teacher and a mother, and my research so far, I have found that Grade 6 students often begin to disengage from learning. (Spalding, 2018) Visual arts allow students to explore and embrace individuality (Eisner, 2002) and enable a hands-on learning approach that encourages risk-taking.

Attendees will create climate crisis-themed blackout poetry through their choice of speeches from Greta Thunberg (World Economic Forum 2019) or David Attenborough (COP26 2021.) This lesson combines visual arts, science, and ELA. It encourages participants to read comprehensively and select the most powerful words. Then, they create a drawing that conveys their poem鈥檚 message. Any words and background that haven鈥檛 been circled or drawn on get blacked out, resulting in a piece that鈥檚 very personal with increased engagement and connection.

Justine Edwards, University of Winnipeg

The Power of Curiosity: Cultivating Engagement through Wonder, Exploration, and Indigenous Perspectives

Our presentation will explore how curiosity, as an unrestricted force, is a vital tool for fostering engagement in the classroom, particularly through Indigenous perspectives on learning. As a gateway to learning through wonder, play, and self-directed learning, curiosity allows students to foster deeper connections with the content and each other. Drawing on Indigenous pedagogies and the First Peoples Principles of Learning, we will examine how curiosity thrives when rigid structures do not confine it but encourage it to flow freely, much like traditional Indigenous ways of knowing and being.

Our session will offer practical strategies for student teachers to create environments that foster curiosity and engagement. By incorporating elements of Indigenous ways of learning, experiential learning, and community-driven inquiry, educators can help build students' curiosity and confidence to learn. This approach not only enhances academic engagement but also promotes cultural respect, inclusivity, and holistic learning experiences.

Logan Warkentin, 丁香园AV
Sandy Gillis, 丁香园AV

Transforming Classrooms with Video Modeling: A Tool for Inclusive and Skill-Based Learning

Children with Autism Spectrum Disorder (ASD) are often faced with difficulties that affect their academic success. Challenges often include lessons designed with social communication core to content delivery and engagement.

Although there has been an increased emphasis on inclusive teaching methods and knowledge concerning the learning complexities children with ASD face, teachers still struggle to teach them inclusively. One evidence-informed method to support inclusive teaching and learning specific to children with ASD involves using video modelling (VM) to support communication and skill development.

This workshop will showcase the various uses of this methodology in the research. Research concerning applications of this methodology undertaken by the presenters will be presented. Through interactive demonstrations, discussions, and in-vivo trials of the method, educators will gain actionable insights into integrating video modelling into their teaching practices. Participants will also explore practical ways of implementing VM to enhance classroom learning outcomes for ASD and all students inclusively.

Chukwudi Nwobodo, 丁香园AV
Dr. Robert Williamson, 丁香园AV

Trauma Informed Practice in Experiential Learning

What does it mean to be a Trauma Informed Educator? How can we become more Trauma Informed and how can we put this knowledge into practice? This workshop will offer one perspective of how to holistically approach learning from a Trauma Informed lens providing opportunities for learners to work WITH their lived experiences in a supported way instead of pushing against that part of who they are. It will unpack what we know about trauma and how it is affecting our students while providing practical tools for educators to take directly into their classrooms.

Stephanie Henderson, 丁香园AV

A meaningful exchange of roles: students as teachers in teacher professional learning

Many authors have argued that students should be included as researchers wherever possible (Fielding, 2001; Lundy, 2007; Mitra, 2008). While this has occurred in some contexts, there is minimal literature that explores how students can be researchers in teacher professional learning communities (PLCs). This paper describes a Youth Participatory Action Research project (inspired by Brasof & Levitan, 2022) where students (aged 13-17) took on the role of participants in the PLC, and the role of researchers analyzing the student experience. While the data analysis is currently still in process, we will be ready to present our findings at the conference. It is also hoped that a number of student participants will be part of the presentation. This study aims to highlight the potential benefits of including students as researchers while also considering the associated challenges. The findings will have relevance to classroom teachers, educational researchers, and policy makers.

Chris Griffith, Crofton House School

Educating Pre-Service and Early Career Teachers for Inner City Schools

Recent research on the extensive focus and support needed to educate teachers for careers in inner city schools seems to be lacking. This lack of support also extends to professional associations specific to inner city educators across Canada; British Columbia is no exception. If school districts want early career teachers to choose employment in inner city schools, teacher education programs should educate candidates to utilize specific dispositions and develop skills that will equip them to meet the distinctive demands of these classrooms. In addition, ongoing support should be provided by districts and professional associations. In this paper, we will share some of the actions that can be taken to increase pre-service and early career teachers鈥� capacity for teaching to complexities presented in British Columbia鈥檚 urban schools. As this research is in its infancy, presenters will deliberate intended focus, initial in-progress results, and future objectives.

Lisa Olding, Trinity Western University
Charlene Redekop, Langley School District (SD 35)

Building Capacity for Gender and Sexual Orientation-Inclusive Practices with Teacher Candidates

This short presentation aims to highlight the importance of enabling our teacher candidates to create classrooms that actively work to embrace all identities and foster a deep sense of belonging for all K-12 students. The presenter will explore the importance of SOGIE-inclusive language and practices through the lens of teacher identity. This session will discuss the dispositions of identity necessary to approach this work and will introduce specific tools for embedding this lens into the work of teacher education.

Wendi Palmer is currently a Program Coordinator at 丁香园AV in Preservice Professional Studies, as well as a PhD student in 丁香园AV's Faculty of Education. Prior to working with student teachers, Wendi was a secondary teacher for over 25 years in Burnaby School District.

Wendi Palmer, 丁香园AV

Content Analysis of Sensitive Classroom Discussions Using an Equity, Diversity and Inclusion Lens (EDI) From Students and Instructors鈥� Perspectives in Higher Education

Equity, diversity and inclusion (EDI) practices in higher education are essential for promoting culturally responsive. While instructors work to integrate EDI principles, how pre-service students perceive EDI practices needs to be better understood. This presentation will explore how instructors in higher education interpreted and applied EDI principles to navigate sensitive topics in classroom discussions and students鈥� perception of EDI in the classroom. Content analysis of instructors鈥� written accounts of EDI approaches identified specific behaviours and approaches, which students ranked by preference and perceived efficacy. Additionally, students provided open-ended responses about their understanding of EDI. Findings offer insights into bridging gaps between instructor approaches and student expectations. The presentation will conclude with actionable recommendations on how to apply EDI approaches that honour student experiences and adapt to evolving demands in higher education classrooms.

Michelle Dusko Biferie, University of British Columbia
Dr. Johanna Sam, University of British Columbia

Creating Student Engagement Through Facilitated Communal Experiences

One of the biggest topics in education today is student engagement. Based on my experience working with youth, I identify and discuss four components that create a unique environment for engagement: the removal of digital networks, individual and communal spaces, and facilitated shared experiences, all within a spatiotemporal 鈥渢hird place鈥�. These components create community in diverse groups of students, provide opportunities for students to teach and learn from one another, unite students over common goals, foster confidence, motivation, self-worth, and self-efficacy, and provide students with the opportunity to reflect on the space that they inhabit, at the individual, local, and global level. In my presentation, I will discuss these components and their benefits in more detail, as well as provide examples of how teachers can work to create this environment for their students.

Gillian Ens, University of Victoria

Promoting Student Autonomy and Voice: Practical Insights for New Teachers

Student voice and autonomy contribute significantly to meaningful engagement in learning, personal fulfillment, and overall well-being (Brighouse et.al, 2016; Conner et.al, 2024; Mullin, 2013). When students have greater agency in their learning, they can choose goals that align with their interests, identities, and community values, while developing decision-making skills that support their well-being and mental health (Brighouse et.al, 2016; Kerr, J., 2024; Mullin, 2013). Furthermore, there is a strong educative rationale for fostering student voice, as it aligns with democratic education principles, providing learning experiences about active citizenship (Brighouse et.al., 2016; Falkenberg, 2018). However, effectively and authentically implementing student voice can be challenging, especially for new teachers (Conner, 2022; Kohn, 2011; Parry, 2014). Drawing on Falkenberg鈥檚 2018 work, this presentation will explore key elements, guiding principles, and practical strategies for promoting autonomy and implementing student voice.

Recognizing that complete decision-making power cannot always be transferred to students, it will also examine Mullin's 2013 work on paternalism while offering suggestions for intervening in student decision-making in ways that do not undermine autonomy.

Claire Tordiffe, University of Winnipeg

Developing Political Consciousness Through Critical Family Literacy

When we recognize our ancestors as being complicit within systems of oppression, how do we respond? As educators, we share the responsibility of ensuring that each of our learners feel secure, supported, and encouraged to be themself within our classrooms. This cannot happen in earnest until educators examine their own personal and family histories. In publicly examining my own familial histories and stories, I aim to encourage others to do the same -- in the hope that doing so will create more holistic and responsive classroom environments.

Pascal Reiners, 丁香园AV

Critical literacy in Action: Engaging in Diverse Spaces

In this presentation, three PhD students in the Faculty of Education at 丁香园AV will share diverse explorations of applying Critical Literacy theory to practice. Critical literacy is the ability to critically engage with texts and the world, empowering learners to challenge dominant narratives, interrogate power dynamics, and enact social justice for more equitable social futures. First, we will discuss how beginning teachers can engage with Land-based literacies through a series of Forest Walks. Second, we will explore culturally sustaining pedagogies empowering immigrant youth to critically engage with the world through a read-aloud program. Last, we will examine how teachers can help students connect meaningfully with communities through a digital field trip guide to the Chinatown Storytelling Center. In sharing our diverse explorations, we hope to guide teachers new to the field of education on how they may engage with critical literacy practices with their own students.

Ru Yao, 丁香园AV
With Bahar Zandrazavi, 丁香园AV and Jennifer Cummins, 丁香园AV