Category: Face 2 Face Sessions

My blog has demonstrated careful engagement with existing knowledge about innovation in teaching and learning. Through exploring the various course topics, my thinking has expanded to recognize that innovation should be considered from multiple perspectives. My most significant knowledge takeaway is that innovation, creativity, and learning are shaped by the environments in which they occur. … Continue reading “PME 811 Blog Post 10 – Final Blog Reflection”

Innovation I define innovation in education as the intentional iteration of teaching practices and learning environments that responsively meet students’ evolving needs to enhance learning. At the beginning of the course, I defined innovation as the intentional adaptation of teaching practices that responsively meet students’ evolving needs to enhance learning. While this definition is very … Continue reading “PME 811 Blog Post 9 – Final Glossary and Reflection”

Description of the Event The MindFit Professional Learning Workshop titled The Perfect Trap: Helping Students Break Free from Anxiety & Overwhelm took place on January 5, 2026 from 9:00 a.m. to 12:00 p.m. Facilitated by Dr. Kim Edwards, a clinical and health psychologist and director of MindFit, and Heather Senst, a registered psychotherapist with training … Continue reading “PME 811 Blog Post 8 – Professional Development Reflection”

Part 1: Reflection I learn about new developments, ideas, and opportunities through a variety of professional networks rather than a single source. My PME coursework provides an academic, research-informed grounding, while the PLC I facilitate at school allows for iterative, practice-based inquiry. Conversations with colleagues, both formal and informal, as well as departmental resource sharing, … Continue reading “PME 811 Blog Post 7 – Personal Learning Network”

Leat and Whelan (2023) explore educational innovation by distinguishing between convergent and divergent pedagogies. Convergent pedagogy is characterized by predetermined outcomes where learning is “not open to negotiation.” In contrast, divergent pedagogy “positions the student as an active agent in an environment in which they will have an effect,” emphasizing open tasks and dialogue. In … Continue reading “PME 811 Blog Post 6 – Diversity and Inclusion in Innovation”

Ball’s (2004) article focuses on the marginalization of “Indigenous knowledge and ways of knowing,” critiquing Western education as a primary “avenue for subjugating Indigenous peoples.” Instead, she puts forth the “Generative Curriculum Model” as a “bicultural bridge.” Central to this model is the “wisdom of the Elders” and a “generative approach,” which she argues creates … Continue reading “PME 811 Blog Post 5 – Indigenous Perspectives”

Both Chanicka et. al. (2018) and Bourn (2021) position education as a transformative practice, albeit through slightly different lenses. The former explores the notion of “participatory democracy” and inclusive design, while the latter examines hope in framing global citizenship. Read together, these articles articulate challenges to contemporary pedagogical practices and can be used to redefine … Continue reading “PME 811 Blog Post 3 & 4 – Philosophical Foundations of Teaching”

In considering innovation in education, the topic of AI could not be avoided. What’s interesting is how quickly these technologies are advancing and how many tools are available to our students and us. Whether it be ChatGPT, Gemini, NotebookLM, or Claud, Clawdbot, Moltbot, OpenClaw, schools need a shared language and guidelines for the use and … Continue reading “PME 811 Blog Post 2 – AI and Innovative Teaching”

Think back to your favourite memories of high school; what do you see? What do you remember? Who do you remember? I suspect in those moments you’re envisioning time with friends in the cafeteria, after-school practices with your team on the court or field, co-curricular clubs where you were able to meet new people, that … Continue reading “Strength of Community”