Planning frameworks and its effect on student teaching
Carolyn Bowles and Ottolene Ricord, Ron Sandland and Jaymi Johnston, Vancouver Island University

The following research will address Pedagogies concerned with Space, which for this presentation will deal will the features of the learning Environment.

The following research is seen as a pedagogical opportunity to speak to the effects of Planning with Student Teaching Performance. From a pedagogical perspective, it addresses the need to identify specific criteria in lesson planning in order to investigate the results on student teaching performance. Thirty (30) student teachers plus Field Experience Supervisors will give information on questionnaires relating to the effectiveness of the “Planning Framework” and its’ importance on the delivery of lessons in the classroom during the practicum. In addition student teacher interviews will give detailed results of the personal phenomena and individual construction of Planning Frameworks.  The results will include recommendations for necessary actions for teacher educators, administrators and adult educators which will help prepare beginning student teachers to grow as professional teachers.

Panel presentation

An evolutionary path through pedagogical spaces and places
Lizanne Foster, Simon Fraser University

This presentation will trace an evolutionary unfolding of a deepening awareness and expanding consciousness of my presence as a teacher in diverse pedagogical spaces and places. These range from the restricted and restrictive classrooms of the Apartheid-era education system in South Africa, to the borderless cyberspace of an online Social Studies simulation, and include the natural places visited on educational field trips as well as the traditional space I occupy as a secondary school teacher in a Humanities co-op program in the Surrey school district in British Columbia, Canada.

Single and/or multiple paper presentation

A revolution 10 years later: a retrospective and prospective reflection on University of Calgary's Teacher Education Program
Hans Smits, University of Calgary

The B.Ed. Master of Teaching Program at the University of Calgary is based on the principles of inquiry-based learning, integrating on-campus and field experiences, and focusing on the development of the teacher as on-going learner.  Our presentation will focus first of all, on the context for the revolution, the practices that were introduced, and how those have evolved in programmatic terms.  While there are those who would argue that the current program looks very different from its inception, there are interesting ways in which the basic principles have become enacted and the impact that is having on graduates as they begin their teaching careers.

We will discuss the ways in which we are attempting to change the nature of field experiences, with examples from our program which demonstrate possibilities in cohort placements.  As well, we will discuss our Teaching Across Borders option, which currently involves an international option for a significant number of our students, and how we are working towards offering all our students a border-crossing experience in their final semester, whether international or local, which will invite inquiry in alternative pedagogies and educational sites, guided by such interests as social justice, second languages, the environment and ecology, arts and museums, and technology.  Our presentation is intended to open up discussion and a space for questions around the unique ways in which our university has embarked on—and continues to explore—teacher education.

Single and/or multiple paper presentations

Exploring banned and challenged books
Nancy Louise Evans, University of British Columbia (Okanagan)

Secondary teacher education students were given an assignment to choose a book that had been challenged or banned in a North American public school, document two challenges and their subsequent outcomes, and determine whether they would use the book in their future classrooms.

The resulting projects revealed aspects of both place - geographic location; school setting; classrooms and school libraries; and space - personal and shared- of readers and protestors.

Single Paper and/or Multiple Presentation

The gifted classroom: Working towards space for intellectual stimulation and personal growth
Teresa Green, University of Calgary

This paper will focus on the notion of the pragmatism and achievement of gifted classrooms.  It will focus on the specific needs of the gifted learner and how those needs are met by the specialized classroom or school.  The discussion of gifted learner needs and characteristics will encompass the following: type of giftedness, learning disabilities, and behaviour/emotional issues.  Space, in this paper, will be demonstrated as presenting welcoming opportunity for personal growth and freedom as well as an intellectually stimulating environment for the advanced learner.  Differentiated instruction will be illustrated as the key to the successful gifted setting, enabling student success despite challenges and accessing students via multiple opportunities.  Furthermore, this paper will examine the culture of the classroom as a reciprocal, team-building environment built upon success and strong relationships.  The teacher, in this paper, will be presented as facilitator to personal and intellectual growth, the classroom focus being on the learner, rather than the content of the class.  The learner thus becomes the proprietor of his/her own success.  The ownership nurtured by the gifted setting empowers the advanced learner to forge his/her own future.  Finally, this paper will examine how the situation of gifted learners in these particular setting provides the potential for action and self-agency, rather than diminishing the communal learning experience.

Single and/or multiple paper presentation

Using the Nunavut principles of Inuit Qaujimajatuqangit (IQ) in the WCNP
Ken Bell, Nunavut Arctic College

Nunavut in Inuktitut means "our land". This workshop, which will be lead by four Nunavut Teacher Education Program pre-service teachers, will focus on translating traditional land based activities and Inuit Qaujimajatuqangit principles into the general and specific outcomes of the current elementary school mathematics program, as found in the Common Curriculum Framework (K-9) of the Western and Northern Canadian Protocol.

Teachers in Nunavut need to understand how the diversity of the cultural heritage of the land can be used in teaching modern mathematical concepts. This interactive workshop will outline the basis of an ethno-mathematical approach to using traditional games and activities.

Workshop and/or Symposium

Learning to teach social studies using Web 2.0 tools: What works?
Susan E. Gibson and Brenda Dyck, University of Alberta

This session profiles a 2008-2009 research study that is currently underway examining how technology-enriched, pre-service social studies pedagogy courses affect beginning teachers’ willingness to use Web 2.0 tools. Pre-service teachers in four undergraduate social studies classes infused with Web 2.0 tool use are being surveyed and interviewed regarding the impact that these technology-enriched experiences are having on both their willingness to use Web 2.0 tools as well as their thinking about the use of technology in their own future teaching. Findings to date will be shared in this session along with suggestions for infusing pedagogy courses with technology.

Single and/or multiple paper presentation

Amusing the muses: Education & poetic imagination
Carl Leggo, University of British Columbia

Poetry is a practice of language and literacy that can foster hope and wisdom for living more effectively and productively in the world. By paying more attention to words, we can open up possibilities for attending to the world and becoming in the world. As an educator, I am convinced that all of us—students, teachers, parents, artists, administrators—need to attend to multiple ways of knowing and becoming. We need to acknowledge how we are all interconnected in creating the world by exploring and composing possibilities for living. Poetry offers significant ways for learning and practicing our living in the world. And, so, I will present several poems and ruminations on why poetry is important for researching and practicing education, for understanding and revitalizing education, for learning to live well with ourselves and with one another in the world.

Single and/or multiple paper presentation

Elementary science and oral language – making chatter matter
Brian Demosthenes Herrin, Simon Fraser University

This presentation will be a rapid paced workshop which will address how to get students talking about what they do and have done.  With the recent emphasis on oral language in science the author will present active science activities that create excitement and discussion.  The participants will be actively involved in both doing and discussing what has happened so the modeling of the strategies will be embedded within the workshop.  Materials will be distributed to be taken away and used with family, friends and, of course, elementary aged students!  Guaranteed not to create speechlessness.  In this workshop, thinking aloud is mandatory!

Workshop and/or symposium

Enhancing creativity in the classroom
Guy Anthony Pomahac, University of Lethbridge

Creative teaching is focused on the teacher practice. In essence, it is characterized by using imaginative approaches to make learning more interesting and effective. Creativity is perfectly natural-we all have it. The problem lays with the obstacles that impede and frustrate us when we are in the act of doing it. It is here that the teacher can play a significant role in the nurturing, guiding and promotion of creative being within our students. Creative work requires applying and balancing three abilities that can all be developed that establishes a creative balance within the individual student, teacher and classroom.

Single Paper and/or Multiple Presentation

One foot in each world: Integrating theory and practice in a professional development school
Donna Joan Forsyth, Brandon University

A Professional Development School (PDS) context moves pre-service teachers through a systematic array of practicum experiences during their coursework, exposing them to excellent models and mentors as an integral part of their coursework.  In 2007, Brandon University and Brandon School Division initiated a PDS Literacy Project at Betty Gibson School with a course entitled Reading Difficulties: Prevention & Intervention.  Pre-service teachers work with K-6 students in small-group settings and conduct one-on-one tutoring as part of their coursework at the school site.

This session describes the field-based PDS model and its benefits to pre-service teachers, university faculty, classroom teachers, and students.

Single and/or multiple paper presentations

A performance ethnography of education
Patrick Sebastian Tomczyk, University of Calgary

This essay uses education as a lens through which to consider phenomena of performance and performativity in the classroom space.

Single and/or multiple paper presentation