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UBC IOP Conference May 15, 2010


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May 13th - Almost Final Draft

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UBC IOP Conference May 15, 2010

  1. 1. Setting the stage: a vision Naomi Ross, and Linda Farr Darling co-create the 2009-10 Growth Plan for UBC’s West Kootenay Teacher Education program. The Growth Plan:   Sets “place-based” education firmly at the heart of rural teacher education   Seeks to use the resources found in the West Kootenays to create powerful curricular experiences for teacher candidates   Demonstrates a commitment to collaborative practice
  2. 2. The project: Beginning to Tell the Story of the Nikkei   Tell the story of the Nikkei:   1942-1945: 22,000 Japanese Canadians interned; camps throughout BC’s West Kootenays   Nikkei Internment Memorial Centre – a National Historic site and museum located in New Denver, BC   Integrate place-based education in WKTEP, and with the help of student teachers and faculty, into classrooms across the Kootenays
  3. 3. The convergence of place… Linda Naomi Terry •  UBC •  WKTEP •  WKTEP •  Rural Ed •  Faculty Sessional •  Place-based Collaboration •  Lucerne School education film project •  New Denver •  Nikkei Centre, •  New Denver New Denver
  4. 4. The compelling richness of place   As you see the following images of New Denver and listen to how this place inspired our educational focus, consider the riches of your place   What stories are there to tell in your school and community? What community is there to support your place-based education vision?   After the slideshow, we will pause and with a learning partner, reflect on these questions
  5. 5. The Place: New Denver New Denver, BC - on pristine Slocan Lake in the West Kootenays
  6. 6. Images of New Denver
  7. 7. The power of collaboration   “Teaching is a complex endeavour…We believe that together we are better, that working as a member of a team and within a school helps us grow as professionals and supports us in being the best we can be in the classroom, and in having the greatest impact on student learning.   When teachers work together as interdisciplinary teams … they develop approaches that help students connect to, process, transform, and personalize important concepts and thinking skills. Their schools become learning communities, the most important unit of change.” Faye Brownlie and Leyton Snellert, “It’s All About Thinking” Portage and Main Press, 2009
  8. 8. Start with a vision; add partners; watch it grow •  Foster place – based education •  Cultivate collaboration •  Inspire student teachers •  Bring history education alive •  Weave in film and media education •  Create authentic learning experiences
  9. 9. Kyowakai: Peacefully working together… WKTEP 26 Student Vision and Teachers + support 2 Faculty 35 students 6 elders +3 +2 teachers filmmakers
  10. 10. WKTEP Faculty Collaboration   Cross curricular connections in Social Studies and English methods courses (LLED314 and SSED 314)   A Gallery walk of diverse text on the Japanese internment: films, photographs, redress speech, charts and tables, maps, Path of Leaves   A field trip to the Nikkei Centre with Nobby Hayashi   Collaborative unit plan assignment on the internment
  11. 11. 26 student teachers co-plan   Each student teacher team developed a unit plan on the Japanese internment with the aim of teaching it in their 13 week practicum   Student teachers “loved the collaboration”. They were “able to talk lesson ideas out with colleagues”.   In their feedback on the course, student teachers identified that “the field trip to the Nikkei Centre and the classes in New Denver allowed them to integrate different types of learning to this area.” They enjoyed “learning how to do field trips” and the “hands-on learning of the Gallery walk on the Japanese Canadian internment”.
  12. 12. WKTEP student teachers share ideas…
  13. 13. 35 students + 3 teachers   Two teachers and one WKTEP student teacher collaborate, co-plan and team teach   Grade 10/11/12s in Social Studies 11, History 12 and English 10-12 work together in multi- grade groups creating 60 – 90 second documentaries   Synchronicity: an Artists in Residence project with filmmakers Mo Simpson and Catrina Longmuir, “Telling the story of the Nikkei”
  14. 14. Lucerne student filmmakers
  15. 15. Artist Statements – a synthesis of student learning
  16. 16. A sneak preview… Five student films:   Japanese-Canadian Internment   Never Lose Hope   Propaganda   So Fast   Winter of 1942 Your feedback? Thinking?
  17. 17. 5 Student Films
  18. 18. 6 elders + 2 filmmakers + community   Interviews with 6 remaining elders in New Denver filmed by the students and by Mo Simpson and Catrina Longmuir   The New Denver Kyowakai Society partners with the school, the Village, the Valhalla Fine Arts Society to document the stories   Public screening of student films along with Animation/Digital Storytelling for adults
  19. 19. Synergy: the inexplicable magic   National Historic Site recognition for the Nikkei Centre in 2010   Kyowakai Society yearns to film elders before it’s too late   Collaboration between National Japanese History Museum in Burnaby, Nikkei Centre and the school  - a voice for youth and shift in perspective towards greater educator involvement  - a place for innovation in history education
  20. 20. Your connections?   Talk with a partner   Explore your ideas around place-based education, collaboration, synergistic connection   What can you take away from “Tellling the Story of the Nikkei”?
  21. 21. Pulling it all together •  Place- •  Team •  Connection Vision Collaboration Synergy based beyond the •  Partners plan Learning
  22. 22. Next steps   Future WKTEP collaborations – SSED 314 and LLED 314 team teaching   Possible UBC teacher education collaborations: UBC - WKTEP and UBC – Vancouver (eg: National Museum of Japanese History in Burnaby; Nikkei Internment Memorial Centre – New Denver)   Teacher Candidate – School Advisor collaborations   Teacher collaborations online – Online Information Circles using Moodle   Collaborations online throughout Canada ( and