Vol. 16 Issue 1 - Teaching Outside the Box

VOL. 16, ISSUE 1 ? FALL 2024

HEY, TEACH! THE VICTORIA COLLEGE EDUCATION M AGAZINE

TEACHING OUTSIDE THE BOX CR EA T I V I T Y I N PR A CT I CE

Letter from the Edit ors WITH THE CURRENT RISE IN PROMOTING out of the box and creative ways to teach and learn, our contributors explore what is already being done and the potential ways we can continue to foster new and unique learning opportunities. ?Teaching Outside the Box: Creativity in Practice? voices experiences and research surrounding unconventional teaching opportunities from both educator and student perspectives. This issue shows the multi-faceted and intersectional nature of the discussion on out of the box learning opportunities through its diverse range of submissions, from hands-on educational coding programs within an astronomy and astrophysics context, to tailoring assignments and learning opportunities to the cultural backgrounds and personal interests of the student. Our hope for this issue is to spark new ideas on the importance of exploring new and uncommon teaching practices while providing a platform to learn more about the ways in which education can be better tailored to the individual student, through sharing the experiences our writers have had in exploring this topic.

Thank you to everyone involved in creating ?Teaching Outside the Box: Creativity in Practice.?

We are thrilled to present a magazine full of so many wonderful submissions, from first year students at the University of Toronto to graduate students at the Ontario Institute for Studies in Education. We want to extend a huge thank you to our incredible contributors for all of the effort they?ve put into their submissions. To our phenomenal faculty advisor, Professor Julia Forgie, thank you for your support and encouragement. A huge thank you also goes out to our entire executive team; your incredible work has not gone unnoticed! Your hard work and dedication brought this issue to life. To our readers, thank you for picking up or virtually flipping through our magazine. We are so grateful for your support.

Happy Reading!

Sydney and Nina, Editorsin Chief

Sydney Pacheco

Nina Dawicki

01 HEYTEAcH! fal l 2024

EDITORS IN CHIEF Sydney Pacheco Nina Dawicki HEAD OF PRODUCTIONS Hannah Kim-Cragg EVENTS COORDINATOR Alex Teschow SENIOR PRODUCTIONS MANAGERS Brisa Liu Melody Mo Ren Minamisono ILLUSTRATOR Sunny Sien SENIOR EDITORS Amaan Baweja Austin Hewu FEATURE WRITERS Erica Chong Arianne Rodriguez INTERNAL RELATIONS Benjamin Gauntley SOCIAL MEDIA REPRESENTATIVES Irene Hwang Lauren de Rango FIRST YEAR REPRESENTATIVE Nicole Pacheco Nina Zambito Aryan Rajagopal Anne Chen JUNIOR EDITORS Isabelle Poisson Shiven Srivastava Poojac Gandhi Jacob Axford Cynthia Lin Stephanie Chan Raina Yang Carina Porrett Udanya Singhabahu Praneet Kaur Santhiya Kuganeswaran JUNIOR PRODUCTIONS Charlize Marshall Mariam Abbasi Molly Bibawy Olivia Cruickshank Sophia Huang Tiffany (Xinyu) Tian Yi Lin Amanda Yu

TABLE OF CONTENTS 1-2

Letter from the Editors & Table of Contents

3-6

Meet Your Contributors

7-10

Teaching Literacy in a Multicultural School Context by Suzy Ham Metamorphosis: A Vision for Teaching and Learning by Aryan Rajagopal

11-14 15-16

Stories between the Lines: Exploring the Science of Reading in Ontario's New Curriculum Through Indigenous Storytelling and Learning by Santhiya Kuganeswaran

17-20

Beyond Stargazing: Empowering Students with Coding and Astronomy by LouisBranch

21-22

Teaching Outside the Box: Facilitating Identity Exploration and Promoting Well-Being in Emerging Adult University Students in a Multicultural Contest by Anastasia MeiXuan Liu

23-26

Six Schools and Three Countries Later by Lena Harwood-Stamper

27-30

Creativity in Education: A Cross-Cultural Perspective on Learning by Rachel YuChu Xie

31-34

First Year Voices

35-38

Fostering Classroom Community Through Collaborative Learning by Erica Chong

39-42

Final Thoughts from the Executive Team

HEYTEAcH! fal l 2024

02

Lo u i s Br an ch : If I could live a w eek as a dif f erent m ajor, I?d choose Ecology and Evolut ionary Biology. This f ield aligns w it h m y int erest in habit abilit y and t he search f or lif e, f ocusing on how lif e adapt s and evolves under various condit ions? a perspect ive t hat com plem ent s m y st udy in ast ronom y.

If you had to live a week as a different major, which one would you choose?

San t h i ya K u gan esw ar an : If I had t o live a w eek as a dif f erent m ajor, I?d choose psychology - it com plem ent s m y current program s of educat ion, sociology, and English perf ect ly by helping underst and how st udent s learn and behave.

It ?d be f ascinat ing t o explore t he m ent al processes behind t eaching and learning f or a w eek!

Rach el Xi e: I w ould love t o be a psychology m ajor f or a w eek t o learn about all t he nuances about hum an m inds.

Len a Har w ood-St am per : I would love to be a fashion major but U of T doesn?t offer that so I would study art history at U of T.I w ould love t o be a psychology m ajor f or a w eek t o learn about all t he nuances about hum an m inds.

Meet Your Contributors!

03 HEYTEAcH! Fal l 2024

San t h i ya K u gan esw ar an : I?d rat her never eat m y f avorit e f ood again. Eat ing just one f ood f orever sounds like a night m are f or m y t ast e buds - variet y is t he spice of lif e!

Len a Har w ood-St am per : I would rather eat only potatoes for the rest of my life, as long as they can have toppings.

Su zy H am :

Rach el Xi e:

M y f avorit e f ood is sushi.... but I can live w it hout eat ing t hem ! I hope.... :(

I w ould never eat m y f avorit e f ood again because I do not w ant t o m iss ot her possibilit ies

Would you rather: Eat one food for the rest of your life or never eat your favourite food again?

Lo u i s Br an ch : I?d rat her never eat m y f avorit e f ood again.

Exploring dif f erent cuisines and discovering new f lavors is t oo excit ing t o give up, and w ho know s? I m ight f ind som et hing even bet t er!

HEYTEAcH! Fal l 2024

04

Ar yan Rajagopal: In general, probably Drake.

Right now, probably Tyler, The Creator (I have had Chromakopia on repeat for at least the past two weeks)

Su zy H am : Having a hard t im e choosing bet w een Yorushika, YOASOBI, Yuuri, Novelbright , BTOB, Aim yon, and et c et c... (I list en t o m ost ly K- pop & J- pop!)

Who is your favourite music artist?

San t h i ya K u gan esw ar an : The Neighborhood! Their lyrics and m elodies have t his incredible w ay of capt uring raw em ot ion, and t heir songs grew w it h m e t hrough m y adolescence.

Their m usic alw ays seem s t o align w it h how I?m f eeling w het her it 's happy and upbeat or m ore m ellow .

Len a Har w ood-St am per :

Meet Your Contributors!

Macklemore

05 HEYTEAcH! Fal l 2024

Ar yan Raj ago p al : Probably OISE t o be honest , I' ve never seen a building go f rom so m odernized t o so dull in a m at t er of t w o f loors (t hough I m aint ain t hat t he quiet space in t he basem ent is an am azing spot t o lock in on a Tuesday night )

What's your favourite food place around campus?

Er i ca Ch o n g:

M y f avourit e spot on cam pus is t he Goldring St udent Cent re. It 's such a great st udent hub! I love at t ending t he community-focused events that are hosted here!

Er i ca Ch o n g:

I act ually haven' t explored m any f ood places around cam pus, so I'd love som e recom m endat ions!

Which UofT building interiors match the exteriors the least on campus?

HEYTEAcH! Fal l 2024

06

Tea c h in g Lit era c y in a Mu lt ic u lt u ra l Sc h ool Con t ext SUZ Y H AM FO URT H Y EAR EN GLI SH (M AJO R), SO CI O LO GY (M I N O R), ED UCAT I O N AN D SO CI ET Y (M I N O R)

ACCORDING TO the Pacific Resources for Education and Learning, literacy is defined as the ability to: ?[r]ead printed material thoughtfully and critically for pleasure and for knowledge, and [w]rite for a wide variety of purposes, both practical and creative? (2004). While there are many kinds of literature in the context of schools?especially financial and technological literacy?I will be focusing on literature from the perspective of English language learning and acquisition. I do not read or write extensively outside of school and have been taught and required to read and write primarily academic papers during high school. I also have the habit of writing in the passive voice, as well as in lengthy and/ or run-on sentences from this experience. As such, I frequently prioritize academic papers and tend to devalue other forms of writing in school settings. However, in pursuing a career in literacy education, I must be cognisant of how my preferences may bias my students. This discussion of the intersectional positions of educators will be a pervasive theme throughout the rest of this paper as possible methods of teaching literacy in schools

07 HEYTEAcH! Fal l 2024

are

explored further in depth.

The supplementary lessons in English I received when I was a new immigrant to Canada had a significant positive effect on me. When I first arrived in Canada at the age of 7, I was provided with additional in-school English grammar and speaking lessons to help me better adapt as an ESL?English as a second language?student. I was taught rudimentary skills focusing on mastering the alphabet, grammar, and photonics. I was also introduced to Korean-speaking students and faculties when I could not understand the English teacher?s instructions. This experience enabled me to easily adjust to the school environment and inspired a passion for teaching the English language. It was a source of empowerment and comfort for me as a young immigrant to a foreign land and consequently shaped my outlook and recommendation for the future of literacy education.

Students should have access to individualized literacy programs and teaching pedagogies that are relevant to their lives, connect to their culture and background, and fit within their worldviews. Educators should be expected to learn about their students and their cultural backgrounds to help them better relay information and personalize their teaching curriculums. A one-size-fits-all approach to education should never be the status quo for educators. They should be responsible for being innovative and relentless in their efforts to improve the quality of education for all. Toulouse?s article (2013) describes how First Nations, Metis, and Inuit (FNMI) students? literacy

styles of students. As many students in schools today are bilingual from diverse cultures and backgrounds, it is important to acknowledge and actively incorporate these proposals. In my own experience, the librarian actively asking questions about me, my culture, and my learning styles helped me feel seen and appreciated; not just as a stranger and foreigner who transferred here. This experience has helped me realize the power of actively incorporating students and their backgrounds into their learning.

Literacy programs should foster the students? positive identity development and personal expression as a source of empowerment.

Educators should always remember that the quality of our literacy education deeply affects the students? personal and intellectual growth and well-being. Price-Dennis? article (2017) describes how Black adolescents should be provided with spaces to express themselves and learn about the world, especially with the rise in the assault cases of education should be fostered by a curriculum that Black women (p. 1, 3-4). They especially highlight incorporates their background through the need for narratives around Black women to be incorporating FNMI books, songs, field trips to modified to not a deficit but a strength perspective, historical/ cultural locations, and the students? which is required to foster ?collective healing, learning styles (p. 2-4). Similarly, in Bank?s collective consciousness, and ultimately, collective interview on his concept of the ?five dimensions of transformation? (Price-Dennis, 2017, p. 15). When I multicultural education? (n.d.), he describes the was learning English as an ESL student, I was need for equity pedagogy where teachers adapt actively encouraged to talk about my own their teaching styles to match the diverse learning experiences within my family and my culture. I was

HEYTEAcH! fal l 2024

08

also invited to choose to read books on my Korean culture, our history with Canada, and Korean immigrants here today. These opportunities gave me a sense of relief that my culture was being understood, or at least efforts were made to do so. It also provided me with a safe space to share my experiences and develop my identity within the school setting helping me adjust well to this new school environment, and achieve my personal and academic potential.

oral language in literacy education by incorporating our knowledge of the four major language systems (semantics, syntax, phonology, and pragmatics, respectively) by promoting active group discussions between students, and read-aloud activities (Bainbridge & Haydon?s article, 2017, p. 100-4).

In my own experience, the teacher has actively encouraged me to speak English even when my pronunciation was not optimal; encouraging me to develop my speaking proficiency through trial-and-error.

St udent s should have For example, when I was struggling with access t o pronouncing the ?th? phonics, the teacher used various methods to assist my understanding.

Techniques such as showing the lip and mouth individualized movement and pronouncing the phonic themselves, instructions on how to pronounce it, and lit er acy pr ogr ams and writing utilizing the internet allowed me to learn Complemented by standard t eaching pedagogies effectively. readingcomprehension testing I was able to assess progress while feeling a sense of t hat ar e r elevant t o my accomplishment. It is through this experience that I see how an emphasis on oral competency can t heir lives, connect t o can have a major impact on a student?s literacy development. t heir cult ur e and In conclusion, I analyzed possible I would take when teaching literacy as a backgr ound, and fit approaches future educator. I first argued for fostering an individualized literacy program framework, wit hin t heir fostering identity development and personal expression as a source of empowerment, and then focusing on oral language development. These wor ldviews.

Oral language should be actively used by students to promote their literacy acquisition.

Bainbridge & Haydon?s article (2017) describes how despite the emphasis on reading and writing in school curriculums, much of classroom communication occurs orally. As a result, student performance in literacy is deeply intertwined with their listening and speaking abilities (p. 103-4).

Consequently, they advocate for an emphasis on

09 HEYTEAcH! fal l 2024

strategies are based on contemporary literature on literacy teaching pedagogies, as well as incorporating my own experiences as a former struggling immigrant student. These discussions on appropriate teaching pedagogies for literature, I believe, will lead to an improvement in student lives, academic performance, and, consequently, the welfare of our society.

Refer ences Bainbridge, J. & Heydon, R. (2017). Chapter 3 - Language Development and Oracy in Constructing Meaning: Teaching Language and Literacy K-8., Nelson Education Ltd. Banks, James A. and Michelle Tucker (n.d.). ?Multiculturalism?s Five Dimensions.? NEA Today Online.

Pacific Resources for Education and Learning (2004). Early Literacy and Assessment for Learning (K?3) Series Print Literacy: A Teacher?s Story. https:/ / files.eric.ed.gov/ fulltext/ ED490186.pdf Price-Dennis, D., Muhammad, G. E., Womack, E., McArthur, S. A., & Haddix, M. (2017). The Multiple Identities and Literacies of Black Girlhood: A Conversation About Creating Spaces for Black Girl Voices.

Journal of Language & Literacy Education, 13(2), 1-18.

Toulouse, P. R. (2013). Fostering literacy success for First Nations, Métis and Inuit students. Research Monograph #15. Retrieved from: https:/ / www.onted.ca/ monographs/ what-works/ fostering-literacysuccess-for-first-nations-m%C3%A9tis-and-inuit-students

HEYTEAcH! fal l 2024

10

M et am or ph osis: A Vision for Teaching and Learning ACCORDING TO A 2017 SURVEY conducted by the Ontario Institute for Studies in Education (OISE), only 50% of Ontarians were satisfied with the education system in the province (OISE Survey Reveals Public Opinion on Education in Ontario, 2018). While my experiences with Ontario?s education system have been pleasant, they fall short of warranting high praise. The K-12 system often felt stagnated and rigid, unable to adapt to changes in students?work styles and classroom environments. In this paper, I aim to analyze these lived experiences and compare them to my teaching philosophy, exploring the learning and teaching processes as interlocking pieces in the complex puzzle of education. lived experiences and compare them to my teaching philosophy, exploring the learning and teaching processes as interlocking pieces in the complex puzzle of education.

Effective programs rely on incorporating internal and external feedback, and education is no exception. In Ontario, curriculum revisions reflect periodic critiques from various stakeholders, but

11 HEYTEAcH! Fal l 2024

students? the primary recipients of education? are often excluded from this feedback loop. Students my age voiced dissatisfaction with how certain subjects were taught, notably at the secondary school level. Courses like history and politics resonated with me, but others found them uninspiring due to the methods of delivery and the assessments tied to them. I maintain that, among many things, this could be attributed to the differences in learning styles. I feel that the current system struggles to acknowledge this, instead promoting a generalized, one-size-fits-all approach reminiscent of 19th-century

Ar yan Raj agopal Fir st year Social Science Maj or factory-style schooling. The formats of assessing comprehension and application of learned knowledge have remained relatively static, only changing if a student had a learning disorder or was learning English for the first time. Schools must play an active role in preparing students for both post-secondary education and the workforce, tailoring approaches to meet varied learning styles. Theories such as Jean Piaget?s cognitive development model emphasize the importance of assimilating and accommodating knowledge as it is discovered (Piaget, 1964). This process may seem easy for some students, but others may feel pressured to conform to rigid learning styles that stifle creativity. The province?s recent efforts to de-stream certain courses at the grade 9 level (Balintec, 2023) are promising, but changes must begin earlier. Considerations of learning styles through individual and group assessments can help identify students?strengths and weaknesses in tackling new challenges.

If the ultimate goal of education is to challenge students and prepare them for the workforce, schools should actively encourage collaborative problem-solving through group assessments and discussion-based activities. In most careers, the ability to work in a team environment is crucial to success, yet the current system thrives on ruthless competition and high expectations.

My experiences with group projects and class discussions have often deepened my understanding of course content, as my peers would contribute perspectives I had

HEYTEAcH! fal l 2024

12

not considered previously. Even an elementary-level math class may benefit from group conversations on the most effective way to solve a complex equation. The same can be said for high schools; my experiences with in-class discussions are similar to my conversations in university seminars and tutorials.

Students learn best when they enjoy their educational experiences, which requires addressing the stressors embedded in traditional classroom environments. Nothing was more common in high school than a student pulling successive all-nighters to meet last-minute deadlines. I found that teachers who shared deadlines in advance and instructed students on how to manage their time effectively were better received by students, both in terms of reputation and academic performance.

One scholar who backs this up is B. F. Skinner, who produced a study that covered the detrimental impacts of aversive stimulation on children in schools (1954, p. 5). Skinner?s study proves how impactful sustained stress and anxiety can have on students, even from a young age, further proving how important the development of study skills is in tandem with curriculum content. The prioritization of collaborative learning and the removal of stressors, coupled with positive student-teacher relationships, made my learning experience a lot

13 HEYTEAcH! Fal l 2024

smoother.

Educators should be at the forefront of positive reinforcement, driving a classroom environment that is welcoming to students and open to critique. Having opportunities for one-on-one time with teachers is a great way to enforce an active reinforcement process. When teachers reviewed my work and provided feedback? whether positive or critical? it felt validating to know that my efforts were

acknowledged. However, the frequency of feedback during assessments was often insufficient, as most teachers provided critique only after projects or essays were completed. This lack of guidance during the process left students, including myself, hesitant to seek help for fear of embarrassment.

Providing assigned time for office hours or one-on-one check-ins would greatly benefit students. The sense of care associated with these progress updates would give students the necessary redirection and confidence boost they need to succeed long-term. Teachers can further support students by making assessments more focused on application than memorization. One example is grade 10 history, a course which was often relegated to summer school by students who had no interest in the content or its relevance. Through group assessments that challenged our beliefs about the World Wars, my classmates and I came to understand how states interact and the implications on regional stability. Such discoveries would not have been replicated in a textbook reading. When teachers are more willing to promote application-based learning that goes beyond knowledge retention, students can let their

minds wander without the anxiety of memorizing hundreds of pages before a final exam.

The public education system is arguably one of the most complex institutions in Ontario due to its inherently subjective nature. There is no single ?right way? to educate students, but there are strategies that can create more supportive and effective school environments. A learning environment based on positive reinforcement and stress reduction can make the education experience more enjoyable for students.

Encouraging collaborative problem-solving will prepare them for the workforce through application-based learning. My vision for teaching and learning encompasses a student experience that is enriched by these ideals, offering students a path to continuous growth. Just as the education system itself must evolve, so too must our approaches to teaching and learning, ensuring that no student is left behind in their journey toward success.

HEYTEAcH! fal l 2024

14

St or ies Bet ween t he Lines: ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Ex plor i n g t h e Sci en ce of Readi n g i n On tar i o's New Curr i culum Th rou gh In di gen ou s Stor y tel l i n g an d Learn i n g ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

MISS KUGAN stood in front of her Grade 3 class, her fingers nervously flipping through the fresh pages of the Ontario curriculum binder. She knew the words inside well enough, but teaching the new ?science of reading? approach with its focus on phonics and structured literacy felt worlds away from the vision she had for her classroom. Adding to her challenge was the mandate to integrate Indigenous perspectives into her lessons.

Santhiya Kuganeswaran Third Year Sociology Major Education & Society, English Minor

"Class," she began, "we?re going to do She had read the curriculum updates, something a little different today." highlighting the importance of including The kids perked up.

Indigenous storytelling traditions, but how could she do it authentically? Could she really balance "Today, we?ll start our reading lesson with a these new expectations with effective teaching? story. But not just any story. We have a special The bell rang, jolting her from her guest? Noah?s grandmother, Elder Sarah, who has thoughts. Students bustled into their seats, their kindly agreed to share one of her stories with us." eyes expectant. Among them was Noah, a shy boy The door opened, and Elder Sarah entered with dark, thoughtful eyes who had recently transferred from a nearby reserve. Though he the room, her silver hair tied neatly back, eyes rarely spoke, Miss Kugan noticed how his face lit warm with wisdom. She greeted the children in up when she mentioned stories. She had an idea Ojibwe and then in English, her voice flowing like ? one that had been lingering in the back of her wind through trees. mind ever since she met Noah?s grandmother, The students sat in a circle on the floor, Elder Sarah, at a community event. leaving their books behind. Elder Sarah began her story? a traditional Anishinaabe tale called ?Wenabozho and the Teaching of the Thunder Mountain Loon.? The story spoke of learning from nature and the wisdom passed down through generations. The rhythm of her words was different from the usual read-alouds; there was a cadence, a heartbeat, that Miss Kugan realized didn?t just tell a story? it sang it.

15 HEYTEAcH! Fal l 2024

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Days passed, and soon the stories became a regular part of the class. Elder Sarah visited weekly, each time sharing a new story. The students began to look forward to these visits, and their reading skills improved? not just because of structured drills, but because they found joy and meaning in the process.

As the circle gathered, Elder Sarah began her tale, drawing everyone in with her warm presence. ?Once everyone had gathered,? she recounted, ?the wise one taught them the language. He didn?t just teach them to speak; he shared the profound principle of language itself.

It revolves around madwewechigewin, the art of producing sounds that create connections between us and the world around us.?

Miss Kugan watched the children, their faces rapt. Even the ones who struggled most with reading were completely absorbed. Noah, usually quiet and withdrawn, sat up straight, eyes bright, lips moving as if repeating the words in time with his grandmother. The journey wasn?t just a story? it was alive in that room, weaving connections between language, identity, and the art of learning.

When Elder Sarah finished, there was a silence, deep and reflective. Miss Kugan felt it too? the power of storytelling. She hadn?t planned to, but she found herself standing up and saying, "Now, let?s look at how the words from Elder Sarah?s story work."

She walked to the whiteboard, writing down keywords from the story: loon, voice, words.

They began to break down the sounds, the syllables. But now, instead of dry phonics, the words had life. The students repeated them and wrote them, learning to read in a way that resonated with purpose.

One afternoon, Miss Kugan overheard a conversation during recess. Noah and a group of his classmates were playing by the swings, their voices animated.

"Noah, tell us another story like your grandma!" one boy said.

Noah smiled shyly, and for the first time since he?d joined the class, he began to speakwithout hesitation. He told the tale of the trickster Nanabush, his words flowing just as Elder Sarah?s had. The other kids listened, laughing in all the right places, asking questions, and repeating phrases in Ojibwe.

Miss Kugan watched from the window, her heart full. This was why she had become a teacher. Not to tick off boxes in the curriculum, but to inspire her students to see the world beyond the text.

The curriculum updates had pushed her out of her comfort zone, but in doing so, they had opened the door to something far more valuable.

She had learned to teach outside the box, not by abandoning structure, but by weaving it with creativity and respect for the voices that had long been missing from the classroom.

The bell rang, and the kids came rushing back inside, ready for their next lesson. As they sat down, Noah came up to Miss Kugan?s desk, hesitating for a moment before speaking.

"Miss Kugan," he said quietly, "do you think one day I could be a teacher too? Like you... or my grandma?"

Miss Kugan knelt t o meet his gaze, smiling war mly. " Noah, I t hink you alr eady ar e."

HEYTEAcH! fal l 2024

16

B e y o n d S t a r g a z in g : E mp o w e r in g S t u d e n t s w it h C o d in g a n d A s t r o n o my Louis B r anc h F our t h y ear A s t r onomy and A s t r ophy s ic s Maj or E duc at ion & S oc iet y and H is t or y & P hil os ophy of S c ienc e & T ec hnol ogy Minor WHAT COMES TO MIND when someone says they are "doing astronomy"? For most, it's stargazing? peering through telescopes at distant galaxies, planets, and stars. But in the world of modern astronomy, the real work happens far from the eyepiece through coding and data analysis.

Astronomers today rely on programming to process vast amounts of data, making coding as essential as the telescopes themselves.

The opportunity to explore astronomy through coding is the experience Coding the Cosmos offers to high school students. In July 2024, workshops at the University of Toronto and McMaster University introduced 52 students entering grades 10?12 to the data-driven world of astrophysics. Many were coding for the first time, learning Python to analyze real astronomical datasets. The goal? To inspire a diverse new generation of students, especially those from underrepresented backgrounds, by showing them that a career in astronomy is within reach.

17 HEYTEAcH! Fal l 2024

T he Wor k s hop E x per ienc e Over the course of three days, Coding the Cosmos gave students a crash course in the two pillars of modern astronomy: coding and data analysis. Each day was a blend of hands-on programming activities, lectures on astronomy, and collaborative group projects. The curriculum introduced students to Python, a powerful programming language widely used by astronomers. Starting with basic coding exercises, they progressed to analyzing astronomical data and tackling complex questions about the universe.

Participants worked in small groups on projects that solved real-world problems. For instance, some calculated the mass of the supermassive black hole at the center of our galaxy, while others used heat maps to study the cosmic microwave background. Each project was

guided by interactive coding worksheets, which provided students with the tools and step-by-step guidance to explore astrophysical concepts while sharpening their programming skills.

Beyond technical learning, the workshop featured a panel of undergraduate and graduate students? many from underrepresented backgrounds? who shared their personal journeys into science, offering relatable insights about navigating university and potential career paths in astronomy. For students who had never considered a future in science, this was a pivotal moment of inspiration.

But the numbers only tell part of the story.

Student feedback was overwhelmingly positive, with many describing how the hands-on nature of the projects gave them a new perspective on what astronomers actually do. As one student put it, ?Before this workshop, it was a little unclear exactly how astronomers do their research, but I feel more able after seeing it hands-on.? Another remarked, ?I feel a lot more interested and comfortable with astronomy than before because I never had the opportunity to explore further into it. Coding the Cosmos was the opportunity.?

P r ogr am Impac t and R es ul t s The impact of Coding the Cosmos extended well beyond coding lessons. One of the program?s key goals was to make astronomy more accessible to students from underrepresented and low-socioeconomic-status backgrounds.

The diversity of participants reflected that, with over half identifying as female, and many hailing from a range of racial and ethnic backgrounds, including South Asian, Chinese, and Arab.

Survey results further highlighted the program?s success. When asked to rate their knowledge of astronomy on a scale of 1 (New to the subject) to 7 (Deep knowledge), students? average scores rose from 3.6 to 5.0. Their confidence in coding saw a similar jump, from 3.2 to 4.0. Even more importantly, students reported a newfound belief in their ability to pursue a career in astronomy or related fields, a crucial boost in self-confidence.

HEYTEAcH! Fal l 2024

18

Meas ur ing K nowl edge Gains One of the key questions in the pre- and post-workshop surveys asked students to rate their knowledge of astronomy on a scale of 1 (New to the subject) to 7 (Deep knowledge). The results showed a clear increase in confidence across the board after just three days.

This dramatic shift in self-reported knowledge highlights how much students gained from their hands-on experiences with coding and astronomy concepts. The workshop didn't just introduce new topics; it helped students feel more confident in their ability to understand and apply what they learned.

C hal l enges and F ut ur e D ir ec t ions Despite its success, the workshop wasn't without its challenges. The most common piece of feedback from students was the feeling of being rushed. With just three days to cover coding, data analysis, and complex astronomy concepts, some students found it difficult to keep up. ?It all goes by a bit fast,? one student noted, suggesting that the workshop could benefit from being extended to a

19 HEYTEAcH! Fal l 2024

full week. The extension of the program would allow for a deeper dive into topics and more time for hands-on projects, enabling students to explore at their own pace.

Looking ahead, the team behind Coding the Cosmos is already planning ways to refine the workshop experience. Given the uncertainty around future funding, the team has shifted its focus toward developing standalone educational materials, including coding exercises, lecture content, and guided projects. These resources will

be made available online for self-study, classroom use, and science clubs. New resources, such as interactive lessons on gravitational waves and Indigenous astronomy, are also in development.

To broaden its reach, the team is exploring partnerships with other outreach programs. Ideas include online workshops for remote communities and field trips for high school students to visit university campuses. Even without running full in-person workshops, the team hopes that Coding the Cosmos can continue to inspire young minds and spark an interest in astronomy.

independent learning will remain at its heart.

Whether through online resources, science clubs, or future in-person workshops, Coding the Cosmos continues to offer students a fresh perspective on both science and their own potential to succeed in it.

R eimagining S c ienc e E duc at ion Coding the Cosmos exemplifies what it means to teach outside the box. By integrating coding into astronomy, the workshop moves beyond traditional classroom approaches, enabling students to actively engage in scientific discovery using the tools of professional astronomers.

The innovative nature of the program shows how creativity in teaching can break down barriers.

By doing so, it makes science more accessible to students from all backgrounds. As the program evolves, the focus on inclusivity and flexible,

Wor k s hop Leader s Coding the Cosmoswas organized by Simran Nerval, Dr. Margaret Ikape, Mark Dodici, Aryanna Schiebelbein-Zwack, Alicia Savelli, and Dr. Yilun Guan, all from the David A. Dunlap Department of Astronomy & Astrophysics, University of Toronto. Their collective effort created an engaging curriculum that brought coding and astronomy to life for students. If you're interested in volunteering or learning more about how to get involved in future workshops, visit www.dunlap.utoronto.ca/ coding-the-cosmos/ or reach out via email at codingthecosmos@gmail.com.

HEYTEAcH! Fal l 2024

20

Facil it at ing I dent it y Expl orat ion and

Promot ing W el l - Being in Emerging Adul t Universit y

St udent s in a

M ul t icul t ural Cont ext MY INDIVIDUAL RESEARCH within the psychology department delves into how education can foster identity exploration and promote well-being in emerging adult university students, particularly in multicultural settings. Students in diverse environments often face unique challenges related to acculturation and cultural integration that can impact identity development during this critical phase. However, through innovative teaching practices, educators can play a crucial role in supporting students? psychological and emotional growth.

Accul t urat ion, Bicul t ural I nt egrat ion, and T heir I mpact on W isdom and W el l - Being Acculturation refers to the process by which individuals adjust to a new culture while maintaining aspects of their original culture. For university students, particularly those from multicultural backgrounds, successful acculturation

Ident it y

e H er it ag

21 HEYTEAcH! Fal l 2024

often involves bicultural integration? the ability to harmonize both cultural identities without losing either. My research suggests that students who achieve bicultural integration tend to exhibit higher levels of wisdom and well-being. This is likely because bicultural integration encourages reflective thinking, allowing students to draw on diverse cultural experiences to make better life decisions and develop greater emotional resilience.

Teachers can facilitate this process by implementing value affirmation strategies, typically a short writing activity where students reflect on the values that are most personally meaningful to them and how they incorporate these values into their lives. Students can select values from both their cultural heritage? their culture of origin? and the host culture, which is the new culture they encounter when moving to a different environment. Research shows that engaging in value affirmation helps students

Culture

reaffirm their core values and integrate them into their bicultural identity resulting in higher academic achievement and an enhanced sense of belonging.

By incorporating these writing exercises, educators can create inclusive environments where students reflect on their cultural heritage and their experiences within the host culture. This fosters a greater sense of belonging and helps students manage acculturation stress, ultimately promoting higher levels of wisdom and well-being.

perspectives. For example, an existing intervention involves identifying personal strengths and creating a personal life philosophy. By encouraging students to engage with different viewpoints and reflect on their journeys, teachers can contribute to the development of wisdom, which in turn supports identity exploration and well-being.

H ow W isdom Cont ribut es t o I dent it y Expl orat ion in

Emerging Adul t s

Wisdom?characterized by reflective judgment, empathy, and the ability to handle life?s complexities?plays a critical role in identity exploration during emerging adulthood. My research demonstrates that students with higher wisdom levels are better equipped to navigate the complex process of identity formation. Wisdom encourages students to reflect on their experiences critically, understand their values, and make informed choices aligning with their evolving sense of self.

Anast asia M eixuan L iu ( ? ? ? ) In university settings, wisdom allows students to process their experiences?including acculturation?in ways that foster deeper self-awareness and growth. Educators can support this by designing activities that promote critical thinking, self-reflection, and exploration of diverse

Fourt h

Year

Psychol ogy Special ist Educat ion and Societ y

M inor

HEYTEAcH! Fal l 2024

22

Six Sc h o o ls a n d T h r ee C o u n t r ies L a t er Lena Har w o o d-St amper Fir st Year Phy sic s Spec ial ist IN MY LIFE, I HAVE attended six schools in three countries. Reflecting on these unique experiences and the writings of Piaget, Robinson, and Montessori, I am convinced that education should never be solely in the traditional classroom and must be individualized.

Educating students outside of the classroom must be part of every curriculum. I attended an outdoor education program in high school with 30 other students and have personally witnessed the benefits of this type of learning. My class consisted of an academically driven group, and a group who rarely showed up for school and barely passed classes. The more academically inclined students had been conditioned to avoid the other groups of students in school. We were told that we would learn bad habits and lose our priorities if we intermingled.

This social construct had been embedded in our subconscious. Similar to The Little Albert experiment, we had been trained to fear the other group through a few limited interactions that brought backlash from our peers (McLeod, 2024). However, much is to be gained through a diverse learning community.

However, with the addition of outdoor learning attendance grew across the board, and . these two opposite groups of people were brought together, building a community that enriched the learning environment. Prior to this semester of outdoor education, many of the students had disregarded First Nations and Truth and Reconciliation. Our school?s traditional approach to Truth and Reconciliation was futile; people hated the classes, made fun of the land acknowledgments, and thought they were better than that. During outdoor education, our teachers approached First Nations education as we hiked through the virgin forests, telling stories about

23 HEYTEAcH! Fal l 2024

how canoes were made out of the massive trees.

The students, who had never achieved high marks in class, found academic success. The lessons were taught outside the classroom and applied to actual experiences, enabling students to recall the knowledge without memorizing. It is clear that education shouldn?t be solely in a traditional classroom.

Prior to this semester of outdoor education, many of the students had disregarded First Nations and Truth and Reconciliation. Our school?s traditional approach to Truth and Reconciliation was futile; people hated the classes, made fun of the land acknowledgments, and thought they were better than that. During outdoor education, our teachers approached First Nations education as we hiked through the virgin forests, telling stories about how canoes were made out of the massive trees. The students, who had never achieved high marks in class, found academic success. The lessons were taught outside the classroom and applied to actual experiences, enabling students to recall the knowledge without memorizing. It is clear that education shouldn?t be solely in a traditional classroom.

In my experience, the standardized education system is similar to a factory as described

by Robinson. Students are pumped in batches, assuming that they all come from the same starting point and are at the same stage in life and education (Robinson, 2010). I was educated through Montessori pedagogy for nine years during which

time I experienced a deeply individualized education. I believe shifting to an individualized education system could benefit every single student. There are four planes of development in the Montessori pedagogy. Each plane is several years long and has its own learning environment.

Students are in the same multi-age classroom for several years with peers who all reside in the same plane of development. As new passions grow, it is the teacher's job to help the child to act, will, and think for themself (Montessori, 1995).

During Montessori school, my passion for sloths flourished because of my teacher, Kyle. He incorporated my passion directly into math, writing, and science, individualizing them.

The sloth obsession during my Montessori education helped me thrive academically.

At one point, I wanted to learn from a sloth expert.

Finding that person taught me the skills of emailing, calling, and

communicating with adults. My confidence in talking to adults, teachers, and superiors grew and became one of my strengths.

Individualization granted me a well-rounded education and helped me strive in math classes in a way that I might not have been

Phot o of t he Aut hor Lena Har wood-St amper

able to under a traditional curriculum. Math is taught physically in Montessori schools; I learned division by separating beads into piles. As a visual learner, I found this teaching method to be very intuitive. Doing complicated math by moving around physical objects built a foundation that let me flourish in mathematics. I visualize exactly what is being done and not just memorize how to plug numbers into a formula.

But most importantly my teacher noticed that I benefited from visual learning, and chose visual formats for future lessons. The individualization of my early math education built a strong foundation, and I am now majoring in physics at the University of Toronto. Individualization benefits every student, growing the student and the human. My unique set of math abilities is contradictory to the standard ways of learning, but this unique way of visualizing math may have been inside of my brain since the beginning (Cherry, 2024).

HEYTEAcH! Fal l 2024

24

Individualization and learning outside of the classroom will undoubtedly have more monetary costs. However, a more impactful curriculum would allow for shortening the school year or having fewer school days per week, thereby alleviating the costs. An alternative schedule has worked for many students as much learning can be done outside the classroom while pursuing other passions.

25 HEYTEAcH! Fal l 2024

I attended an athletics academy for several of my high school years. The academy was only in session four days a week to allow for more training. While attending this school I ski raced competitively, training on the slope five days a week and traveling to races for weeks at a time. I would have failed out of most schools, but the flexibility of this school allowed me to pursue my passions while still excelling academically.

This school demonstrated that much can be learned in your own time making 5 days a week of school unnecessary.

Refer ences Cherry, K. (2024, May 1). Piaget's Stages of Cognitive Development Explained. Verywell Mind. Retrieved October 3, 2024, from

Thr ough my educat ion and exper iences, t wo cor e values ar e clear : educat ion should never be solely in t he classr oom and must be individualized.

https:/ / www.verywellmind.com/ piagets-stages -of-cognitive-development-2795457

McLeod, S. (2024, February 1). Behaviorism In Psychology. Simply Psychology. Retrieved October 3, 2024, from https:/ / www.simplypsychology.org/ behaviorism.html

Montessori, M. (1995). The Absorbent Mind: A Classic in Education and Child Development for Educatorsand Parents. Henry Holt and Company.

Robinson, S. K. (2010). Changing Education Paradigms. RSA ANIMATE: Changing Education Paradigms. Retrieved October 3, 2024, from https:/ / www.youtube.com/ watch?v=zDZFcDGpL4U

Unknown. (n.d.). Four Planes of Development | Association Montessori Internationale. Association Montessori Internationale |. Retrieved October 3, 2024, from https:/ / montessori-ami.org/ resource-library/ quotes/ four-planes-development

HEYTEAcH! Fal l 2024

26

CREATIVITY EDUCATION:

IN

A Cross-Cultural Perspective on Learning

MEET THE AUTHOR!

Rachel YuChu Xie ThirdYear Sociology Specialist Education & Society Minor

CREATIVITY HAS BECOME an increasingly important focus in education, as it fosters essential skills such as critical thinking, problem-solving, and adaptability. Effective teaching that encourages creativity requires not only innovative approaches but also an understanding of diverse cultural and educational experiences. The school environment, and the cultural frameworks students bring into the classroom deeply influences the cultivation of creativity in students, which significantly shapes their learning habits and perceptions of education.

In a transnational context, students who transition between different educational systems are exposed to a wide range of teaching and

27 HEYTEAcH! Fal l 2024

learning approaches.

For example, teacher-centered instruction, common in many Asian educational systems, contrasts with the more student-centered, inquiry-based learning approaches often found in Western educational systems. These differences profoundly affect how creativity is nurtured. In Western settings, students are typically encouraged to think independently and engage in tasks that allow exploration beyond rigid structures. This environment promotes creative problem-solving by requiring students to draw on prior knowledge, experiment with innovative solutions, and approach challenges in non-linear ways. Unlike traditional rule-based problem-solving methods, creative approaches

enable students to apply knowledge in novel contexts, often leading to unexpected outcomes.

This process can be especially valuable for students from diverse cultural backgrounds, as it allows them to incorporate different perspectives and experiences into their solutions.

Research underscores the importance of cultivating learning environments where students are free to explore ideas without being bound by strict norms or standardized expectations. Abadzi (2013) highlights that a broad focus of attention enhances creative thinking by exposing people to a wider range of stimuli. This aligns with Claxton?s (2011) argument that creativity involves cultivating mental habits like curiosity, imagination, and determination. Claxton asserts that creativity should not be assessed as a deviation from conventional learning methods but rather nurtured as a critical skill. Encouraging students to engage in divergent thinking, where they generate multiple potential solutions to a problem, helps develop their creative capabilities. This approach is crucial in enabling students to think beyond conventional frameworks and helps to nurture creativity as a transferable skill.

not only improve their problem-solving skills but also tend to perform better academically (Marginson, 2016). Furthermore, collaborative learning creates opportunities for students from different cultural backgrounds to exchange ideas and approaches, enriching the learning process by integrating diverse viewpoints.

The relationship between creativity and identity formation is particularly significant for students from transnational backgrounds. These students often find themselves navigating between multiple linguistic, cultural, and social frameworks, and as they adapt to new educational environments, they may go through a negotiation of identity. For instance, when students are discouraged from using their native languages in

One particularly effective strategy for cultivating creativity is through collaborative learning. Instead of relying solely on teacher-centered instruction, collaborative environments encourage students to share ideas, offer feedback, and work together to solve problems. This method fosters both divergent and convergent thinking, as students explore a variety of possibilities before refining their ideas to reach optimal solutions. Research suggests that students who engage in collaborative learning environments

HEYTEAcH! Fal l 2024

28

school, they may experience cultural displacement, which can hinder both their personal growth and academic success. As Marginson (2016) discusses, linguistic and cultural differences are often viewed as deficits rather than strengths. However, schools that acknowledge and celebrate the hybrid identities of transnational students create environments that value diversity and support creativity. Cultural events like Chinese New Year celebrations in schools can provide opportunities for students to view their cultural backgrounds as valuable assets rather than barriers.

recognize multiple forms of intelligence, including artistic and creative talents. Encouraging creativity in students requires not only promoting divergent thinking but also embracing diverse cultural experiences and expressions as vital elements of the learning process. Valuing these differences can create more inclusive learning environments where all students, regardless of background, can thrive and develop their creative capacities.

The development of creativity in students is closely intertwined with their educational environments and cultural contexts. Schools that embrace diverse teaching approaches, foster collaborative problem-solving, and respect students? cultural and linguistic backgrounds are better equipped to nurture creativity. By challenging conventional norms and creating spaces for creative expression, educators can empower students to become innovative thinkers and problem-solvers, equipped to thrive in an increasingly interconnected and complex world.

Educational theorists such as Robinson (2006) have critiqued the standardized structure of modern education, arguing that it stifles creativity by imposing a rigid hierarchy of subjects. Robinson suggests that global educational systems often prioritize subjects like mathematics and languages, followed by the humanities and sciences, while creative disciplines such as the arts are frequently marginalized.

This hierarchical structure undervalues creativity as an essential component of a well-rounded education. By evaluating students solely on their achievements in narrowly defined academic subjects, schools risk limiting their creative potential and discouraging innovative thinking.

To address these limitations, educational institutions must rethink traditional norms surrounding teaching, learning, and assessment.

Moving away from a one-size-fits-all model, schools should adopt more inclusive frameworks that

29 HEYTEAcH! Fal l 2024

REFERENCES Abadzi, H. (2013). Exploring Creativity: A Practical Guide for Educators. Washington, DC: World Bank.

Claxton, G. (2011). What?s the Point of School? London: Oneworld Publications.

Marginson, S. (2016). Student Self-Formation in International Education. London: Routledge.

Robinson, K. (2006). Do Schools Kill Creativity? [TED Talk]. TED Conferences. Available at https:/ / www.ted.com/ talks/ sir_ken_robinson_do_schools_kill_creativity

HEYTEAcH! Fal l 2024

30

First-Year Voices What wasyour most unique learning experience?

My gr. 12 psychology teacher was also a food and nutrition teacher.

So one day when my class(of mostly girls) wasstruggling, she paused the classand we made cookies. It wasthe best.

My most unique edu experience has been putting on a play for Shakespeare in English class. I also love field trips!

My senior physicsteacher nearly hit me with a bucket full of water to prove a point about centripetal force

In English classwe went on walks and had towrite about whatever we felt while walking.

31 hey t each! fal l 2024

My teacher told me I didn?t look like I would succeed in physics(btw I?m going into physics)

Helping to redirect a kid'sattention and energy by not raising my voice and communicating clearly

Getting email from a course coordinator telling everyone totake a shower wassomething else lol!

Working on my town?sgov. tosurvey local tree health.

Analyzing the philosophical value of a TI-89 plusce calculator

English teacher made usmake memesof him for extra credit

hey t each! fal l 2024

32

Teach kidsin rural area through gamestomake them interested in learning English

Using playground knowledge in physics

Doing law club +mock trial in grade 12

Threw fake spearsat fake mammothsusing a handmade atlatl in archaeology gr. 12

Doing school in France for grade 5!

Writerscraft because of the creative freedom the course gave

33 hey t each! fal l 2024

First-Year Voices What wasyour most unique learning experience?

Getting admitted to the best uni in Canada & the world!!

Having classoutside

Went to a courthouse for law class!

Giving my exam notestoover 40 people lol

Doing class(English) on yoga matsoutside

Field trip for an ecology course in high school

hey t each! fal l 2024

34

Fost er ing Cl assr oom Communit y Thr ough Col l abor at iv e Lear ning Er ica Chong Second Year Major in Sociology Minors in English and Education & Society

35 HEYTEAcH! FAl l 2024

WHEN YOU LOOK BACK ON YOUR TIME IN SCHOOL, what do you remember most fondly?

Perhaps it?s the hours of fun playing four square and tag at recess, or the science class where you had to work in a group to build the strongest bridge using paper and tape. Whatever it is, the connections with our teachers and peers are at the centre of many of our favourite memories of school.

Such memories underscore the integral role community plays in shaping positive school

experiences. So how can we, as aspiring teachers, foster a sense of community? One way is by integrating collaborative learning into our teaching.

During my placement last year in Ms. B?s class, I saw firsthand how collaborative learning? a teaching strategy involving students working together? can promote camaraderie and a sense of belonging.

Working closely together allowed students to build connections, learn about each other?s strengths, and celebrate those strengths with shout-outs like, ?Tessa was so helpful in math today. She?s really good at explaining how to add fractions!? This recognition of individual strengths contributes to a classroom environment where students feel appreciated and a part of the community.

Beyond fostering belonging, engaging in group activities can support social development, as we see during recess. While recess nurtures social and emotional learning skills (SEL)? such as communication, cooperation, and problem-solving? through unstructured play, collaborative learning provides a structured setting for students to develop these skills. In Ms. B's class, I was able to observe students applying SEL skills. When students were playing games after finishing work early, they were communicating respectfully, sharing materials, and readily inviting others to join. It was gratifying to see the social skills they honed through working together

being transferred to their own group activities.

Over the course of my placement, I witnessed various applications of collaborative learning. For example, in math class, Ms. B often used a type of collaborative learning known as peer teaching. She would first teach the lesson and then have students pair up and take turns verbalizing and demonstrating the steps they were just shown to complete assigned problems. While they worked, she would circulate the room, making sure that everyone was on the right track. At the end of the class, Ms. B would take up the questions and review concepts as needed. By using this method, students were able to reinforce their understanding of the material while simultaneously building positive relationships with their peers.

Peer teaching is just one example of collaborative learning; there are many ways teachers can introduce it into the classroom. For instance, in English, teachers can facilitate literature circles, incorporate role-playing, or set up peer review sessions. Similarly, in science,

HEYTEAcH! Fal l 2024

36

collaborative learning could involve hands-on activities, case studies, or the jigsaw strategy, where students work in groups to research and present different aspects of a topic.

The key to incorporating collaborative learning is to be creative and open to a variety of approaches to collaboration. From think-pair-share exercises to group discussions of various scenarios, the possibilities are endless. In adding variety to collaborative activities, teachers can keep the learning experience engaging for students.

Ultimately, a positive learning environment starts with community. By adding collaborative learning to our toolbox of teaching strategies, we can build a strong community that fosters student success within and beyond the classroom.

37 HEYTEAcH! fal l 2024

?

B y ad d i n g co l l ab o r at i v e l ear n i n g t o o u r t o o l b ox o f t each i n g st r at egi es, w e can b u i l d a st r o n g co m m u n i t y t h at f o st er s st u d en t su ccess w i t h i n an d b ey o n d t h e cl assr o o m .

- Er ica Chong

?

HEYTEAcH! fal l 2024

38

EXECUTIVE FINAL THOUGHTS 1) What does teaching outside of the box mean to you?

2) What is one example of teaching outside the box that you have seen or experienced in your own schooling?

Nina Dawicki - Editor in Chief 1) To me, teaching outside the box means conveying and meeting learning requirements through unique and untraditional methods.

Whether that be allowing for classes to occur outside typical classroom settings or implementing creativity-focused, or student-directed assignments. Overall, it means doing things differently than how they have been done in the past.

Sydney Pacheco - Editor in Chief 1) To me, in its simplest form, teaching outside of the box means educators applying concepts in interesting ways to promote creative and engaging thinking in students.

Hannah Kim-Cr agg - Head of Productions 1) For me, teaching outside the box means doing my best to do two things: getting students out of the classroom, while bringing real-world issues and applicable skills into the classroom! I'm not sure how well I will be able to accomplish this as a teacher, but it's something I strive to do.

Benjamin Gaunt ley - Internal Relations 1) To me, "teaching outside of the box" requires an understanding of innovation and creativity. Teachers must be prepared to adapt to their students' needs and learning capabilities by creating lesson plans which better connect them to their academics. Additionally, I believe that incorporation of a better physical environment (in the classroom) has a lot to do with teaching outside of the box, as it can have a significant impact on mental health and a desire to learn!

39 HEYTEAcH! fal l 2024

Br isa Liu - Senior Productions Member 1) Teaching outside of the box means having to put extra effort in the method of instruction that differs from the norm. In relation to the subject matter taught, the method and material should work together to improve the learning experience for students.

Ren Minamisono - Senior Productions 1) I believe teaching outside the box means Member creating an engaging learning environment that provides each student with the flexibility and tools to explore in a way that best suits their needs and creativity. Specifically, I believe such flexibility begins with building a classroom that is accessible to all students, fostering a space where students can form meaningful, personal connections with the given material.

Melody Mo - Senior Productions Member 1) Teaching outside the box is finding personalized ways to learn.

Whether its tailoring tutoring sessions to each tutee by coming up with analogies to games they like or designing worksheets that slowly increase in difficulty, or using social media to expose yourself to a subject's humour, there are a lot of ways to teach other than directly talking at a student.

Amaan Baweja - Senior Editor 2) I attended a Montessori school through grade 6 and greatly benefitted from the freedom it allowed me. Spending much of my time on unique hands-on science, engineering and math challenges allowed me to develop very strong problem solving and reasoning skills in addition to a propensity for building things.

Aust in Hewu - Senior Editor 1) To me, teaching outside of the box means breaking free from conventional methodology to inspire curiosity. It allows us to better adapt to the unique needs of each learner and create an environment where every student feels empowered to reach their full potential.

00 40

HEYTEAcH! WINTER HEYTEAcH! fal 2024 l 2024

Anne Chen - First Year Rep 1) To me, teaching outside of the box is like choosing to wear mismatched socks. Even though some people might not see them underneath the shoe, you know you?re doing something atypical and revolutionary. While teaching outside of the box might seem like a grand idea, I think it?s the subtle differences that help make a change.

Ar yan Rajagopal - First Year Rep 2) When my grade 10 history teacher ran a stock market simulation for two days to teach us about the Great Depression (I lost everything lol).

Nicole Pacheco - First Year Rep 2) For our final assignment in ANA124: Kinesiology Human Anatomy I: Organ Systems, we had to create a game to help with learning or reviewing for a topic we learned this year and played it on the final day of classes. It was nice to review the content in a fun way that I wouldn't typically do on my own!

Nina Zambit o - First Year Rep 2) One example of thinking outside the box teaching that I have experienced was the time my middle school teacher had us take a scheduled walk-through of High Park after our biology unit on ecosystems. Being able to see the ecosystems we were learning about right in front of my eyes inspired me to further take an interest in the subject of biology and the sciences in general . This led me to explore

Sunny Sien - Illustrator 1) I think teaching outside of the box means creating a way to meet your students halfway ? engage them and engage with them. Make it fun!

41 HEYTEAcH! fal l 2024

Ir ene Hwang - Social Media Rep 1) In response to the first question, I would say that "Teaching outside of the box means to be able to find different methods of learning that can cater to a wide variety of students! It doesn't mean that it has to be the most efficient way as learning is a journey, but that a student is able to take away at least some knowledge from it."

Laur en De Rango - Social Media Rep 2) In my own schooling, I have been exposed to learning environments that unexpectedly enhanced and solidified my knowledge, such as the learning of historical milestones of the Residential School system by actively reading archival documents written by key stakeholders Egerton Ryerson and Peter Jones. By exploring "outside of the box" experiences, students are encouraged to interact with the material presented in a way that resonates with their learning style.

Alex Teschow - Events Coordinator 1) I think teaching outside the box works as an expression, both literally and figuratively. Yes, schools are a deliberate venue for education, but we should not be afraid to explore alternate spaces if they elevate learning experiences. We should hold this same consideration for all aspects of teaching.

Er ica Chong - Feature Writer 1) To me, teaching outside the box means finding unique and creative ways to instill a love of learning in students.

Ar ianne Rodr iguez - Feature Writer 2) In my Grade 12 Communications Technology course, we had to create a graduation video, so my friends and I decided to recreate Ferris Bueller's Day Off, where we "skipped school" to spend a day out in Downtown Toronto. It was because of my teacher's love for the movie and passion for creative assignments that he let us use classroom technology outside of the classroom, creating lasting memories.

HEYTEAcH! fal l 2024

42

HEY, TEACH! ISDEDICATEDTODEVELOPINGTHE PHILOSOPHIESANDIDEASOFASPIRINGTEACHERS. THESTAFFOFHEY, TEACH! MAGAZINEEXTEND THEIRDEEPESTGRATITUDETOVICTORIACOLLEGE FAcULTYADVISORPROFESSORJULIAFORGIE, THE SUPPORTINGSTAFFOFTHEOFFICEOFTHE PRINCIPAL, ANDVUSAC.THANKYOU! EMAILUSAT HEYTEACH@UTORONTO.CA