The Knowledge Forum Fall Series: Teaching During a Pandemic
Date
Thursday November 12, 20203:30 pm - 4:30 pm
Location
Virtual
Join us this fall for a series of presentations and discussions exploring the theme of teaching during a pandemic.
Thursdays, 3:30 - 4:30 pm - Click links to register!
All sessions will be presented over Zoom.
Presented by Dr. Andrew Campbell
In this first session of the Knowledge Forum Fall Series, Dr. Andrew Campbell will speak about diversity in the online classroom: what it looks like, how to address it, and best practices for an inclusive environment. The presentation will be followed by a Q&A where all are welcome to ask Dr. Campbell questions and share experiences.
Presented by Drs Amanda Cooper and Kristy Timmons
In this session of the Knowledge Forum Fall Series, Drs. Amanda Cooper and Kristy Timmons will share their research on the implementation and impact of remote teaching and learning initiatives in K-12 contexts. The presentations will be followed by a Q&A where all are welcome to ask questions and share experiences.
Featuring a panel of our alumni
In this session of the Knowledge Forum Fall Series we are joined by Queen's Faculty of Education alumni as they share their experiences teaching during the COVID-19 pandemic. The session will be moderated by Associate Dean Dr. Peter Chin. The panel will be followed by a Q&A where all are welcome to ask questions and share experiences.
Panel:
Daniel Troisi (Ed'18) is a recent graduate of Queen's Faculty of Education. A Red Seal Chef by trade and graduate of the University of Guelph's Hospitality & Tourism Management program, he believes in the merit of experiential learning opportunities in the classroom. Daniel is currently teaching senior level Hospitality & Tourism classes. He is the SHSM and Dual credit lead as well as boys football coordinator for his school.
Emily Moorehead (Ed'03) is a Kindergarten teacher with the Limestone District School Board. Within a play-based kindergarten program, she ensures a sound start for early readers and spellers by employing structured literacy as a way to connect and build strong foundational skills. Through playful and joyful daily literacy activities, Emily’s little learners grow into readers! Routines practiced and learned at school allowed for a smooth transition to remote learning - and ensured that the learning continued even when schools were closed.
Rosalie Griffith (ConEd'98) has been working for the Toronto District School Board, the largest school board in the country, for over twenty years since leaving her second home of Queen's, where she was the Education Students’ Society President in her final year. She has experience teaching at the elementary, secondary and postsecondary level, with “gifted” and “marginalized” students, in suburban and urban settings, including work with students of First Nations communities. She has qualifications in Guidance, Library, ESL, and Adolescent Literacy and in 2016 she became an Administrator at the secondary level.
Before teaching in Mongolia and studying at Harvard, Ju-Hye Ahn was in the Artist in Community Education (ACE) program at Queen’s. ACE, which brings together artists who work in disparate media such as poetry, theatre and music, changed the way Ju-Hye regarded the function of art.
Sitting in her art-laden office at the Kingston Seniors Centre, Jo-Anne Lachapelle-Beyak, M.Ed.’06, Ed’08, lets out a wide smile.
In this presentation, Claire will take the audience on a narrative research journey, highlighting key projects related to her interests in multiliteracies that specifically examine the question: how is information mediated across different platforms and how does this affect understanding? 
Early number competence refers to a young child’s ability to know the value of small quantities instantly, grasp the magnitude of numbers, comprehend relationships between numbers, understand counting principles, and perform simple addition and subtraction. Research suggests that early number competence is an important predictor of future mathematics and school success. Knowing what we know about WHY early math is so important WHAT should we be doing to nurture the natural mathematician that is every child? Come along with me as we find the hidden treasure on the map to possibilities.
Most research in Indigenous language revitalization focuses on on-reserve education, and formal education of children. While vital, this does not serve the majority of Indigenous people, who live off reserve but who have just as much right to access their language and culture (UNDRIP, 2007, art. 14.3). Since most provincial schools do not offer Indigenous language classes, grassroots initiatives are the key to language revitalization in urban contexts. Furthermore, these initiatives provide urban Indigenous people with much more than language; they are a site of identity affirmation, community building, and declaration of ongoing and unbroken connection to the land.
The global pandemic has brought into stark relief the challenges we face in terms of providing students, and their teachers, with ways of using technology that effectively supports teaching and learning at a distance. Even before this crisis the in-school educational uses of technology were at best uneven with many of these uses taking the form of replacements for existing low tech solutions but at higher cost and requiring greater levels of professional training for teachers. To realize the transformative value of new technologies, and to rationalize the additional costs, new forms of pedagogical practice need to be developed that unlock the affordances of these technologies. But how are we to develop these new uses and from where should they come? This presentation focuses on this question and shares research and development work that explores how design, and in particular prototyping, offers a path forward for the field of educational technology in terms of unlocking the transformative potential of new technologies. Examples will include design case research related to the prototyping of classrooms as knowledge building communities and the development of use-scenarios for Micro:bit microprocessors currently being developed by Ed Tech concentration students at the Faculty of Education. 
Accessing texts is highly important for engaging in learning activities and daily life. Many students with autism, intellectual disability, and multiple disabilities have minimal access to age-appropriate texts and therefore are limited in their exposure to individually and socially relevant content. This presentation will provide a snapshot of one method to increase text access for students with significant support needs. A description and justification of the method will be presented in addition to research findings and implications. .jpg)
Glenda Pinault is not a crier, despite photographic evidence to the contrary. The recent B.Ed. graduate insists that the moment, captured so beautifully, was uncharacteristic. However, in telling the story of how she came to be on that stage, a theme of tears quietly emerges.
Faculty of Education alumna Erin Schachter is the driving force behind Canadian Stage’s successful education outreach programs, and she credits the Faculty’s ACE program with helping her get there.