Faculty of Education Graduate Projects

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Self-Study projects submitted to the Faculty of Education in conformity with the requirements of the degree of Master of Education (MEd).

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    Curriculum for Three Plays by Indigenous Writers to Use in NBE Classes: The Unplugging by Yvette Nolan, Where the Blood Mixes by Kevin Loring, and bug by Yolanda Bonnell
    (2024-01) Pinney-Rodger, Jennifer J.
    This project provides curriculum ideas for three plays by Indigenous writers for use in NBE high school courses at the workplace-preparation (E), college-preparation (C), and university-preparation (U) levels. Almost twenty plays by Indigenous writers were read before narrowing down the selections to three plays: The Unplugging by Yvette Nolan to be used within NBE3E, Where the Blood Mixes by Kevin Loring to be used within NBE3C, and bug by Yolanda Bonnell to be used within NBE3U. As recommended by The Ontario curriculum grades 9 to 12 First Nations, Métis, and Inuit studies (2019), a variety of before-reading, during-reading, and after-reading activities are included for each play to enable teachers to meaningfully support student learning about Indigenous histories, cultures, and worldviews.
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    Nurturing Creativity in Music Education: A Conceptual Framework and Practical Applications for Secondary Music Classrooms
    (2024-01-28) Medina, Paul Jay
    Creativity has recently been increasing in importance with many organizations around the world recognizing the need for creative individuals. Indeed, many believe that creativity should be taught in educational systems to prepare students to be flexible and adaptable in our rapidly changing world. Despite this, pedagogies, and educational strategies, for nurturing creativity in classrooms remain limited. The goal for my project, then, is to respond to this need by contributing to current efforts into developing a framework for creativity in education. This is done through this project in two parts. The first section of this project is a synthesis of literature where I distill creativity research in a way that is meaningful for workers in education by emphasizing essential concepts in teaching and learning. The relevant ideas and theories from the literature are categorized into four pillars: establishing a creativity conducive environment, designing tasks for nurturing creativity, developing success criteria for creativity, and assessing creativity in the classroom. The sections are presented sequentially beginning with the most foundational ideas that can be implemented into classroom teaching. The second section is composed of my conceptualizations of classroom activities for secondary music classrooms that target creativity by making use of the ideas described in the synthesis of literature. Each activity targets a different area of music that would typically be learning goals in school curricula: reflecting, analyzing & responding, improvisation, composing/arranging, and performing. My hope is that this work may guide music teachers, pre-service and in-service, to enhance their ability to foster creativity in their own classroom teaching. While this project is targeted towards secondary music education, I believe that this work will also be a step towards developing pedagogies for creativity in all subject areas and grade levels.
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    Creating a Toolkit for the Youth Imagine the Future Arts Festival
    (2023) Rush-Rhodes, Alice
    This project is structured in two main parts: my exploration of the academic literature around eco-anxiety and mental health and a brief overview of my process to create the toolkit, and the toolkit itself. The toolkit follows the reference section and has its own multiple appendices. Most users of the toolkit will access it through a shared Google doc where hyperlinks provide easy access to the appendices and external resources (e.g., slideshow template and workback calendar). The toolkit will continue to evolve and what is captured here is a snapshot of the toolkit at the moment. For anyone interested in accessing the most up-to-date toolkit, please visit youthimaginethefuture.com.
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    Faceless Dolls: Teaching to the Spirit of the Child.
    (2023-12-21) Colleen Marie Toulouse
    The approach to the project, Faceless Doll: Teaching to the Spirit of the Child was developed in response to Sagamok Anishnawbek’s need to research and develop curriculum content that is relevant and meaningful to the community. The expectations and learning outcomes must originate from the community. Centred around local curriculum development milestones for Sagamok Anishnawbek, this unit correlates to the community’s learning outcome of connection to the land and strengthen self-identity, which comes from the Sagamok Anishnawbek Community Story (Sagamok, 2015). Faceless Doll: Teaching to the Spirit of the Child Teacher Resource Guide is intended to support teachers and students to gain an understanding of the significance of the traditional and contemporary use of the faceless doll in the classroom. In looking back at Indigenous traditional education and types of learning methods, further inquiry led to the use and function of teaching tools for learning, specifically the faceless doll. The project Faceless Doll: Teaching to the Spirit of the Child is presented in a unit that uses the faceless doll for modern-day classrooms to support connection to land and to strengthen self-identity and purpose. The approach to pedagogy by use of the traditional faceless doll, a teaching tool with purpose that existed prior to European contact, continues to be of cultural value and significance across Turtle Island. Faceless Doll: Teaching to the Spirit of the Child provides background information relevant to all teachers and students and provides suggested activities and resources for Grades 2. This guide is intended to support learning outcomes for children to develop a strong understanding about Anishinaabe culture, a connection to the land, and a strong sense of identity. This Teacher Resource Guide is one unit with additional support material. While the unit is organized by grade 2 level, teachers will find activities in all of them than can be adapted to other grades as needed.
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    Using Virtual Math Manipulatives To Support Math Learning For Secondary Students With Significant Math Difficulties: A Professional Development Resource Guide
    (2023-12) Teves, Emily Laura
    Virtual math manipulatives are digital educational tools that have been demonstrated to support the learning of all students, especially those with learning disabilities and/or other significant difficulties in math (Bouck et al., 2017; Bouck, Shurr, et al., 2020; Moyer-Packenham, & Westenskow, 2013). However, these tools are used far less frequently in secondary math classrooms than in elementary-level classes (Reiten, 2021; Swan & Marshal, 2010). This may be due to the lack of professional training that secondary math teachers receive on these tools (O’Meara et al., 2020). Therefore, the purpose of this project is to provide secondary math educators with an accessible professional development resource guide on the topic of virtual math manipulatives and how they can be integrated into secondary-level math courses. This guidebook contains information on virtual manipulatives and how they can benefit students with significant math difficulties, while also describing how they can be incorporated into lessons through the virtual representational abstract instructional sequence. This guide also includes two analytic frameworks that encourage educators to evaluate virtual manipulatives and related learning tasks. An annotated list of virtual math manipulatives is also provided. Finally, this guidebook also provides educators with several virtual manipulative tasks to use and/or critique within an example unit plan for Ontario’s new ninth grade math course. By support educators in incorporating virtual math manipulatives into their lessons, this guide seeks to improve math learning for all students- particularly those with significant math difficulties.