Teacher candidates in the EDPJ 2000 Science & Technology in Primary Junior class participated in Visions of Science’s “Equity in STEM Instruction in Ontario Classrooms” workshop with an additional “Hair & Hustle” module, learning how Culturally Responsive and Relevant Pedagogy can be woven into daily STEM lessons and align with the Ontario curriculum. 

At 91��ɫ’s Faculty of Education, teacher candidates are continually invited to rethink what teaching and learning can look like in today’s diverse classrooms. A recent workshop “Equity in STEM Instruction in Ontario Classrooms”, featuring the interactive Hair & Hustle module offered a powerful example of how Culturally Responsive and Relevant Pedagogy (CRRP) can transform STEM education. 

Partnering for Change: Visions of Science
Course Director, Nadia Qureshi, partnered with Visions of Science, a non-profit organization dedicated to advancing equity in STEM. Visions of Science guests Jawahir Mohamud, Manager of In-School Programs & Partnerships, and Ali Raza, Senior Specialist in Curriculum Integration, facilitated the workshop. 
Visions of Science works with schools, families, educators, and community partners to increase access to STEM learning for Black and racialized youth from low-income communities. Nadia shared “As a researcher in science education, I have investigated the ways in which equity and anti-racism impact student experiences in science learning. The findings show incorporating equity and anti-racism is foundational to meaningful science experiences for Black and racialized youth. So, organizations like Visions of Science are excellent resources to introduce teacher-candidates to in their journey.”

Centring Equity in STEM Learning
The session focused on how Culturally Responsive and Relevant Pedagogy (CRRP) can be meaningfully integrated into everyday STEM teaching while remaining aligned with the Ontario Science Curriculum. Teacher candidates explored how STEM is not confined to labs, but instead exists in everyday life and lived experiences. 
Through Visions of Science’s adaptable 30-minute modules, participants saw how equity-centred lessons can be seamlessly embedded into classroom practice.  

Learning Through "Hair & Hustle"
The highlight of the workshop was the hands-on Hair & Hustle module. Teacher candidates were challenged to create their own hair care products using accessible, everyday ingredients such as coconut oil, shea butter, aloe vera, avocado oil, and glycerin. This activity opened the door to rich scientific inquiry, from exploring solute and solvent interactions to understanding protein structures in hair. Crucially, it also grounded science in culturally meaningful contexts. 

Bridging Science and Identity
For teacher candidates who may feel uncertain about teaching science the workshop was transformative. It reframed science as something familiar and accessible. 
By connecting concepts to everyday practices like hair care or cooking, participants began to recognize that they have always been engaging with science, even if it wasn’t previously framed that way. This realization builds confidence while expanding what counts as scientific knowledge. 
“When students see their identities reflected in what they learn, it fosters a deeper sense of belonging and curiosity,” Nadia reflected.  

Voices from the Classroom
Teacher candidates also reflected on the workshop’s impact: 

“I really enjoyed the Hair & Hustle workshop. As a hijabi, it reminded me how important it is to take care of and maintain the health of our hair, even when it’s covered… The inclusion of different hair textures made the activity feel reflective of the diversity in the room. It was practical, accessible, and empowering.” 
—&�Բ�����;Huda Ali, PJ Teacher Candidate 

“This workshop introduced me to a creative way of interacting with science… Hair care is a critical part of Black culture, identity, and pride. This experiment demonstrated how culturally responsive approaches can meaningfully integrate diverse backgrounds into teaching and learning.” 
—&�Բ�����;Nimo Jimale, PJ Teacher Candidate

Looking Ahead
Workshops like this invite future educators to reimagine STEM as a space where science, culture, and identity intersect. By embedding equity into the foundation of teaching practice, 91��ɫ teacher candidates are equipped to create classrooms where every student can see themselves as scientists. 

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In this reflection, first-year BEd student Bennett De Medeiros shares their experience leading their practicum class through an engaging and creative introduction to print media.

Introduction
My name is Bennett De Medeiros (he/they), a first-year Education student at 91��ɫ. My primary focus within my Visual Arts teachable is to provide students with diverse hands-on opportunities within the Arts. Grade 11 and 12 students from St. Edmund Campion were welcomed into the Print Media Studio at 91��ɫ for a school workshop. As a Print Representative for the Visual Arts Student Association (VASA), I worked alongside David Scott Armstrong, the Print Media Associate Professor here at 91��ɫ.

Exploring the Creative Process through Monoprinting
In planning this workshop, our goal was to provide an experience unavailable at St. Edmund Campion. We chose Monoprinting, a unique disciplinary art form. While most Printmaking is defined by its ability to create repeatable images (like the everyday use of an ink stamp), Monoprinting produces a singular, non-repeatable design. To prepare for the workshop, I introduced my students to the global history of Printmaking and taught how to develop templates to ensure a smooth transition of the creative process once they arrived at the studio.

The SHSM Experience
This event was programmed as an Arts and Culture Specialist High Skills Major (SHSM) workshop, designed to introduce visiting students to post-secondary facilities. Under the demonstrations and the guidance of Professor Armstrong, students toured the studio, analyzed existing 91��ɫ student work, and dove into the technical process of Printmaking by preparing their plexiglass surfaces to roll and draw ink to create their designs. Then to produce their design, students collaboratively used Printing presses to transfer designs onto specialized paper and how to safely prepare the printing bed. A crucial component of the Printmaking is learning the essential habits of studio maintenance and safety, students handled and cleaned the ink and tools for the future Printmakers of the studio.

Reflections of Community
Beyond the technical skills, the workshop emphasized the importance of the shared studio environment. Learning to maintain a clean, safe space as it is integral to the post-secondary experience and fosters the loving creative community here at the Department of Visual Art & Art History (VAAH). To conclude the day, each student was awarded a SHSM certificate of my own design. Overall, I am incredibly proud of how these students navigated a professional studio space for the first time as their results truly exceeded my expectations.

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This past November, the Faculty of Education Students’ Association (FESA) hosted its annual Professional Development Conference, this year, titled SHIFT 2025, bringing together teacher candidates, faculty, and education professionals from across the GTA for a powerful day of learning, dialogue, and connection.

Designed around the idea that education is constantly evolving, SHIFT challenged future educators to think critically about how classrooms, curriculum, and teaching identities must evolve alongside students and society. Through workshops, panel discussions, and networking opportunities, participants explored how to build more responsive, inclusive, and forward-thinking learning environments.Throughout the day, attendees participated in sessions that addressed some of the most pressing issues in education today. Workshops explored Culturally Relevant and Responsive Teaching, identity-affirming practices to support student mental health, and supporting multilingual learners in the age of artificial intelligence. These sessions offered practical tools and frameworks that teacher candidates could take directly into their practicum placements and future classrooms.

One of the most impactful moments of the conference was the Alumni panel discussion, “What They Don’t Teach You in Your B.Ed.” 91��ɫ alumni working in different facets of education shared honest reflections about their early teaching experiences, offering resources, strategies, and insights that helped bridge the gap between theory and practice. For many participants, it was an opportunity to ask the questions they didn’t even know they had yet — and to leave feeling more prepared for the realities of teaching.

SHIFT 2025 was not just about professional learning — it was also about connection. The conference brought together teacher candidates from 91��ɫ and other post-secondary institutions, alongside educators and facilitators from organizations such as 91��ɫ, OCAD University, the 91��ɫ Region District School Board, and the Toronto District School Board.

By gathering diverse voices from across the education community in one space, the conference created meaningful opportunities for networking, mentorship, and collaboration. Participants were able to exchange ideas, build professional relationships, and see themselves as part of a broader community of educators working toward shared goals. These connections form the foundation for continued collaboration long after graduation.

Several sessions stood out for their high attendance and strong engagement. Anna Jupp’s workshops — “Making the Shift from Student-Teacher to Teacher-Learner: Everything You Need to Know About Learning After Graduation and AQ Courses” and “MPT: Everything You Need to Know to Prepare for the Test” were especially popular, offering clear guidance on professional pathways beyond the B.Ed.

Other well-attended sessions included “Interviewing and Beyond” led by Annette Livi, which helped teacher candidates prepare for hiring processes, and “Teaching Against the Grain: SHIFTing to Disrupt Curriculum Violence in Ontario Schools” led by Dr. Shamiga Arumuhathas, which challenged participants to critically examine how curriculum can both reflect and perpetuate systemic inequities. Dr. Lorin Schwarz’s “Our Own Language: A Clinical Investigation of Classroom Experiences” further deepened conversations about identity, communication, and learning in schools.

The theme of SHIFT continues to resonate beyond the conference itself. As education systems respond to changing student needs, new technologies, and evolving social realities, today’s teacher candidates must be equipped not just with content knowledge, but with the ability to adapt, reflect, and grow.

SHIFT 2025 provided participants with both the tools and the community to do exactly that. By connecting future educators with innovative ideas, experienced professionals, and one another, the conference reinforced the importance of lifelong learning and collaboration in teaching.

As graduates move into classrooms across Ontario and beyond, the lessons and connections formed at SHIFT will continue to shape their practice, helping them create learning spaces that are inclusive, responsive, and ready for the future.

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Second-year Bachelor of Education student, Natasha Reodica talks about her experience this past summer in Freiburg, Germany.

This past summer, 8 Bachelor of Education students took their learning beyond the classroom through 91��ɫ’s Summer Exchange to Freiburg, Germany. For four months, they studied at the University of Education (PH Freiburg) alongside students from across Europe, Africa, and Asia, gaining fresh perspectives on teaching and learning.

Living in the heart of the Black Forest, our students immersed themselves in German culture, picked up new languages, and traveled to eight countries during their exchange.

The Summer Exchange to Freiburg is open to 91��ɫ BEd students, typically in their first year of the program, and offers university credit courses in English, German, or French. The program blends academic study with cultural immersion, helping teacher candidates build independence, cultural awareness, and global networks. All skills that enhance their future classrooms.

To learn more about eligibility, courses, and application details, visit the Summer Exchange to Freiburg program page.

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New artist(s) statement about the show:

Transitional Traces was a group art exhibition located at the Special Projects Gallery within the Joan & Martin Goldfarb Centre for Fine Arts building. The show featured artists Bennett De Medeiros (Year 1, BEd), Diena Howe (Year 1, BEd), and Grayson King (Year 4, BFA). Each artist explored how traces can be identified within the physical environment or emotional states.

These artworks represented shadows, frottage drawings, paleoart, industrial landscapes, printmaking, and representations of the human form. 

Traces in the environment represent shifts of time by erosion or human intervention; they provide a snapshot of time through mark making and space.

For example, one artwork by Bennett De Medeiros focuses on familiar paths the artist traversed during their childhood. These parks and spaces hold memory not only through lived experiences but the physical textures above, around, or below. Frottage is a form of documentation to recollect and trace back to all the environmental influences which shape a surface.

The paleoart in the exhibition also traces back through deep time before human existence or disturbance. Sometimes environmental traces only exist through a short period of time or require a specific list of circumstances to appear, such as through Grayson King’s shadow depictions. A form of trace which casts a subject’s shape onto a surface, a projection that is able to appear and transform shape over time. Similarly, these shadows can invoke a specific memory or time to a viewer’s own interpretation.

Finally, human presence is a major theme within the exhibition as some artworks represent how human activity is lively through emotional events and the traces of these experiences which influence personal feelings. In contrast, what happens when human representation is taken away from infrastructure? For example, Diena Howe’s work showcases familiar industrial spaces which are contrasted with little human presence, providing a colder and quiet atmosphere, but the viewer can understand that these spaces are the traces left by mankind.

Traces are tangible but also abstract concepts, the artists in this exhibition encourage the viewer to look for these traces where they go. In the end, remember these traces are ever-changing but always present. 

About The Goldfarb Gallery

The Joan and Martin Goldfarb Gallery of 91��ɫ is a socially minded not-for-profit contemporary art gallery that is a space for the creation and appreciation of art and culture. It is a supported Unit of 91��ɫ within the President’s Division. We are externally funded as a public art gallery through the Canada Council for the Arts, the Ontario Arts Council, the Toronto Arts Council, local and international foundations, embassies, and our membership who support all of our programs.

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Katrina Cain-Griffin was not expecting to find deep connections to the work of James Baldwin, an African American writer and civil rights activist, during a graduate seminar led by Professor Emeritus Warren Crichlow.

The first-year master’s student at 91��ɫ, who grew up in an inner-city area, saw herself in the protagonist of Baldwin’s semi-autobiographical novel, Go Tell It on the Mountain.

“I think this really reflects my own story because I’m the first in my family to pursue post-secondary education and come from a low-income background, much like Baldwin. While Baldwin pursued education independently and I chose the academic route, we both used education as a way to persevere and strive for something greater,” Cain-Griffin says. “Am I meant to be the chosen one? How can anyone truly be the chosen one in their family to break a generational curse?

“He talks about why is there this generational curse which, of course, goes back to systemic racism. And I questioned, how does Baldwin emerge from being the saved one in his family?”  

Crichlow, a retired professor in 91��ɫ’s Faculty of Education, designed the seminar to explore the relationship between Baldwin’s life and writing. He returned from recent retirement to honour the centenary of the writer’s birth by teaching this favoured topic.  

“Baldwin’s centenary was coming up, so I proposed the course to the Faculty of Education, and they wholeheartedly supported it,” he says.  

“Resurgence of interest in Baldwin’s work is frequent and is somewhat generational,” Crichlow says. “But we mustn’t forget that the murder of George Floyd prompted a massive return to Baldwin. And the year of his 90th birthday, in 2014, initiated several conferences, symposiums, film series and the founding of The James Baldwin Review, a major academic journal. There’s an abundance of excellent extant scholarship on Baldwin, but the constant proliferation of readings from newly considered optics does amaze one.”  

The seminar’s description indicates its range: “James Baldwin’s writing, to include novels, poetry, essays, plays, children’s book, speeches and interviews, along with his personal experiences in national and international contexts, remains an exemplar of activism for civil rights, social and racial justice and principles of human equality.” 

Crichlow says it was fascinating to see a different generation react to Baldwin, noting this was a first encounter with the author and civil rights activist for some. The seminar offered the opportunity to read, in a concentrated way over the term, and take a deep dive into a number of works, particularly novels, ranging from his first, Go Tell It on The Mountain (1953), to his last, Just Above My Head (1979). Students read several of Baldwin’s autobiographical essays in between to explore how conceptions of self and other relations inform his novels.

“The seminar was structured to foster thinking about the way in which concerns Baldwin articulated in his first novel in 1953 return in the last novel decades later in 1979 but are recirculated in a markedly different manner.” 

The class includes students from across disciplines and many reacted to the material in different ways. Some, for instance, collaborated on a podcast. “They brought a bit of technology into the mix to produce a podcast-like dialogue between themselves and their reading of Baldwin and intercut that with samples of Baldwin’s own voice.” 

Other students were interested in Baldwin’s relationship to music because, as Crichlow explains, so much of Baldwin’s writing is rooted in music, particularly gospel music and the blues. One theatre student in the class concentrated on Baldwin’s work as a playwright to deepen their understanding around issues of performance in educational practice. Another student, steeped in the humanities, explored points of contact between Baldwin and the 19th century theologian and philosopher Søren Kirkegaard.  

“The range of interests was variously broad. I would never have thought of this particular intersection,” Crichlow says.  

Aida Mohammadi, a student in Crichlow’s class, was inspired to enrol after learning the course included reading several fictional pieces, as she had been looking for a chance to read more novels. She initially approached the class out of curiosity, but it profoundly changed her perspective on literature.  

“I consider Baldwin in everything now, everything I read, everything I see, any social conflict today, whether in a movie or real life, I wonder what Baldwin would think, what he would say,” Mohammadi says.  

The course also opened her eyes to the power of the essay as a literary genre, a form she believes is not as valued in literary studies as it should be.  

“Baldwin showed me the artistry of essays, and I now see them as just as impactful and complex as novels.”  

She praises Crichlow’s thoughtful arrangement of the readings, emphasizing the order in which he assigned them was essential to her understanding of Baldwin’s work. “I found it brilliant.”  

Crichlow has applied to organize panels for students to present their final papers in 91��ɫ’s upcoming Education Graduate Student Conference and may plan future conference opportunities. He intends to continue working with the 14 students enrolled in the course, regardless.  

“I will follow up on insights from their own reading and research that I hadn’t imagined or encountered,” he says. “Indeed, I have certainly learned a lot from these students that will enrich my continued study of James Baldwin.”

With files from Julie Carl

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Participants explored the Camerise Project–an online hub designed to support FSL teachers in sharing and adapting classroom resources, learned about Open Education, Creative Commons licensing, and effective strategies for collaborating online.

The workshop included a panel discussion featuring experts in FSL education, who shared insights on the CEFR (Common European Framework of Reference), the action-oriented approach, and ways to incorporate diverse Francophone perspectives into teaching materials.

First-year Glendon BEd students played an important role in the workshop. Having completed the Camerise online asynchronous course on Creative Commons licensing and resource sharing (), the students contributed valuable knowledge to experienced teachers who may be new to open licensing practices. The students also collaborated with teachers to co-create classroom resources, giving them an opportunity to apply their learning in a practical setting.

“This collaboration offers mutual benefits: experienced teachers gain fresh insights from students engaged in current research, while BEd students gain a deeper understanding of real-world classroom challenges”, said Muriel Péguret Co-lead of the Camerise Project (FSL hub) which has been funded for the past five years by MOE and Heritage Canada. “By working together, participants created resources that are not only effective but also responsive to the evolving needs of FSL classrooms”.

The resources that were created will be shared publicly via the , allowing other educators to re-use, adapt them and re-share their adaptation for the benefit of the community.

The workshop’s broader goal was to build a community of practice that connects future and experienced educators. By fostering dialogue and collaboration, the workshop helped BEd students to feel connected to the profession before they officially enter the classroom. For experienced teachers, this opportunity to exchange ideas and collaborate with peers outside their school boards encourages fresh approaches to lesson planning.

By combining the expertise of seasoned educators with the fresh perspectives of Glendon BEd students, the workshop aims to build a community of practice to generate high-quality resources that will enrich FSL classrooms. The initiative highlights how resource sharing can save teachers time while enhancing student learning in FSL classrooms across Ontario.

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The Faculty of Education Student Association (FESA) is the heartbeat of the undergraduate education student community. Made up of passionate student leaders, FESA not only represents education students but also plays a key role in enriching their university experience. From hosting engaging conferences and workshops to selling exclusive merchandise, the FESA council is dedicated to fostering connection, support, and growth for all education students.

Get to know the Executives behind FESA's 2024/2025 Team and discover how they are shaping your academic journey!

President: Sadaf Sohrab

Hi! My name is Sadaf Sohrab and I'm this year's FESA President! I'm a Year 2 P/J teacher candidate. I did my undergraduate in music at 91��ɫ U with a specialization in classical violin and Canadian folk fiddle.

Vice-President (Internal): Matthew Noce

My name is Matthew and I am the 2024-2025 VP Internal. I am in my final year of undergrad majoring in Criminology. I can't wait to continue to attend 91��ɫ this Fall for Intermediate-Senior education. I hope to use my social science and English teachables to teach highschool.

Vice-President (External): Rebecca Breault

Hi, My name is Rebecca, and I’m in my second year of the Bachelor of Arts in French Studies and Concurrent Education program at 91��ɫ, Glendon Campus. I currently serve as the Vice President External for the Faculty of Education Students’ Association (FESA). I enjoy reading and exploring different histories, whether it’s cinema, literature, or cultural events from the past. I’m also an assistant coach for a girls’ softball team, and I love teaching a sport that I’ve played and been passionate about for many years.

Vice-President (Finance): Devonte Ellis

Hey! I'm Devonte and I am this year's Vice-President of Finance. I did my undergraduate degree in Music here at 91��ɫ as well and am currently BEd candidate in the Intermediate/Senior Division! My teachables are Music and French but I hope to get one in Communications Technology too! I am also currently the Communications and Marketing Assistant for the Faculty of Education and can play several instruments!

Vice-President (Administration): Tavlen Pannu

Hi! I’m Tavleen and I’m this year’s Vice President of Administration! I did my undergraduate degree here at 91��ɫ in Psychology and continued with my Bachelor of Education in the P/J division.

My motivation for getting into teaching stems from my personal journey overcoming a fear of water. Through the support of wonderful swimming instructor, I gradually overcame my fear and eventually became a swimming instructor myself!

Want to learn more about the exciting initiatives, events, and opportunities the Faculty of Education Student Association (FESA) is working on? Visit their NEW website at to stay updated and get involved in shaping the future of our faculty.

Check out what the council is doing and how you can make an impact today!

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In an evolving landscape of careers in education, 91��ɫ’s Faculty of Education is committed to pioneering programs that equip graduates for the unpredictable twists and turns of their professional journeys. At the heart of this innovative approach is the Bachelor of Arts (BA) Educational Studies program, created as an option for students seeking a career in education outside of the traditional classroom. Darren Syd Sia Duya exemplifies the impact of this program on his career, showcasing how flexible, real-world learning can shape one’s future and forge leaders.

Darren graduated from the BA Educational Studies program at 91��ɫ in May 2022and now serves as a youth worker with Achēv, within the EmpowOUR Youth for Engagement (EYE) / Youth 2 Action (Y2A) initiatives. In his role, Darren skillfully navigates the realms of networking, administration, event planning, and marketing, making a significant impact on the lives of the youth he serves. His journey from an aspiring educator to a professional deeply involved in youth development, serves as a testament to the program's curriculum and impact on both personal and professional levels. "I have always enjoyed education, but even more so because I enjoyed working with youth," Darren shares. “Originally, I was thinking of getting a degree to become a teacher, but then I came across the BA Educational Studies program at 91��ɫ’s Faculty of Education which was more suited for me”.

The BA Educational Studies degree emphasizes not only knowledge of theories, but also concrete skills and personal growth. Darren’s experiences in the program showcase that flexibility, building relationships, and fostering these relationships while exploring education holistically are the strongholds of the program. He recalls, "It was the professors that impacted my journey," especially when the times got tough, like in the face of a pandemic. Being confined to one's own room for months was draining; however, interacting with teachers and students online helped alleviate some of my anxieties. A part of the program curriculum focused on building relationships and support, emphasizing the place of people in success—be it personal or professional”.

One of the strengths of the program is its real-world applicability. Part of what Darren does for EYE/Y2A involves complicated networking, administration, event planning, and marketing that he became familiar with through the BA Educational Studies program. "Adaptability in learning and application is so important in real-world jobs," he says. “It was my education at 91��ɫ that allowed me to have a flexible personality and work ethic. Flexibility in learning is something I consider to be applicable in today's world—to gain transferable skills and apply them to your workspace or other areas of life.”

As Darren looks to the future, his advice for both incoming and current students is simple: "Connect and volunteer. It is essential to get involved and to participate in the broader 91��ɫ  community which includes students, professors, the administration and the different clubs and activities across campus,” he says. “Volunteering in proper spaces opens up networks that wouldn't be available otherwise.  If you do these two things effectively, they will be applicable to both your education and the steps that come after that.”

Reflecting on his time with 91��ɫ, Darren speaks highly of the program's influence on his career. "I loved being an educational studies student and plan to revisit the campus every now and then, whether it be for furthering my education or for social reasons," he says. “The current job market is difficult to navigate, so building a network of like-minded individuals and mentors helps establish a community to rely on.” Darren's journey serves as a testament to the fulfillment derived from aligning one's career with the passions and importance of cultivating a supportive community.

His journey, from being a student in the BA Educational Studies program and now along the way to becoming a youth worker who changes people's lives every day, is a perfect manifestation of the transforming power that education can represent. It tells everything about the flexibility of the programs offered, faculty involvement, community participation, and fun.

Article by Dennis Bayazitov special contributing writer.

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During my practicum placement at St. Philips Catholic Elementary School, I had the opportunity to work collaboratively alongside Vickie Morgado as we began a global collaboration project with a class in the Ukraine. In November 2023, we began communicating back and forth with Vika Matkivska, an English teacher in the Ukraine. We began exchanging photos, as we received photos of students sharing Halloween themed art, holding pictures of different flags representing their diverse backgrounds with the class, and other forms of student learning. In response to the photos being sent to our classrooms, Vickie shared some photos with me of her class which I then created a slideshow video of the different ways we learn in the classroom to share with the class in the Ukraine. Vickie’s grade 4 class was excited about being able to share the slideshow of the different ways they learn with the class in Ukraine after receiving photos from their new friends.

Following this, we received a video from Vika Matkivska as she introduced herself and the students in her class to us. The video also sparked some questions that our students could respond to such as, “What are your names? Tell us something about yourselves.” After this video, Vickie and I began to discuss ways in which we could collaboratively work to respond to the video. For our grade 4 class, Vickie introduced the idea of using Flipgrid, a platform at the time I was unfamiliar with. Vickie took the time to explain and show me how to use the platform as well as brainstorm ways in which our students could interactively use the platform. From there, I began to create a brainstorming template where students could formulate what they would like to say before actually recording. Through the use of Flipgrid, students could begin by introducing themselves, sharing some of their Christmas traditions with their families, and asking the Ukrainian class any questions they had. As for my grade ½ class, I felt that creating and recording a Flipgrid video would be advanced for them so I decided that my students would instead create and write Christmas cards to each student in the Ukrainian class. The grade ½ students were so excited about having the opportunity to share their own Christmas traditions as well as write a card to students in another country.

My experiences and insights

When Anne Shlarp, my practicum facilitator, presented the chance for me to collaborate and learn from Vickie Morgado through this global initiative, I had no idea what to anticipate. As a teacher candidate (TC), I've never been involved in a project where my students communicated globally with students from another country, let alone another class in Ontario. This opportunity taught me how Ukrainian children experience school differently than students in Ontario. During one of our weekly online interactions, Vika Matkivska told us about her student's experience of having to accompany her class into a bomb shelter.  This helped me comprehend that education is not experienced in the same manner globally as it is in Ontario.

I am grateful to have had this opportunity to learn from Vickie Margado, who guided me through this project and introduced me to tools like Flipgrid that can be used in the classroom. This experience has informed my teaching practice as it has taught me new ways I can engage my future classrooms globally with students around the world safely. It also has shown the importance of collaborating with colleagues as there is always so much that you can learn from others.

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