When schooling quickly transitioned to online platforms last year, The Robertson Program was forced to reconceptualize how we would continue to engage educators and children in math and science education. Historically, we conduct our work in person because an essential part of teaching and learning is developing meaningful relationships. Could this be accomplished online? And could we have a direct impact
Teachers often wonder how to integrate Indigenous ways of knowing into the elementary science curriculum. Can it be done in an authentic and non-appropriating way? Educators are concerned with creating safe, inclusive spaces for their Indigenous and non-Indigenous students. Educators Erin Sperling and Amber Sandy work in relationship to bring Indigenous ways of knowing
While working with educators to develop new ways to teach spatial reasoning to early years’ students, The Robertson Program met Jane Tom, an educator at Pegamigaabo School in Big Grassy First Nation. Jane was eager to try new ways of engaging her students in math. She quickly took to the lessons
In our March webinar, educators Marlo Beaucage and Nancy O’Donnell shared the math and science opportunities that naturally emerge when students are given opportunity to form a reciprocal relationship with land. https://youtu.be/4HtXHPu8eDA Marlo and Nancy opened the session by framing their work through reciprocity with the land. When learning from
Robertson Program hosts first webinar of its Indigenous Ways of Knowing in Math and Science series In our first-ever webinar, Educator Bryan Bellefeuille shared how he brings Traditional Indigenous Mathematics in to his Ontario Classroom. With more than 450 educators watching live on YouTube, Bryan told viewers about the journey that
Former Robertson Program Director Bev Caswell describes how an inclusive Professional Development model leads to the formation of relationships and makes math more accessible When the Robertson Program conducted professional development (PD) around spatial reasoning, I had the pleasure of working with educators from across Ontario. We focused on developing
When schooling quickly transitioned to online platforms last year, The Robertson Program was forced to reconceptualize how we would continue to engage educators and children in math and science education. Historically, we conduct our work in person because an essential part of teaching and learning is developing meaningful relationships. Could this be accomplished online? And could we have a direct impact
Teachers often wonder how to integrate Indigenous ways of knowing into the elementary science curriculum. Can it be done in an authentic and non-appropriating way? Educators are concerned with creating safe, inclusive spaces for their Indigenous and non-Indigenous students. Educators Erin Sperling and Amber Sandy work in relationship to bring Indigenous ways of knowing
While working with educators to develop new ways to teach spatial reasoning to early years’ students, The Robertson Program met Jane Tom, an educator at Pegamigaabo School in Big Grassy First Nation. Jane was eager to try new ways of engaging her students in math. She quickly took to the lessons
In our March webinar, educators Marlo Beaucage and Nancy O’Donnell shared the math and science opportunities that naturally emerge when students are given opportunity to form a reciprocal relationship with land. https://youtu.be/4HtXHPu8eDA Marlo and Nancy opened the session by framing their work through reciprocity with the land. When learning from
Robertson Program hosts first webinar of its Indigenous Ways of Knowing in Math and Science series In our first-ever webinar, Educator Bryan Bellefeuille shared how he brings Traditional Indigenous Mathematics in to his Ontario Classroom. With more than 450 educators watching live on YouTube, Bryan told viewers about the journey that
Former Robertson Program Director Bev Caswell describes how an inclusive Professional Development model leads to the formation of relationships and makes math more accessible When the Robertson Program conducted professional development (PD) around spatial reasoning, I had the pleasure of working with educators from across Ontario. We focused on developing
