Designed for

Calling all Makers. This program is designed for educators interested in making, creating, innovating, building, design thinking, contributing to the school community, and in developing their pedagogical practice while engaging in sustained reflective inquiry.

Program Structure

• Two-year, 30-unit program
• Blended online and in-person learning every Monday from 4:30-8:30 p.m.
  
• Includes a one-week Summer Institute each August
  
• No classes in July, during the winter break or ministry-designated spring break

Themes of Study

• Engaging in teacher inquiry and reflective practice
• Building a culture of creativity, exploration, engagement, innovation and discovery
• Nurturing teacher Maker identity
• Fostering student expression through maker explorations, art, digital technologies and media design
• Engaging in ADST’s curricular competencies focusing on the human centered design thinking process
• Exploring traditional and diverse cultural models of making practices
• Engaging with Indigenous and holistic approaches to teaching and learning (First Peoples Principles of Learning)
• Discovering and implementing new and emerging technologies, tools and materials
• Inquiring into the role of maker within the curriculum and core competencies
• Exploring multi-modal forms of assessment that acknowledge multiple ways of knowing, expressing and understanding
• Creating caring and socially responsible learning environments

Program Capacities

Program capacities provide a reflective focus for documenting and self-assessing learning.  At frequent intervals throughout the program, participants and their mentors refer to the capacities to assess progress, to set new goals and to create direction for further learning in field studies.  At the end of the program, each participant’s comprehensive portfolio includes a synthesis of learning and self-assessment of growth in these capacities, supported by evidence of learning.  This program provides opportunities to develop these capacities:

• Develop a disposition of inquiry and critical reflection to understand and develop your practice
• Collaborate with students by putting them at the center of learning (co-creating, co-learning, co-planning and co-teaching)
• Explore, implement and critically reflect upon existing and emerging technologies, tools and materials in your practice to facilitate inquiry-based learning
• Investigate and assess educational theories, philosophies and pedagogies related to curriculum, teaching and learning to inform and transform one’s professional practice
• Foster a rich understanding of creative processes, innovation and reflection, and thereby enhance creativity in the classroom
• Create environments that nurture a reflective, respectful and socially responsible approach to inquiry, innovation, design and problem-solving

Faculty Members

• Kristiina Kumpulainen
• Yumiko Murai

District Partners

• Allison McKillop, District Youth Employment Specialist of SD 41