Submitted by: Emma Easton In recent years, educators have been increasingly drawn to the concept of flexible seating as a way to enhance the learning environment and cater to the diverse needs of students. Flexible seating refers to a classroom setup that allows students to choose where they sit, whether it be at a traditional desk, on a beanbag chair, or even on the floor. This approach aims to promote student engagement, collaboration, and overall well-being by providing a more comfortable and dynamic space for learning. In my classroom I see various benefits of flex seating, especially with such a diverse group of learners. Every one of my students learn differently, and traditional seating arrangements do not always cater to the learning styles within my classroom. Flexible seating provides options for my students to choose a setup that works best for them, whether they prefer a quiet corner for independent work or a communal table for group discussions. Another aspect of flex seating that is beneficial is how it promotes collaboration between students. By allowing students to work in different seating configurations, such as small groups or pairs, students can interact with their peers easily, share ideas, and work together on projects. Not only does flex seating allow for student collaboration, but it also enhances student engagement. When students have the freedom to choose where they sit, they are more likely to feel comfortable and motivated, leading to improved focus and participation in class activities. There are many examples of flexible seating in schools. Floor pillows create a comfortable and informal seating option that can be beneficial during reading or group activities. Thus, encouraging a sense of relaxation and creativity. Adjustable or movable tables allow for easy reconfiguration of the classroom layout to accommodate different activities, such as group work, independent study, or presentations. Standing desks provide an alternative to sitting and allow students to work while standing, promoting better posture and increased blood flow, which can improve focus and concentration. Bean bag chairs or loungers offer a cozy and relaxed seating option that can be particularly appealing to students who prefer a more laid-back environment for learning or reading. Flexible seating has emerged as a valuable tool for creating a more student-centered and engaging classroom environment. By offering a variety of seating options that cater to students' preferences and needs, educators can foster a positive learning experience that promotes collaboration, creativity, and overall well-being among students. Thank you to MAME for supporting my flexible classroom setting and providing a grant which will allow for me to reconfigure the way my students learn.

Submitted by: Bailey Englot Getting an iPad to use as a model of adaptive communication has been a gift to our classroom. I have two students who communicate at least partially with the help of the application Proloquo2Go on iPads. It has been incredible watching them navigate this way of conversing and witnessing how quickly they adapt to new vocabulary and new situations with the use of their devices. After attending a presentation with Lindsey Sharpe, our Speech and Language Pathologist from the Clinical Services team, I learned there was more that could be done to support their growth in communication than simply giving extra wait time while they respond in conversation. Lindsey’s suggestion was to find a way to access an iPad specifically for staff to use so that, just as we are always modelling verbal language for students, we can also model how to compose thoughts and questions with adaptive technology.

Learning About Various Animals and Their Habitats

“This Book is Anti-Racist” by Tiffany Jewel Recently, my school finished a year long book study on “This Book is Anti-Racist” by Tiffany Jewel. At the start of the school year, our staff asked to have more training and education in diversity, equity, and inclusion. As a team, we decided to unpack this book to learn more. I would highly recommend this book because wherever you are in your diversity, equity and inclusion journey, it’s a starting point. Whether you take away some new definitions, ways you can acknowledge privilege and power you hold, start a journey of self love, or introduce this book to someone else, this book has important meaning. I would highly recommend adding this book to your summer “to be read” list!

A great learning opportunity for students

Submitted by: Dawn Farrant, Katherine Hyshka, Elizabeth Charach and Lori Wilkens Highbury School Louis Riel School Division Thank You MAME! This spring, our grade 3/4 team, has begun to explore ways to ensure that math concepts are presented to students in a visual, hands-on format, that is engaging and functional. This began with attending some Professional Development with Sarah Melo of MeloMath4 kids, who I was introduced to at MTS PD Day last October. Upon returning to school, our team realized we lacked the manipulatives needed to do this in our classrooms. With the MAME grant, we purchased money kits, class sets of learning clocks, measuring tapes, and different sorts of dice with different number configurations. With the money remaining, we also purchased some science manipulatives to help with our Grade 4 Light unit. These included concave and convex lens, prisms and a kaleidoscope set.

Submitted By: Kathy Klenk and Corinna Fulton Thanks to the Special Projects grant received from MAME, our students from Kindergarten to Grade 6 are able to get their sensory and movement needs met with this amazing light table and accessories as well as a mini-trampoline. With our sensory light table, students are able to explore and learn about the properties of shapes, colours and colour-mixing, patterns, numbers and letters as well as play various games like tic-tac-toe and bingo. With the multi-colour functions of the table, visual sensory needs are being met while student engagement is at its height. This is such a great addition to our Sensory Room! Along with a little help from our school funds, we were also able to access some of this grant from MAME to purchase an ultra-bouncy mini-trampoline with a handle for those who might need additional support for balance. This is an effective tool for meeting movement needs for many students in our building. Even the gym teachers are borrowing it from our Movement Room for some of their stations! Thank you so much to MAME for supporting our students with additional needs!

Submitted by: Nerissa Brownridge, Nicole Ziemianski, Elise Robson École Varennes École Varennes contains many multi-age classes including the grades 5/6 and 7/8s. Although there are lots of benefits to multi-age classes, one challenge for teachers is the selection of novel studies. Unlike straight-grade classes which can select a novel and teach it every year to a new set of students, multi-age teachers must have two different novels and rotate between year A and year B. The novels that were currently available to teachers at École Varennes were in poor condition, showed little diversity and were very old. It was therefore within this context of urgent need, and with an additional aim of providing BIPOC representation to the available novel study collection, that the decision to apply for the MAME Special Projects Grant was made. What a happy day it was when we heard that our application had been successful! Suzanne Simpson, the Teacher-Librarian invited the 5/6 teachers to the library where they discussed possible novels and looked at some samples of books to consider. The grade 7/8 teachers met and had a similar discussion and decided to proceed with the purchase of two English sets and two French sets of novels: Novel #1: Amari and the Night Brothers Novel #2: Le voleur des sandwich Novel #3 : It’s Trevor Noah : Born a Crime Novel #4: Percy Jackson: Le voleur de foudre We are very grateful to MAME for this grant as it will undoubtably leave a lasting legacy at École Varennes and will impact over one hundred students annually. These novels were purchased in February and have been immediately put to good use. They’ve even inspired some weeding of the novel study collection and the creation of a new centralized novel study storage area. These titles have allowed BIPOC students to see themselves represented in the literature we highlight in classrooms, and have raised important themes for discussions in our classrooms.

Popular Culture Association Conference