WestCAST Program FINAL for website.pub

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www.educationaltechnology.ca/westcast2008
WestCAST 2008
From Many Peoples, Strength
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Conference Planning Committee
The WestCAST 2008 Conference Planning Committee :
Kathleen Badali, Student Volunteers
Trina Buchanan, Registration
Meredith Cherland, Hospitality
Mary Ann Coulter, Hospitality
Paddy Dishington, Registration
Alec Couros, Technical Support
Ron Farnel, Technical Support
Del Fraser, Directors’ Meeting
Carol Fulton, Entertainment, ESS Liaison
Denise Lindenbach, Registration, Hotel Liaison
Cyril Kesten, Program
Linda Lockhart, Secretarial Support
Barbara McNeil, Entertainment, Exhibits
Val Mulholland, Program, Hospitality
Michelle Munro, Program
Shuana Niessen, Conference Co-ordinator
Jerry Orban, Directors’ Meeting
Fatima Pirbhai-Illich, Program
Twyla Salm, Exhibits, Hospitality
Rick Seaman, Volunteers
Chris Taylor, Technical Support
Jennifer Tupper, Program
Rob Wall, Web Design
Peta White, Program
James McNinch, Conference Chair
Thank you to all staff and faculty who provided support during the planning and organizing of this event.
WestCAST 2008
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Table of Contents
Table of Contents
Welcome ...................................................................................................................4
Program Overview.....................................................................................................5
Keynote Sessions......................................................................................................6
Concurrent Sessions: Thursday, February 14th
Overview of Concurrent Sessions - A.............................................................8
Concurrent Sessions - A : 11:00 a.m. – 11:45 a.m. ..............................9
Overview of Concurrent Sessions - B...........................................................12
Concurrent Sessions - B:
1:15 p.m. – 2:15 p.m. ............................13
Overview of Concurrent Sessions - C............................................................18
Concurrent Sessions - C:
2:30 p.m. – 3:30 p.m.. ...........................19
Overview of Concurrent Sessions - D............................................................24
Concurrent Sessions - D:
3:45 p.m. – 4:45 p.m. ............................25
Concurrent Sessions: Friday, February 15th
Overview of Concurrent Sessions - E.............................................................32
Concurrent Sessions - E : 11:00 a.m. – 11:45 a.m. ..............................33
Overview of Concurrent Sessions - F.............................................................38
Concurrent Sessions - F: 1:15 p.m. – 2:15 p.m...............................39
Overview of Concurrent Sessions - G ............................................................44
Concurrent Sessions - G: 2:30 p.m. – 3:30 p.m.. ............................45
Acknowledgments ...................................................................................................50
Exhibitors.................................................................................................................50
Program Overview...................................................................................................51
Map of Conference Level .......................................................................... Back Cover
WestCAST 2008
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February 13 – 16, 2008 Regina, Saskatchewan
Welcome
On behalf of the University of Regina and the Faculty of Education, I would like to welcome all of you to the 40th
annual WestCAST conference. This conference, devoted to the preparation of student teachers, has a strong history and a loyal following across Western Canada. Each year one of the Teacher Education Programs west of the
Ontario/Manitoba border agrees to host 3 days of presentations and workshops that serve to highlight the professional development of pre-service teachers. Eight years ago the Faculty of Education at the University of Regina
hosted WestCAST 2000. The theme of education in the new millennium provided us with an opportunity to envisage
education in the 21st century.
Today we find ourselves in 2008 asking serious questions about serious issues in the preparation of teachers. It
would be an understatement to say that our challenges as educators have never been greater. This year we have
taken as our theme for WestCAST the provincial motto of Saskatchewan: “From Many Peoples Strength”. We
have done this with a purpose – to ensure that the diversity of the students in the K-12 systems we work with is celebrated and addressed in meaningful ways. The implications for pre-service teacher education are profound. We
can no longer be satisfied, if we ever were, with simply replicating what has gone before us.
I am very pleased with the hard-working and talented key-note speakers who have graciously agreed to participate
in this conference. They will help to set the tone for the conversations we will have about educational change. Their
knowledge and expertise will inspire us to think beyond our own everyday concerns. I applaud everyone who is
attending this conference, and particularly the pre-service teachers who are engaging first-hand in their own professional development as presenters and conference participants. I also want to thank all the people who have
worked hard to make this conference a success, including many faculty and staff, and student volunteers, and to
thank all those who have supported us in this endeavour.
“From Many Peoples, Strength” implies many things: each individual has something to contribute to the lives of
others, each of us can learn from others, all of us need to learn to work together, and strength comes not just in
numbers all the same, but in accentuating our many differences. The motto of the Faculty of Education at the University of Regina is “Inspiring and Transforming Education”. I encourage each of you to sustain conversations
about how we can all make a difference. We hope that WestCAST 2008 is inspiring and transformative in unique
ways for everyone involved. Enjoy!
Faculty of Education
University of Regina
3737 Wascana Parkway
Regina, Saskatchewan
Canada S4S 0A2
James McNinch,
WestCAST 2008 Conference Chair
Associate Dean, Faculty of Education
University of Regina.
WestCAST 2008
Phone: (306) 585-4537
Fax: (306) 585-4006
Website:
http://education.uregina.ca
Email:
[email protected]
4
Program Overview
Wednesday, February 13th
12:30 p.m.—1:45 p.m.
2:00 p.m.— 5:00 p.m.
5:00 p.m.— 7:30 p.m.
7:00 p.m.— 9:00 p.m.
Deans’ and Directors’ lunches
Saskatchewan Field Partnerships (Panel
Discussion)
Deans’ and Directors’ meetings
Conference Registration Opens
Conference Opening
Keynote: Lee Gunderson
Wine and Cheese Reception1
Caribe Steel Orchestra
Canadian Ballroom
Canadian Ballroom
Hotel Lobby
Canadian Ballroom
Thursday, February 14th
8:30 a.m.— 4:30 p.m.
8:30 a.m.— 9:15 a.m.
9:15 a.m.— 9:30 a.m.
9:30 a.m.—10:30 a.m.
10:30 a.m.— 11:00 a.m.
11:00 a.m.— 11:45 a.m.
12:00 p.m.—1:00 p.m.
1:15 p.m.— 2:15 p.m.
2:30 p.m.— 3:30 p.m.
3:45 p.m.—4:45 p.m.
Registration
Hot Breakfast
Welcome
Keynote: Sonia Nieto
Refreshment Break
Concurrent Sessions - A
Lunch with The Best Buddies Blues Band
Concurrent Sessions - B
Concurrent Sessions - C
Concurrent Sessions - D
7:30 p.m.— 10:00 p.m.
Education Student Society Games Night
Hotel Lobby
Canadian Ballroom
Canadian Ballroom
Canadian Ballroom
Mezzanine and Lobby Levels
Canadian Ballroom
Friday, February 15th
8:30 a.m.— 4:30 p.m.
8:30 a.m.— 9:30 a.m.
9:30 a.m.— 10:30 a.m.
10:30 a.m.— 11:00 a.m.
11:00 a.m.— 11:45 a.m.
12:00 p.m.— 1:00 p.m.
12:30 p.m.
Hotel Lobby
Canadian Ballroom
Canadian Ballroom
1:15 p.m.— 2:15 p.m.
2:30 p.m.— 3:30 p.m.
3:30 p.m.—4:00 p.m.
Registration
Healthy Start Breakfast
Keynote: Joan McCusker
Refreshment Break
Concurrent Sessions - E
Lunch
“Becoming a Teacher” presentation by the
Arts Ed Players
Concurrent Sessions - F
Concurrent Sessions - G
Refreshment Break
6:00 p.m.
Education Student Society Pub Tour2
Lazy Owl, Riddell Centre, U of R
Canadian Ballroom
Canadian North
Saturday, February 16th
8:30 a.m.— 9:30 a.m.
Pancake Breakfast
Canadian Ballroom
9:30 a.m.—10:30 a.m.
Keynote: Sherry Farrell-Racette
Canadian Ballroom
10:30 a.m.— 10:45 a.m.
Thank you and Goodbye
Canadian Ballroom
1One
complimentary drink ticket is included in your registration package
2 Tickets available at the U of R Education Student Society table (Mezzanine)
WestCAST 2008
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Keynote Sessions
Wednesday, February 13th - Keynote Speaker: Dr. Lee Gunderson
Dr. Lee Gunderson is a Professor and former Head of the Department of Language
and Literacy Education at the University of
British Columbia where he teaches both undergraduate and graduate courses in second
language reading, language acquisition, literacy acquisition, and teacher education. He
has served as a pre-school teacher, a primary-level elementary teacher, a reading speDr. Lee Gunderson with students
cialist, a principal and vice-principal in a bilingual school, and a teacher of the learning
disabled. He received the David Russell Award for Research, the Killam Teaching Prize at the University
of British Columbia and has been awarded the Kingston Prize for contributions to the National Reading
Conference. He has served as Chair of the Publications Committee of the International Reading Association and is founding Chair of the Pippin Teacher's Professional Library. He is a Past President of the National Reading Conference. He has conducted long-term research that explores the achievement of approximately 25,000 immigrant students.
Thursday, February 14th - Keynote Speaker: Dr. Sonia Nieto
Dr. Sonia Nieto is Professor Emirita of Language, Literacy, and Culture,
School of Education at the University of Massachuetts, Amherst. Born and
raised in Brooklyn, New York, she attended the New Your City public schools
and, later, St. John’s University, where she received a B.S. in Elementary
Education. She then attended the New York Graduate Program in Spain
where she was awarded an M.A. in Spanish and Hispanic Literature. A junior
high school teacher of English and Spanish in Ocean Hille Brownsville,
Brooklyn, she then became a fourth grade teacher at P.S. 25 in the Bronx,
the first completely bilingual school in the Northeast. Her first position in
higher education was as an instructor in the Puerto Rican Studies Department at Brooklyn College. Dr. Nieto’s scholarly work has been recognized
and rewarded by numerous awards and fellowships. Her work has focused
on multicultural and bilingual education, curriculum reform, and teacher education. She has written numerous book chapters and articles on these themes, and her articles have appeared in many journals. Her first book, Affirming Destiny: The Sociopolitical Context of Multicultural
Education (1992), soon to be in its fifth edition (2008), is used widely in multicultural education and professional development courses. Other books include The Light in Their Eyes: Creating Multicultural Learning Communities (1999), and Why We Teach (Teachers College Press, 2005). Dr. Nieto has served on
many local, regional, national, and international commissions, panels, and advisory boards that focus on
educational equity for all students.
WestCAST 2008
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Keynote Sessions
Friday, February 15th - Keynote Speaker: Joan McCusker
Joan McCusker is a graduate of the Yorkton Regional High
School and The University of Saskatchewan College of Education, and she is a former teacher. She believes it is ordinary
people who do extraordinary things. Through her experiences
as a teacher, mother, world champion curler, Olympic Gold
Medalist, and CBC Commentator, Joan has collected a number of observations on the attitudes that propel ordinary people to build extraordinary lives. With a big smile, plenty of humour and tons of Olympic examples, Joan explains the type of
attitude and teamwork that builds success in every aspect of
life, and how teachers can make a difference in the lives of
students.
Joan was part of a curling foursome that dominated the world
of women’s curling in the 1990’s. With her teammates, Sandra Schmirler, Jan Betker and Marcia Gudereit, Joan won three Canadian and three World Curling Titles in
1993, 1994 and 1997. All this was done while balancing the demands of a young family and career in
Education. In the fall of 1997, the team earned the right to represent Canada at the Olympics. These
victories prepared the team well for their greatest achievement: a Gold Medal at the 1998 Winter Olympics in Nagano, Japan!
Saturday, February 16th - Keynote Speaker: Dr. Sherry Farrell Racette
Dr. Sherry Farrell Racette is Professor of Art History at Concordia University,
Montreal, Quebec. Sherry is an interdisciplinary scholar with an active arts practice. She has a Bachelor of Fine Arts from the University of Manitoba (Winnipeg),
a Master of Education in Curriculum and Instruction from the University of Regina (Saskatchewan), and an Interdisciplinary Doctorate (Native Studies, Anthropology, History) from the University of Manitoba (2004). Her dissertation, Sewing
Ourselves Together: Clothing, Decorative Arts and the Expression of Métis and
Half Breed Identity, received the Distinguished Dissertation Award from the University of Manitoba in 2005. Her broad research focus is Métis and First Nations
women's history, particularly reconstructing indigenous art histories that recontextualize museum collections and reclaim women’s voices and lives. She has authored and published
several articles and illustrated children's books. Her arts practice includes painting and multimedia works
combining textiles, beadwork, and embroidery with images and text. Her works are in a number of public
collections including the Saskatchewan Arts Board, MacKenzie Art Gallery, and the Canada Council's Art
Bank.
WestCAST 2008
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Overview of Concurrent Sessions - A
Overview: Concurrent Session - A
Thursday, February 14th: 11:00 a.m. – 11:45 a.m.
Cossack
Bhangra in the Classroom
Board Room
Issues in Business Education: Through the Eyes of Third Year Students
Stephanie Leitao-Csada and Neelu Sachdev
Tessa Jordan and Josh Leblanc
Canadian North Supporting Undergraduate Programming Through Graduate Course Work
Rob McPhee, Maureen Winter, Auriana Burns
Canadian
Centre
The Relationship Between Applied Behavioural Analysis (ABA) Therapy at Home and at School
Ashley Sharpe
Canadian South Through Languages, Strength for Many Peoples
Peter Heffernan
Batoche
A Practical Primer of Physical Science Experiences for Elementary Generalist Student Teachers: A hands-on + conceptual presentation based upon
thirty-five years as a teacher-educator
Brian Herrin
Conference
Narrative Inquiry: Storying and Reflecting in SFU's International Teacher
Centre North
Education Module
Odessa
Survivor: New Teacher Edition
Poundmaker
An Investigation in Alternative Educational Settings
Anne Souther
Tanja Caley, Sherri Larson-Ashworth, Joe Dumont, Susan Miller and Jim Ray
Middle Years Education Students
See Floor Plan on
Back cover
WestCAST 2008
8
Cossack
Bhangra in the Classroom
Stephanie Leitao-Csada and Neelu Sachdev, University of Regina and members of the Arcola East Bhangra
Dance group
Bhangra is a folk dance style from the Punjab region of India. The intent of this workshop is to:
!" provide participants with guidelines for teaching Bhangra dance at the middle years level
!" provide participants with the opportunity to learn a pre-choreographed and "teachable"
Bhangra dance piece
!" provide participants with the opportunity to learn about the origin, purpose and symbolism used in
Bhangra dance.
Workshop
Board Room
Issues in Business Education: Through the Eyes of Third Year Students
Tessa Jordan and Josh Leblanc, University of Regina
This presentation is an in-depth look at issues in business education and their impact on the broader education system and community from the perspective of third year Business Education students.
Single
Paper
Canadian North
Supporting Undergraduate Programming Through Graduate Course Work
Rob McPhee, Maureen Winter, and Auriana Burns, University of Alberta
The Faculty of Education, University of Alberta initiated a graduate level course on Preparation, Mentorship
and Evaluation of Student and Beginning Teachers (2007). One instructor and two students who have completed the course will present this session. We will provide an overview of the course, including research
and references, processes used and assignments designed to help students construct their own meanings
and develop deeper understandings of course themes, such as mentoring. In this workshop, we will share
ideas by demonstrating the various components of our course work, involve participants in learning activities,
and provide materials.
WestCAST 2008
Workshop
9
Canadian Centre
The Relationship Between Applied Behavioural Analysis (ABA) Therapy at Home and at
School
Ashley Sharpe, University of Manitoba
This presentation offers an investigation of the relationship between ABA Therapy at home and at school.
Based on my work with a seven year old autistic grade two student as well as with other ABA families, I
will bring meaning to the importance of ABA Therapy and its continuity between home and school through
a 30 minute presentation followed by a 15 minute discussion period.
Single
Paper
Canadian South
Through Languages, Strength for Many Peoples
Peter Heffernan, University of Lethbridge
The maintenance of biodiversity is currently generally valued. In concert with this, researchers are now
looking into what the promotion (or want of same) of languages diversity in and through education, and
among other social institutions, means for a strengthened, more vibrant (or weakened, less diverse) human condition. This researcher, a senior professor in education, will discuss two projects in this vein: one
dealing with language-of-dissemination practices of Canadian scholars, particularly those working in languages education, and one in Aboriginal language maintenance through education. He will provide sketch
overviews of his work and findings in each of these areas of his research and practice and engage his
audience in a number of interactions and reflections about the challenges his research suggests are still to
be met.
Batoche
Single
Paper
A Practical Primer of Physical Science Experiences for Elementary Generalist Student
Teachers: A hands-on + conceptual presentation based upon thirty-five years as a teachereducator
Brian Herrin, Simon Fraser University
This session will include a series of practical activities and instructional strategies that will allow elementary generalist student teachers to work confidently with their classes doing physical science units (e.g.
sound, light, force, and motion, chemical/physical change, etc.). It will cover basic physical/chemical science underpinnings that often go untaught because of a lack of understanding. practical experiences explored by student teachers in a manner that leads them to explore confidently and safely these concepts
with children. The session will be both experiential and conceptual and will include a detailed handout and
some take-away equipment to further exploration of the phenomena.
WestCAST 2008
Workshop
10
Conference Centre North
Narrative Inquiry: Storying and Reflecting in SFU's International Teacher Education Module
Anne Souther, Simon Fraser University
Participants will engage in a 60-minute interactive workshop that will include the following: 1) a brief introduction to the ‘narrative inquiry’ work done in Simon Fraser University’s International Teacher Education
Module during October/November 2006 in Panama, and during October/November 2007 in Oaxaca, Mexico; 2) a mini-workshop experience that will involve participants in the ‘narrative inquiry’ process used in
Panama and Mexico; and 3) an opportunity for questions and responses.
Workshop
Odessa
Survivor: New Teacher Edition
Tanja Caley, Sherri Larson-Ashworth, Joe Dumont, Susan Miller, and Jim Ray, University of Alberta
Surviving the first year of teaching can be a challenge for even the most prepared! This hands-on workshop
and presentation will give any new teacher a clear understanding of what they need to do in order to survive the first few years in our profession. The session is targeted at beginning and new teachers who have
high expectations for success as they begin their careers. We want new teachers to feel empowered to be
outstanding educators yet still be able to find a balance in this sometimes crazy profession! Participants will
walk away with hands-on materials and ‘tricks of the trade’ to try in their own classrooms and in their roles
as teachers. It will be a fun, energizing, and humorous hands-on hour together!
Workshop
Poundmaker
An Investigation in Alternative Educational Settings
Middle Years Education Students, University of Regina
Students in the new University of Regina Middle Years Program, which focuses on teaching for social justice, investigated a number of alternative schools and programs to determine how they differed from so
called main stream schools. The student teachers collected data through videos, photographs, field notes,
and interviews with adults and students working and learning in these settings. They then created videos
and PowerPoint presentations about the schools or programs, which they will present to the participants in
the session.
WestCAST 2008
Single
Paper
11
Overview of Concurrent Sessions - B
Overview: Concurrent Sessions - B
Thursday, February 14th: 1:15 p.m. – 2:15 p.m.
Cossack
H.A.P.P.Y.: Promoting a Health Action Photo Project for Youth
Twyla Salm , Christine Bilinski, Christine Apland, Julius Mushikori, Jeff Kitts,
Tyson Krause, Jeremy Creurer, Becky Schaab, Desiree Measner, and Kyla
Siemens
Board Room
The Future of ESL in Canada
Canadian
Strategies to Support Rural Placements
Joyce Vandall
North
Maureen Winter and Auriana Burns
Canadian
‘Running with the Research’: One
Their Stories, Our Re-
the Canadian Multicultural Picture
Read About AIDS in Africa
Centre
Teacher Candidate’s Experiences with
Book Project
sponses: Canadian Children
Lynne Wiltse
Lynne Wiltse and Jennifer Denton
Canadian
South
Batoche
Observation Stations
Sandy Margetts, Amanda Thompson, Kim Conway, Britta Wilson, Jackie
Spencer, Marni Bednorski, and Jennell Manns
Schools = Learning, don't they? Exploring community based field experiences in a
traditional teacher education model
Catherine McGregor, Kathy Sanford, Luanne Krawetz, and Darlene Clover
Conference
Centre North
Electronic Journaling: Building a Community of Sharing in the University
Classroom
Anne-Marie Reilander , Sandy Keating, Tracy Hryciw, Kristen Murray, Jill
Reid, Laura Taylor, Kaelyn Barrie, and Angela Rokne
Odessa
Teaching and learning across borders: Teacher candidates and teacher
educators explore international experiences
Angela Ward and Lynn Bayne
Poundmaker
Learning and Teaching about Human Rights and
Responsibilities
Tsion Abate
WestCAST 2008
See Floor Plan on
Back cover
12
Cossack
H.A.P.P.Y.: Promoting a Health Action Photo Project for Youth
Twyla Salm, Christine Bilinski, Christine Apland, Julius Mushikori, Jeff Kitts, Tyson Krause, Jeremy Creurer,
Becky Schaab, Desiree Measner, and Kyla Siemens, University of Regina
The purpose of this project is to promote non-Aboriginal and Aboriginal youth participation in a Health
Action Photovoice project. The presentation will highlight the diversity and choices in the ways youth perceive ‘being and becoming well’. Artifacts used in the presentation will show how the youth: reflected on
all dimensions of health-- physical, social, intellectual, psychological, and spiritual-- and incorporated beliefs
and values about self, family, friends, and community into their group projects. Youth projects ranged from
letter writing campaigns to creating t-shirts that challenged derogatory messages about women. Additionally, the pre-service teachers along with their faculty member will discuss the pedagogical issues involved
with engaging youth in meaningful social action and the importance of health action plans to communities
and educational programs.
Single
Paper
Board Room
The Future of ESL in Canada
Joyce Vandall, University of Regina
Canada is a land of immigrants. The multicultural nature of this country gives us a unique and respected
status in the global world. Every year new immigrants come to this fine land in the hope of making a better
life; one of peace and opportunity. With more immigration, a complex set of new concerns is arising in our
schools across the nation. English as a Second Language (ESL) / English as an Additional Language
(EAL) is a major concern. All kinds of ideas exist about second language acquisition and programs are being set up often with the best intentions but with little or no pedagogical or research base. This session addresses the principles and theory of ESL/EAL in Canada focusing on the Saskatchewan scene.
Workshop
Canadian North
Strategies to Support Rural Placements
Maureen Winter and Auriana Burns, University of Alberta
This presentation will examine how essential relationships can enhance and support all stakeholders in
rural field experiences. Through the University of Alberta’s House of Support, participants will respond to
and reflect on student teaching scenarios extrapolated from the rural teaching experience. Strategies to
support the diverse experiences of rural, collaborative, and Aboriginal Teacher Education programs will be
provided and discussed.
WestCAST 2008
Poster
13
Canadian Centre
‘Running with the Research’: One Teacher Candidate’s Experiences with the Canadian Multi-
cultural Picture Book Project
Lynne Wiltse and Jennifer Denton, Thompson Rivers University
This presentation will highlight findings from a national study of pre-service teachers’ understandings of shifting notions of culture, identity, and diversity through their critical engagement with Canadian multicultural
picture books. For the purpose of this session, one teacher candidate will describe her experiences in the
research project (picture book workshops, survey, lesson planning) as well as beyond the study. Inspired by
the research project, she designed and conducted a Canadian Multicultural Picture Book Week for the Summer Reading Club at the public library.
Their Stories, Our Responses: Canadian Children Read About AIDS in Africa
Lynne Wiltse, Thompson Rivers University
This presentation will highlight findings from a collaborative school-university study involving students in a
Grade 6/7 class in a project which combined reading and social justice. Two recent books (one novel and
one information text) by Canadian author Deborah Ellis which deal with the topic of AIDS orphans in Africa
were read as a springboard for exploring both fiction and non-fiction reading strategies as well as engaging
students in activism.
Multiple
Paper
Canadian South
Observation Stations
Sandy Margetts, Amanda Thompson, Kim Conway, Britta Wilson, Jackie Spencer, Marni Bednorski, and
Jennell Manns, Brandon University
The ability to make observations is crucial in doing science. In the early years, it is necessary to develop the
child's ability to make accurate observations and to describe them clearly. These observations become more
detailed as students progress through early years and into middle years where they compare and contrast
objects. The process of observing and communicating observations integrates key skills in all subject areas.
Participants will have the opportunity to explore six stations, take photos and receive ideas for establishing a
station in their own classroom.
WestCAST 2008
Workshop
14
Batoche
Schools = Learning, don't they? Exploring community based field experiences in a traditional teacher education model
Catherine McGregor, Kathy Sanford, Luanne Krawetz, and Darlene Clover, University of Victoria
As Carrington and Robinson (2006) noted, new teachers have "industrial age assumptions about learning"
that persist throughout their teacher education experience. These assumptions, coupled with Paine's
(1990) observation that novice teachers "under-appreciate" the social and cultural contexts of learning,
illuminate the need for teacher education programs to disrupt these assumptions. In this panel discussion,
faculty, staff, and students from the University of Victoria will share perspectives in providing opportunities
for practicum experiences in alternative settings. Panel members will discuss the theoretical foundations;
mapping potential partnership sites; implementation issues; lessons learned and future steps.
Panel
Electronic Journaling: Building a Community of Sharing in the University Classroom
Anne-Marie Reilander, Sandy Keating, Tracy Hryciw, Kristen Murray, Jill Reid, Laura Taylor,
Kaelyn Barrie and the voice of Angela Rokne, University of Calgary
This session follows the questions, surprises, and awakening wonder of 15 year one B.Ed Master of Teaching students and their instructor to co-create deeper understandings of teaching and learning through collaborative electronic journaling and in class debates. The student teachers will share examples of journals
and samples of practice. Questions, comments, and debate are invited from participants.
Panel
Odessa
Teaching and learning across borders: Teacher candidates and teacher educators explore
international experiences
Angela Ward and Lynn Bayne, University of Saskatchewan
Teaching and learning across borders, whether cultural or geographical, may enable teacher candidates to
broaden their professional understandings through participating in diverse communities of practice. If the
ideal of social justice for all in Canada is to flourish, and teachers are to exemplify the idea of From many
peoples, strength, then all teacher candidates should have the opportunity to teach and learn across borders, in local and international contexts.
WestCAST 2008
Panel
15
Poundmaker
Learning and teaching about human rights and responsibilities
Tsion Abate, Global Education Network, University of Victoria
As Carrington and Robinson (2006) noted, new teachers have "industrial age assumptions about learning"
that persist throughout their teacher education experience. These assumptions, coupled with Paine's
(1990) observation that novice teachers "under-appreciate" the social and cultural contexts of learning,
illuminate the need for teacher education programs to disrupt these assumptions. In this panel discussion,
faculty, staff, and students from the University of Victoria will share perspectives in providing opportunities
for practicum experiences in alternative settings. Panel members will discuss the theoretical foundations;
mapping potential partnership sites; implementation issues; lessons learned and future steps.
WestCAST 2008
Workshop
16
Notes
WestCAST 2008
17
Overview: Concurrent Sessions - C
Overview: Concurrent Sessions - C
Cossack
Diversity Through the Eyes of a Student Teacher
Board Room
Teaching For Social Justice: What Does it Look Like?
Anna Lee & Casey Mark
Meredith Cherland, Mitchell Duke, Crystal Heisler, Ashley Wagner, and
Kenna Whelan
Canadian
North
Predict-Observe-Explain (POEs) and QuickStarts for the Science Classroom
John MacDonald, Warren Wessel, Steve Biss, Ashley Dew, Andrew Foreman, Ben
Freitag, Danae Friesen, Rob Gosselin, Ashley Gulka, Steven Leslie, Brent Michelson, David Morley, Michelle Mullie, and Chris Neal Langdon.
Canadian
Spontaneous Literacy
Experimenting with Literature: Integrating
Centre
Nancy Evans
Science and Literacy in the Classroom
Canadian
The Best of Box Cars & One-Eyed Jacks
Jennifer Sykes and Ginger Knox
South
Sandy Margetts, Kristin Heis, Stacey Hubatka, Meaghan Andrew, Erin Oleck, Don
Batoche
Perceptions and Anecdotes of Student
Loose Coupling in Pre-Service Teacher
Teachers In Their First Practicum: A
Education: Implications for the Professional
Thirty Year Retrospective
Socialization of Teacher Candidates
David Townsend
David Mandzuk
“Isn’t This Just MORE Work?” Col-
Encouraging Strength in the Classroom
laborative Action Inquiry as Professional
through Differentiated Instruction
Development
Anna-Marie Wilhelm
Conference
Centre
North
Odessa
Beaney and Courtney Freeborn
Pamela Adams
From Many People, Theatre
Linda Lang , Phil Adams, Brit Matthews, Matthew Blackwell, Jennifer Halbert, and
Carisma Toles
Poundmaker
Northern Exposure
Flora Ratt, Ryan Carriere, Gabe Andrews, Jen deBruin,
Melanie Mirasty, Sheldon Landry, Joel Durocher,
Iona Linklater, Tara Dorion, and Chelynn Dantouze
WestCAST 2008
See Floor Plan on
Back Cover
18
Cossack
Diversity Through the Eyes of a Student Teacher
Anna Lee & Casey Mark, The University of British Columbia
The traditional teacher education program at an international university provides participants with exposure
to many new worlds that may have previously been unfamiliar. Our background is important in deciding
how we will view educational structure and philosophy, and most importantly, how we will view the students
within our classroom. During this presentation, we will discuss the importance of understanding your background and your attitudes towards diversity, with an emphasis on diversity within the classroom. We will
share our personal experiences from both the program and our practicums, and we will focus on how our
differing perspectives, alongside the professional advice and education from the educators within this program, are helping to prepare us for the diverse classrooms that we will enter into in the coming years.
Single
Paper
Board Room
Teaching For Social Justice: What Does it Look Like?
Meredith Cherland, Mitchell Duke, Crystal Heisler, Ashley Wagner, and Kenna Whelan,
Several students and one instructor from the Middle Years Teacher Education Program at the University of
Regina will share some of their experiences in the field as they have struggled to teach for social justice in
a variety of middle grade classrooms. The instructor will briefly introduce the student presentations with
three theories of teaching for social justice. The students will then present and reflect upon what they have
tried and what they have learned during practice teaching this year, about what teaching for social justice
can look like and mean. Discussion will follow.
Panel
Canadian North
Predict-Observe-Explain (POEs) and QuickStarts for the Science Classroom
John MacDonald and Warren Wessel, Steve Biss, Ashley Dew, Andrew Foreman, Ben Freitag, Danae
Friesen, Rob Gosselin, Ashley Gulka, Steven Leslie, Brent Michelson, David Morley, Michelle Mullie, and
Chris Neal Langdon, University of Regina
Are you wondering how science education research can be applied in your classroom? One answer is POE
and QuickStart activities. Secondary science education students will demonstrate a number of POE activities and QuickStart demonstrations for the audience who will take an active part in the workshop.
WestCAST 2008
Workshop
19
Canadian Centre
Spontaneous Literacy
Nancy Evans, The University of British Columbia
Teachers' literacy -- spelling, grammar, and writing -- is subject to constant scrutiny by professional
peers, students, parents, and the public. A research project involving 230 first year education students, from two Canadian universities, reveals much about what is known and what is yet to be mastered.
Experimenting with Literature: Integrating Science and Literacy in the Classroom
Jennifer Sykes and Ginger Knox, Manitoba
There seems to be a void in the literature for Early Years’ Science in Manitoba. However, this session
is designed to inform teachers, especially beginning teachers, ways of considering children’s literature
in a science context. We intend to explore different opportunities to investigate children’s literature
from a scientific perspective and, in doing so, we will provide specific examples using children’s literature and everyday text.
Multiple
Paper
Canadian South
The Best of Box Cars & One-Eyed Jacks
Sandy Margetts, Kristin Heis, Stacey Hubatka, Meaghan Andrew, Erin Oleck, Don Beaney and
Courtney Freeborn, Brandon University
A professor and a team of students will use a hands-on, station approach to share ideas to challenge,
motivate, and engage every learner in your math program. In this interactive and fun math games
session participants will learn how to use the BEST of Box Car games as a teaching strategy.
Workshop
WestCAST 2008
20
Batoche
Perceptions and Anecdotes of Student Teachers In Their First Practicum: A Thirty Year Retrospective
David Townsend, University of Lethbridge
Student teachers in their first professional semester practicum have compiled perceptions and anecdotes in
an attempt to describe the ways in which their current students in elementary and middle school are similar
and different to them (student teachers) when they were in the same grades. Thirty-eight student teachers
have gathered and analyzed information on such topics as trends, patterns of behaviour, values, humour,
and career aspirations.
Loose Coupling in Pre-Service Teacher Education: Implications for the Professional Socialization of Teacher Candidates
David Mandzuk, University of Manitoba
Have you ever noticed the number of contradictions inherent in our work as teacher educators? How familiar are you with the concept of ‘loose coupling’? Attend this session to learn more about common aspects of
pre-service teacher education that tends to be loosely coupled, why that is, what might be done to improve
things, and finally, how examples of loose coupling might actually act as powerful socializing agents for new
teachers
Multiple
Paper
Thursday, February l4th, Canadian Ballroom, 8 – 10 p.m.
The Education Student Society is happy to host a karaoke and games night
for fellow students from other universities on this Valentine’s Day.
Everyone welcome.
WestCAST 2008
21
“Isn’t This Just MORE Work?” Collaborative Action Inquiry as Professional Development
Pamela Adams, University of Lethbridge
Seven schools in a rural public jurisdiction in Alberta, Canada implemented a collaborative inquiry model of
professional development and school improvement. Project goals were to increase opportunities for jobembedded professional development; promote and disseminate best teaching practices and; expand connections between professional growth and sustainable school improvement. The study was guided by the question “In what ways, and to what extent, does an increased emphasis on collaborative inquiry contribute to
school improvement?”
Encouraging Strength in the Classroom through Differentiated Instruction
Anna-Marie Wilhelm, The University of British Columbia
This session will describe how differentiated instruction helps to strengthen the confidence and interactions of
your students while completing Language Arts activities. Diversity in learning styles is welcomed and encouraged in the strategies presented and a sense of self is strengthened in the students. With increased individual
confidence and an understanding of different learning styles, children are free to work as a cohesive unit and
continue to build on each other’s strengths. With Differentiated Instruction and Differentiated Learning, different abilities are no longer seen as weaknesses but as strengths.
Multiple
Paper
Odessa
From Many People, Theatre
Linda Lang, Phil Adams, Brit Matthews, Matthew Blackwell, Jennifer Halbert, and Carisma Toles,
This panel presentation will involve four pre-service teachers who are participating or have participated in the
collective creation process as part of their drama education course. These presenters will respond to questions about their experience with this form that focus upon:
!" promoting respectful and creative group processes
!" how planning structures can nurture collaboration and cooperation
!" strategies for supporting active listening and productive negotiation of scripts performance as group celebration.
WestCAST 2008
Panel
22
Poundmaker
Northern Exposure
Flora Ratt, Ryan Carriere, Gabe Andrews, Jen deBruin, Melanie Mirasty, Sheldon Landry, Joel Durocher,
Iona Linklater, Tara Dorion, Chelynn Dantouze, Northern Teacher Education Program (NORTEP)
The Invitation Project by Ester Bryan started in 1994 resulted in the "Quilt of Belonging" that is now on display at the Canadian Museum of Civilization. Each square of this quilt communicates information about one
Canadian Cultural group. This quilt metaphor and physical creation of a quilt is used as part of the requirement for the NORTEP post-internship class in advanced methods in second language learning and curriculum development. The Northern Teacher Education post-interns have been collecting stories and anecdotes
from their internship experiences that demonstrate their growth and strengths as educators. These stories
are interpreted through artistic representations that become the learning community quilt. Each square tells
its own story and represents the many Northern Communities of the students. This quilt represents the culture of the Northern Teacher Education Program Community and the strength the students gain from each
other.
WestCAST 2008
Poster
23
Overview of Concurrent Sessions - D
Overview: Concurrent Session - D
Cossack
Schema-Based Instruction (SBI) and Strategic Content Learning (SCL) in the
Inclusive Mathematics Classroom: Outcomes from a Multi-Site Action Research Project
Scott Thompson
Board
Room
Canadian
Lessons From the Guidance Counsellor:
“Turning education upside down and inside
Empowering Aboriginal Student
out”: Hawk’s Nest, a culturally congruent
Success
learning space for Aboriginal students
Chris Brown
Linda Goulet and Sarah Longman
Goal Attainment Scaling
North
Kevin Lamoureux and Jennifer Williams
Canadian
Through Many Peoples, Strength: Online Networks
Centre
Kyle Lichtenwald and Charles Paul Bazin Webster
Canadian
Exploring Diversity, Equity, and Justice Through Educational Drama
South
Greg Wetterstrand
Batoche
Manitoba Mathe'magic
Sandy Margetts, Morgan Coombs, Jeff McPherson, Bittany Simpson, Amber Bieganski, Stacey Hutton, and Pam Cole
Conference
Centre
North
Employed or Not Employed? An Exami-
Slices of Magical Life: Recognizing the
nation of Saskatchewan Beginning
strengths of diverse middle years teaching
Teachers’ Experiences of Seeking and
styles in learning communities
Obtaining Employment
Kelly Martin and Keith Barber
Laurie Hellsten
Odessa
Modeling Effective Technology Inte-
The ‘Level of Use’ Index as a Tool to Assess
gration Practices for Pre-Service
Professional Growth and Development of
Teachers
Graduate Students Studying the Educa-
Rick Mrazek
tional Applications of
Emergent Technologies
Doug Orr and Rick Mrazek
Poundmaker
Teacher Education and the Promotion of
“Enhancing Teacher Education Programs
Innovation: Exploring the Possibilities
Through the Strength of Many Peoples”
Greg Ogilvie
Wenying Shi and Greg Ogilvie
WestCAST 2008
24
Cossack
Schema-Based Instruction (SBI) and Strategic Content Learning (SCL) in the Inclusive Mathematics Classroom: Outcomes from a Multi-Site Action Research Project
Scott Thompson, University of Regina
Students with learning disabilities and developmental disabilities often experience challenges in conducting
higher-level mathematic concepts, such as solving word problems. These difficulties are usually attributable to
deficits in metacognitive processes. Fortunately, there is a promising class of interventions, evidence-based
practices, in this area variably known as cognitive strategy instruction (CSI), schema-based instruction (SBI),
strategic content learning (SCL), etc. Two inclusive education teachers, (one elementary and one secondary)
and an inclusive education professor (author) explored the use of these SBI/CSI/SCL strategies with students
with learning challenges in two local classrooms. Data sources included: tape-recorded think-aloud protocols,
baseline and intervention word problems, and researcher journals. Outcome data is presented and themes
discussed.
Single
Paper
Board Room
Lessons From the Guidance Counsellor: Empowering Aboriginal Student Success
Chris Brown, Brandon University
The guidance counsellor has an important role in supporting the needs of all students as they develop a positive cultural identity. Hegemony is a deleterious factor in the cultural identity development of Aboriginal students. Strength-based counselling provides an effective counselling method to support Aboriginal students
because it recognizes the inherent influence of the cultural perspective. As a teacher leader, the guidance
counsellor is uniquely positioned to assist school staff to become more culturally proficient and develop a
greater appreciation for the challenges that Aboriginal students encounter. These factors will be discussed
from the perspective of a teacher-counsellor practitioner.
“Turning education upside down and inside out”: Hawk’s Nest, a culturally congruent
learning space for Aboriginal students
Linda Goulet and Sarah Longman, First Nations University of Canada
This session describes an innovative space established in an inner city school that serves Aboriginal students.
The importance of the partnerships in setting up this classroom will be presented, since Aboriginal parents,
Elders, and paraprofessionals, who are seldom represented in curriculum development, were integral to the
establishment of this space. The classroom, staffed by an Elder, does away with paper and pencils, the usual
tools of ‘Western’ schooling, and replaces them with artifacts that are culturally congruent for Aboriginal learners. Students see themselves and their culture forefronted in the learning process. We will present a pictorial
tour of the classroom accompanied by a description of the interactive learning activities. The responses of the
students and teachers will be discussed and analyzed in light of Aboriginal pedagogy and cultural psychology.
WestCAST 2008
Multiple
Paper
25
Canadian North
Goal Attainment Scaling
Kevin Lamoureux and Jennifer Williams, The University of Winnipeg
Goal Attainment Scaling is a non-intrusive, quantifiable means of assessing change over time. Clients and
practitioners (students and educators) work together to develop mutual goals relevant to the services being
offered and the needs of each individual participant. Recent examples include use of Goal Attainment Scaling
for the evaluation of mentorship programs, literacy programs, I.E.P.’s and behavioral interventions. The use
of Goal Attainment Scaling will be demonstrated through practical example, case study, and audience participation. Those working in, around, or with schools know that student populations are becoming more exciting
and diverse than ever. From these many peoples, there is a strength that can be recognized when assessment is genuine, responsible, and relevant. This presentation will strive to ignite the imagination of those who
work with children, and those that assess those programs that serve the children of today.
Single
Paper
Canadian Centre
Through Many Peoples, Strength: Online Networks
Kyle Lichtenwald and Charles Paul Bazin Webster, University of Regina
This 60 minute, engaging, hands-on workshop will introduce you to the power of online networks and the potential they offer for professional growth and learning. We will demonstrate our network in action in real time
and consider the strength of our online communities. In our changing world it doesn’t matter where you live,
your network will open connections to like minded peoples that will change the way that you exist as a life long
learner.
Upon completion of this workshop, you will have the resources necessary to exist within online spaces that
network you with individuals globally. All participants will be offered the opportunity to join the Western Canadian Web 2.0 Teachers Online Ning Community. Handouts will be distributed to participants and available
online at the Western Canadian Web 2.0 Teachers Wiki.
Workshop
WestCAST 2008
26
Canadian South
Exploring Diversity, Equity, and Justice Through Educational Drama
Greg Wetterstrand, The University of British Columbia
For 33 years Greg Wetterstrand (associate professor, UBC) has been researching, teaching and playing in
the world of educational drama. You are invited to this session to explore how to take young learners
through the complex and abstract concepts of equity and justice as manifest through the very real school
experiences of school aged children.
In this workshop, you will have an opportunity to explore abstract concepts through the very real and concrete experience of educational drama. Participants are invited to bring their curiosity, a willingness to be
active for one session and your own complex ideas ready to give them shape and form in the concrete
reality that is educational drama.
Workshop
Batoche
Manitoba Mathe'magic
Sandy Margetts, Morgan Coombs, Jeff McPherson, Bittany Simpson, Amber Bieganski, Stacey Hutton,
and Pam Cole, Brandon University
A professor and a team of students, including a professional magician, will illustrate via hands-on activities
which incorporate magic and magical resources, a means to enrich and excite your math program while
enhancing the new protocol.
WestCAST 2008
Workshop
27
Employed or Not Employed? An Examination of Saskatchewan Beginning Teachers’ Experiences of Seeking and Obtaining Employment
Laurie Hellsten, University of Saskatchewan
Based on a joint research study between the Saskatchewan Teachers’ Federation and the University of
Saskatchewan, this presentation will examine the employment experiences of Saskatchewan beginning
teachers. More specifically, this presentation will highlight findings from two years of cross-sectional survey
data on Saskatchewan beginning teachers with respect to: (a) their employment seeking strategies; (b)
their obtained employment (including contract type, position, and location); and (c) the fit between their
pre-service education and teaching assignment.
Slices of Magical Life: Recognizing the strengths of diverse middle years teaching styles
in learning communities
Kelly Martin and Keith Barber, University of Manitoba
By capitalizing on the familiarity of J.K. Rowling’s Harry Potter series, we will show that different styles and
personalities of teaching middle years students are beneficial. This presentation will first describe the
teaching styles of several professors at Hogwarts School of Wizardry, a fictitious school attended by Harry
Potter and other middle and senior years students.
Multiple
Paper
.
Discovery Toys
Is celebrating its 30th Anniversary . We provide
educational toys, books, and games for all ages (from birth- approx. 12. )
We carry Kindermusic , as well as many items for special needs.
Last year Discovery Toys selected toys especially geared for autistic children.
We offer an unlimited warranty as well as replacements are available for
many of the items.
WestCAST 2008
28
Odessa
Modeling Effective Technology Integration Practices for Pre-Service Teachers
Rick Mrazek, University of Lethbridge
Today’s pre-service teachers are expected to possess an ever-expanding array of skills that they can bring
to bear within their classroom. One of these skills is the ability to make productive use of technology in their
planning and preparation of daily lessons, as well as to integrate technology into the teaching and learning
of their students. Many school districts now include these skills as part of their application forms and hiring
processes. This study examines the methods employed by one University pre-service teacher education
program over a two-year period at every level of their program to do this.
The ‘Level of Use’ Index as a Tool to Assess Professional Growth and Development of
Graduate Students Studying the Educational Applications of Emergent Technologies
Doug Orr and Rick Mrazek, University of Lethbridge
The ‘Level of Use of an Innovation" (LoU) and ‘Stages of Concern’ (SoC) assessments are key components of the Concerns-Based Adoption Model (CBAM). These tools can provide a clear articulation and
characterization of the stages of adoption of an organizational innovation in educational technology. Adaptation of the LoU was used by the authors to assess changes in understanding of and competence with
educational technologies by students in a graduate level course focused on the use of emergent technologies in professional development The instrument reflected the criteria framework of the original LoU assessment tool, but was adapted to utilize a specifically structured self-reporting scale of the ‘level of use’
index to promote collaborative self-reflection. Growth in knowledge of and confidence with emergent technologies is clearly indicated by the results. The results obtained encourage collaborative reflection on and
assessment of the professional development process.
WestCAST 2008
Multiple
Paper
29
Poundmaker
Teacher Education and the Promotion of Innovation: Exploring the Possibilities
Greg Ogilvie, University of Alberta
Literature on the diffusion of innovation has provided valuable insights into the factors influencing change in
educational practices. This literature has undervalued the contributions that teacher education programs
can make in promoting innovation. This study analyzes the effects of a constructivist-based curriculum
course on student teachers’ disposition towards, and utilization of an innovation. The findings demonstrate
that the course had a positive effect on student teachers’ disposition towards innovation; however, this effect
was mitigated by the structure of the teacher education program. Insights provided by the data point to potential improvements in the structure of the curriculum course and the teacher education program as a
whole.
Enhancing Teacher Education Programs Through the Strength of Many Peoples
Wenying Shi and Greg Ogilvie, University of Alberta
The contributions of international graduate students to Canadian teacher education programs have been
largely neglected. Nonetheless, international scholars provide opportunities for cross-cultural dialogue that
may be invaluable to prospective teachers entering into increasingly diverse classrooms. In this study, the
experiences of an international doctoral student are presented as she attempted to gain experience as a
teacher educator. The results of the study demonstrate that significant barriers were encountered in attempting to acquire experiences in teacher education. The results also point to potential strategies that may
assist international graduate students in making more of a contribution to teacher education programs in the
future.
Multiple
Paper
.
WestCAST 2008
30
Notes
WestCAST 2008
31
Overview of Concurrent Sessions - E
Overview: Concurrent Session - E
Friday, February 15th: 11:00 a.m. – 11:45 a.m.
Cossack
Keeping Adolescents Safe Online
Board Room
Accommodating Student Teachers with Special Needs: One Framework
Joseph Dumont
for Support
Carley Christianson and Maureen Winter
Canadian
Voices: Educational Communication
North
Dana Schindel and Robert Taddei
Canadian
Practical and Effective Activities Teachers Can Use to Draw Out the
Centre
Strengths of Students in Order to Create a Positive Community
in the Classroom
Lourdes Jimenez and Carol Wong
Canadian
Building and Maintaining a Mathematical Community in the Classroom
South
Kimberley Flynn and Neda Nazarabadi
Batoche
Mathematics Resource Kits
Sandy Margetts, Emilie Blaikie, Janna Lenius, Amber Pekrul, Ashley Burwash,
and Lorissa Young
Conference
Centre North
Investigating Indicators of Success:
Copy Cat! Copy Cat!: Memes and
Beginning Teachers
Paradigm
A Typical Day in the Life of
Althea Ebanks and Laurie Hellsten
Odessa
the Evolution of the Educational
David Arbez
Physical Education Teacher Education (PETE) in the Academy and in
the “Almost” Academy
Daniel Robinson, Nancy Melnychuk, and Maureen Winter
Poundmaker
WestCAST 2008
Cultural Ties in Education
Jed Huntley, Nicole Morrow, Brittany Johns, Erin Kramer, and Jade Yee
32
Cossack
Keeping Adolescents Safe Online
Joseph Dumont, University of Alberta
This presentation will cover the major components of online activities for adolescents. This will examine
communication aspects of online use such as instant messaging, email, social networking (Facebook,
Nexopia, MySpace) as well as other uses of the Internet. Risk associated with this use will be highlighted, such as developing close online relationships, cyberbullying, and cyberexploitation. The presentation will conclude with a three pronged strategy to keeping adolescents safe from online risks.
Single
Paper
Board Room
Accommodating Student Teachers with Special Needs: One Framework for Support
Carley Christianson and Maureen Winter, University of Alberta
This workshop will examine the University of Alberta’s newly developed field experiences accommodation policy for student teachers with special needs. Participants will have opportunities to understand the
rationale for accommodations and through dialogue and interaction will engage with components of the
Faculty of Education framework.
Workshop
Canadian North
Voices: Educational Communication
Dana Schindel and Robert Taddei, The University of British Columbia
What is your voice? How do you relate to others? What makes an effective communicator? Our presentation considers the nature of effective communication within the field of education. Through the examination of various professional perspectives, this workshop will help the pre-service and new teacher find
their voice.
Workshop
See the Exhibitor's Tables in the
Conference Centre South
WestCAST 2008
33
Canadian Centre
Practical and Effective Activities Teachers Can Use to Draw Out the Strengths of Students
in Order to Create a Positive Community in the Classroom
Lourdes Jimenez and Carol Wong, The University of British Columbia
Teachers give students the strength to persevere and to reach their potential. They give them the strength
to succeed even if they fail. We live in a unique world, and as teachers, it is up to us to create a positive
learning community where students feel comfortable showcasing their strengths. Throughout this workshop, we will present a multitude of activities that can be used for students of all ethnicities and ages that
bring out the strengths of every individual. Through these various exercises, the classroom, in turn, can
become a well-connected and cohesive environment. Each participant will leave with a resource package
demonstrating activities that can be practiced in the classroom. Let’s help bring out each child’s uniqueness
and determination to be the best that they can be!
Workshop
Canadian South
Building and Maintaining a Mathematical Community in the Classroom
Kimberley Flynn and Neda Nazarabadi, The University of British Columbia
Every student has the potential and strength to think mathematically if he or she is directed on the right
path. In this workshop, we will provide strategies to build a stronger foundation for Mathematic education.
Participants will find numerous activities that can be directly adapted to lessons in the classroom. The focus
is on student-centered learning, where an environment is created in order to accommodate the ideas of
each individual learner. Everyone has the ability to understand and do Math. It is up to us, as educators, to
provide the opportunity and support necessary for every student to gain this most invaluable skill.
Workshop
Batoche
Mathematics Resource Kits
Sandy Margetts, Emilie Blaikie, Janna Lenius, Amber Pekrul, Ashley Burwash, and Lorissa Young,
Brandon University
Every math teacher should have a resource kit of math activities or 'gimmicks' relating to math in general
and / or the math program of instruction. These items should be useful for enrichment, enjoyment, and motivation in math classes. They should address multiple intelligences. Pre-service teachers will give the participants an opportunity to 'play' with the materials in their kits and allow for photos and idea-copying.
WestCAST 2008
Workshop
34
Investigating Indicators of Success: A Typical Day in the Life of Beginning Teachers
Althea Ebanks and Laurie Hellsten, University of Saskatchewan
This presentation will outline the results of a study designed to reveal, by means of semi-structured journal, the experiences of beginning teachers during a typical day in their teaching profession. Lesson planning, evaluating and preparing materials for a variety of grade levels, participating in extra-curricular activities, collaborating with colleagues, arranging meetings with parents or caregivers and participating in professional development sessions, are all part of beginning teachers’ work profile. In order to examine these
issues further, a sample of second year teachers, will record their daily experiences regarding their workload, responsibilities, and daily work profiles and reflect on any changes that have occurred since their
first year of teaching. Participants will complete the semi-structured journal for both a typical workday and
a typical weekend day. Expected results are that the participants’ workload, responsibilities, and work
profiles will have changed since their first year of teaching in both unexpected and expected ways.
Copy Cat! Copy Cat!: Memes and the Evolution of the Educational Paradigm
David Arbez, University of Manitoba
What makes some students listen to rock music, and others rap? How can we more effectively engage
students? Most importantly, why don’t ALL our students remember what we teach them!?
Ever since Richard Dawkins coined the term ‘meme’ in his landmark 1976 work "The Selfish Gene",
memes and its associated field of memetics are gradually becoming useful scientific tools for explaining
cultural evolution in ways that other fields such as psychology, anthropology, and sociobiology cannot. A
‘meme’, in short, refers to a unit of cultural information that is transmitted via imitation, being copied from
person to person when the right conditions are met. Although a science still in its infancy, memetics has
already been successfully applied in other areas of study such as Theories of Mind, Economics, Religion,
and Linguistics. It is, thus, equally important to weigh in the evidence of memetics in a discussion of education since both are in the business of culturally transmitted information. By looking at how cultural information is copied and shared within an educational context, it is hoped that the audience will gain an appreciation for memes, raise their consciousness to the effects of memes in the world, and adopt a
"meme's eye view" that will give strength to current research and practice.
WestCAST 2008
Multiple
Paper
35
Odessa
Physical Education Teacher Education (PETE) in the Academy and in the
“Almost” Academy
Daniel Robinson, Nancy Melnychuk, and Maureen Winter, University of Alberta
This workshop will examine the University of Alberta’s newly developed field experiences accommodation
policy for student teachers with special needs. Participants will have opportunities to understand the rationale for accommodations and through dialogue and interaction will engage with components of the Faculty of
Education framework.
Workshop
Poundmaker
Cultural Ties in Education
Jed Huntley, Nicole Morrow, Brittany Johns, Erin Kramer, and Jade Yee, Saskatchewan Urban Native
Teacher Education Program, SUNTEP-Regina
In this presentation, we will give a description of our genealogy trip to Winnipeg. We will explain why, as
Métis people, it is important for us to visit Winnipeg. We will cover what we see when we are there: the
sights, monuments, and museums. We will discuss how other programs could benefit from including a similar trip in their mandate. Pictures will be provided from previous trips, as well as the final project we are required to complete upon returning from the trip. We will show a 15 - 20 min. I-movie at the end of the presentation.
Single
Paper
Regina Education Students' Society Pub Crawl!
!
Check out the University of Regina Education Students' Society Pub Crawl!
Meet at the Owl, Riddell Centre, University of Regina,
Friday, Feb 15th, 6:00 p.m.
Tickets are on sale for $10.00 and will be available for purchase at WestCAST.
Just look for the ESS table on the Mezzanine level.
Come out for a night of fun; meet other people from other Education Faculties, and check out
Regina's nightlife!
WestCAST 2008
36
Thank-you to Presenters
Thank-you
The WestCAST 2008 Conference Committee made a decision this year
to, instead of giving gifts to the presenters,
we will make a donation on behalf of the presenters to
Carmichael Outreach here in Regina.
Their motto is, ” Hands to help. Hearts to Hope. We are here to help not judge”
At Carmichael Outreach, hope is given a space to grow and those struggling with addictions,
poverty, health issues and overwhelming life crises are shown that people care and are willing to
help.
Carmichael Outreach is a volunteer-driven, non-profit organization that provides everything from
clothing, food and household goods to harm reduction services, health education and counselling referrals.
Their door is open to whomever needs assistance and
everyone is treated with respect and dignity.
WestCAST 2008
37
Overview of Concurrent Sessions - F
Overview: Concurrent Sessions - F
Friday, February 15th: 1:15p.m. —2:15 p.m.
Cossack
Rural Roots/Routes: Internships in Small Communities
Board Room
Screening of Sarah Abbott's documentary film Tidemarks and
Chelsee Olsen, Ashlee Kaminski, and Janine Alspach
panel discussion (This session runs through two time slots: 1:15 p.m.— 3:30 p.m.)
Jo Ann Episkenew, Barbara McNeil, Sarah Abbot, and
Valerie Mulholland
Canadian North
How Student Societies are Making Stronger
Teacher Candidates
Carmen Peasley, Joel Beres, and Alicia Zimmer
Canadian Centre
An Introduction to the Reggio Emilia Approach
Canadian South
The Importance of
Relationships of power: Exploring
Teaching Treaties
teachers' emotions as experienced
in the Classroom
in interactions with
Jennifer Tupper and
their peers
Michael Cappello
Judith Martin
Batoche
Melissa Goudy, Chantelle Nelson, and Kristen Lander
Science Learning Centres
Sandy Margetts and students: Leilani Dumas-Wiebe, Nicole
Bobick, Teryl Wytinck, Shawna Judd, Crystal Horn, and
Hayley Takvam
Conference Centre
North
Odessa
Don't call me lazy: Identifying and Enabling the
Dyslexic Learner
Lori Semchyshyn
Four Aspects of Electronic Documentation on a
Learning Project (eDOL)
Hans Smits
Poundmaker
WestCAST 2008
Pedagogical Approaches Developed to Support the e-Portfolio
Kathy Sanford, Luanne Krawetz, and Tim Hopper
38
Friday, February 15th: 1:15 p.m. – 2:15 p.m.
Cossack
Rural Roots/Routes: Internships in Small Communities
Chelsee Olsen, Ashlee Kaminski, and Janine Alspach, University of Regina
Three interns discuss the challenges, benefits, and unexpected surprises of internship in small, rural communities. In light of their experiences, the discourses of "lack, lag and the rosy past"; stereotypes of rural communities; and the sustainable pedagogy of rural education will be examined by the presenters. Those attending will be invited share and contrast their experiences, recent and remote, with panellists.
Panel
Board Room
This session runs through two time slots: 1:15 p.m.— 3:30 p.m.
Screening of Sarah Abbott's documentary film Tidemarks and panel discussion
Jo Ann Episkenew, First Nations University of Canada; Barbara McNeil, Sarah Abbot, and
Valerie Mulholland, University of Regina
Ten years after the triumph over apartheid in South Africa, four former activists deal with the consequences
of their dedication to human dignity with frustration, humour, and hope. In her poignant and educational
documentary, Canadian filmmaker Sarah Abbott presents issues predominantly ignored by mainstream media as its focus on the brutalities of apartheid shifted to the successes of transforming the nation. Abbott’s
intimate engagement with Cape Town residents reveals the irony that many people who fought at the grassroots level for democracy struggle for daily survival a decade after South Africa’s first all-race elections.
www.Tidemarks-stories.com
A screening of Sarah Abbott's documentary Tidemarks will be followed by a panel discussion including the
filmmaker, Barbara McNeill, and Joanne Episkenew of First Nations University of Canada. Moderated by
Valerie, the panel will discuss what Canadian educators may learn from the stories presented in the film.
Film and
Panel
Canadian North
How Student Societies are Making Stronger Teacher Candidates
Carmen Peasley, Joel Beres, and Alicia Zimmer, University of Saskatchewan
The University of Saskatchewan Education Students' Society will share program and service ideas that they
currently provide to their students that strengthen the experience of teacher candidates. This interactive
presentation will draw on specific programs offered by this group such as CORE (Community OutReach Experience), PD events, faculty connections, and their annual charity fundraiser, SESH (Santa's Education
Student Helpers).
WestCAST 2008
Single
Paper
39
Canadian Centre
An Introduction to the Reggio Emilia Approach
Melissa Goudy, Chantelle Nelson, and Kristen Lander, University of Regina
Presentation will be an introduction to the Reggio Emilia Approach of child-centered instructional practices.
Focus will be on the main philosophies of the Reggio Emilia Approach. Time will be spent exploring the
relevance of the approach to Western Canadian education. The majority of presentation time will focus on
hands-on, experiential learning opportunities for participants. This presentation will be facilitated by fourthyear education students, who participated in the 2007 Canadian Reggio Emilia Study Tour
Workshop
Canadian South
The Importance of Teaching Treaties in the Classroom
Jennifer Tupper and Michael Cappello, University of Regina
What sense can students make of this country, its history, and the relationship between Aboriginal peoples
and Non-Aboriginals? It is not surprising that, largely, our students do not know and cannot make sense of
this place through the story of treaty. There have been no signs there to instruct them, to direct their reading of the world. Our research involved an exploration of classroom teachers’ use of the Treaty Resource
Kit, and educational resource created by the Office of the Treaty Commissioner in Saskatchewan, to facilitate student understanding of treaties. This presentation will build on our research in an effort to explore the
possibilities that treaty education presents for students to better understand the historical and contemporary relationships between First Nations and non First Nations people, and to make new sense of this country through the lens of treaty.
Relationships of p\Power: Exploring teachers' emotions as experienced in interactions with
their peers
Judith Martin, University of Victoria
This presentation describes my doctoral research, which explored the emotional aspects of teachers’ peer
relationships in schools. A group of 12 teachers, 8 women and 4 men, ages 25-62, from elementary, middle
and secondary schools throughout BC, participated in an on-line asynchronous discussion group over a
period of three months. I focus on how the teachers experienced, expressed, and made meaning of their
emotional interactions, and how those understandings changed as they engaged in discussion within the
group.
WestCAST 2008
Multiple
Paper
40
Batoche
Science Learning Centres
Sandy Margetts, Leilani Dumas-Wiebe, Nicole Bobick, Teryl Wytinck, Shawna Judd, Crystal Horn, and
Hayley Takvam, Brandon University
Successful learning centres are dynamic and inviting. Their purpose should be clearly expressed to students and be developmentally appropriate for all students in the class, providing a range of learning experiences and investigations. Science Centres are essential components of early and middle years classrooms.
Participants will have an opportunity to explore tried and true centres developed by pre-service teachers in
their science methods course.
Workshop
Don't call me lazy: Identifying and Enabling the Dyslexic Learner
Lori Semchyshyn, University of Manitoba
The presenter is a mother of five children, three of whom have been diagnosed with developmental dyslexia. She became so frustrated with the lack of support in the school system that she quit her job in marketing, and began to study what strategies work with dyslexic students in the hope of helping her own children.
She will share the research she has studied as well as her personal observations of the characteristics of
dyslexic students. She will also share the strategies and accommodations that help dyslexic learners to be
successful.
Workshop
Odessa
Four Aspects of Electronic Documentation on a Learning Project (eDOL)
Hans Smits, University of Calgary
This presentation shares four aspects of the University of Calgary's electronic documentation of learning
project (eDOL). eDOL combines the use of eJournals and ePortfolios to support inquiry and reflection
across our teacher preparation program. The presentation shares the initial vision behind the project, findings from the pilot, scale up strategies, and initial findings from the first year of program implementation, as
well as examples of student work. We believe it will help those considering the adoption of ePortfolios by Single
sharing the current literature, project implementation challenges, and initial findings.
Paper
WestCAST 2008
41
Poundmaker
Pedagogical Approaches Developed to Support the e-Portfolio
Kathy Sanford, Luanne Krawetz, and Tim Hopper, University of Victoria
This presentation will draw on an on-line survey of students using the e-portfolio software, interviews with
seminar instructors and students to gain insights on how the e-portfolio process has developed and a collaborative blog used by the e-portfolio development team to capture experiences and reflections. The development team continued on from Hopper and Sanford’s (2007) initial e-portfolio meetings, carrying on an
action research approach to develop the e-portfolio process, planning, observing, collecting data, reflecting
on findings, and then re-planning as the e-portfolio process evolved.
WestCAST 2008
Single
Paper
42
Notes
WestCAST 2008
43
Overview of Concurrent Sessions - G
Overview: Concurrent Session - G
Cossack
Board Room
“Can I take these activities home to
Teaching Math to Diverse Learn-
Rick Seaman
Wendy Klassen
share? No one will believe it”
ers in the Elementary Classroom
Screening of Sarah Abbott's documentary film Tidemarks and
panel discussion (This session runs through two time slots: 1:15 p.m.— 3:30 p.m.)
Jo Ann Episkenew, Barbara McNeil, Sarah Abbot, and
Valerie Mulholland
Canadian
Story Vines: An Interactive Story Telling Process
North
JulieAnn Kniskern with students: Kristy Ritchey, Leah Hunter, Lesley Riddell
Canadian
‘McDonald’s, 7-11, and Wal-Mart, Oh My!’: Using Environmental Print
Centre
Strategies for Literacy Motivation and Comprehension
Canadian
The Politics of Representation: Using Multicultural Literature in the
Nicole Gareau
South
Elementary Classroom
Batoche
Extreme Makeover: Pre-service Teacher Edition
Conference
Teaching for Social Justice in Middle Years Classrooms - Beginning
Aisha Haque and Kristy Vandermeer
Susan Miller, Jim Ray, and Dan Robinson
Centre North
Teachers' Experiences
Odessa
Physical Education Teacher Education (PETE) at the
Carol Fulton, Melissa Marley, and Ryan Whalley
University of Alberta
Daniel Robinson and Nancy Melnychuk,
Poundmaker
Parent-Teacher Conferences
John Poulsen
The Parent’s Role in the Academic
Education of Senior Years
Students
Mark Kubanek
WestCAST 2008
44
Cossack
“Can I take these activities home to share? No one will believe it”
Rick Seaman, University of Regina
This session will illustrate how real world mathematics problems can facilitate the discussion of issues
across other subject areas beginning with the amount of filth allowed in the food we purchase. Questions to
keep in mind are: How do we determine the appropriateness of real-world problems? Are teachers capable
of making this decision? Should political correctness be a consideration? Do we really believe in the need
to use real-world problems in our teaching?
Teaching Math to Diverse Learners in the Elementary Classroom
Wendy Klassen, The University of British Columbia
The range of physical and mental abilities, attitudes, behaviours, cultural differences, gender differences,
learning styles and day-to-day circumstances that may affect students’ performance in today’s classrooms
pose significant challenges for teachers, and, for the purposes of this session, teachers of mathematics. Is
it possible to meet the needs of all of your students in mathematics? Is it possible for every student in your
class to learn math? Are there more and less effective ways to teach math? What are some strategies for
meeting that range of learners in your math class? These are just some of the questions we need to ask
about teaching math to diverse learners. In this session, I would like to share with you how that diversity
manifests itself in the classroom, and then share with you some teaching strategies that try to address those
ranges in your mathematics classroom i.e. best practices for the teaching of mathematics in general. An
opportunity will be provided for participants to share their experiences and practices with diverse learners in
mathematics.
WestCAST 2008
Multiple
Paper
45
Board Room
This session runs through two time slots: 1:15 p.m.— 3:30 p.m.
Screening of Sarah Abbott's documentary film Tidemarks and panel discussion
Jo Ann Episkenew, First Nations University of Canada; Barbara McNeil, Sarah Abbot, and
Valerie Mulholland, University of Regina
Ten years after the triumph over apartheid in South Africa, four former activists deal with the consequences
of their dedication to human dignity with frustration, humour, and hope. In her poignant and educational
documentary, Canadian filmmaker Sarah Abbott presents issues predominantly ignored by mainstream
media as its focus on the brutalities of apartheid shifted to the successes of transforming the nation. Abbott’s intimate engagement with Cape Town residents reveals the irony that many people who fought at the
grassroots level for democracy struggle for daily survival a decade after South Africa’s first all-race elections. - www.Tidemarks-stories.com
A screening of Sarah Abbott's documentary Tidemarks will be followed by a panel discussion including the
filmmaker, Barbara McNeill, and Joanne Episkenew of First Nations University of Canada. Moderated by
Valerie, the panel will discuss what Canadian educators may learn from the stories presented in the film.
Film
and Panel
Canadian North
Story Vines: An Interactive Story Telling Process
JulieAnn Kniskern, Kristy Ritchey, Leah Hunter, and Lesley Riddell, Brandon University
This workshop is an opportunity for students and faculty members to learn an excellent strategy for retelling. The participants will create a story vine in the workshop and will be able to add it to their repertoire of
teaching/learning strategies.
Workshop
Canadian Centre
‘McDonald’s, 7-11, and Wal-Mart, Oh My!’: Using Environmental Print Strategies for Literacy
Motivation and Comprehension
Nicole Gareau, University of Manitoba
This session will explore the value of using environmental print to create meaningful chances for literary
success for Early Years and EAL students. The first part of the session will present the benefits of this
learning tool, and I will provide lists of easily accessible resources. The second part of this session will be a
workshop where attendees will be able to choose one of three environmental print projects that I have
used, and be able to make one for themselves. Participants will leave the session with one environmental
print resource that they can immediately use, and with more knowledge about this effective literacy tool.
Workshop
WestCAST 2008
46
Canadian South
The Politics of Representation: Using Multicultural Literature in the Elementary Classroom
Aisha Haque and Kristy Vandermeer, The University of British Columbia
This presentation explores the notion of utilizing authentic multicultural children’s literature to represent diversity and create an inclusive classroom environment. Using guidelines created by the Council on Interracial Books for Children, this presentation will provide educators with a bibliography of books that can be
used in the classroom.
Poster
Batoche
Extreme Makeover: Pre-service Teacher Edition
Susan Miller, Jim Ray, and Dan Robinson, University of Alberta
Have you ever wondered what being "professional" really means? Join us for a fast- paced, fun-filled session that will put a smile on your face and remind you about some important issues facing professional educators. Three former Mentor Teachers share the ‘ups and downs’ of working with pre-service teachers.
Come and find out the top ten ways NOT to impress your Mentor Teacher.
Workshop
Teaching for Social Justice in Middle Years Classrooms - Beginning Teachers' Experiences
Carol Fulton, University of Regina and In-service teachers, Melissa Marley and Ryan Whalley
In this session beginning teachers share some of their successes, challenges and resources in attempting
to teacher for social justice in middle years classrooms. The teachers were the first graduates of an experimental Middle Years program that was oriented toward teaching for social justice. An instructor in the new
program will also describe some of the successes and challenges for teacher education programs that undertake a social justice orientation.
WestCAST 2008
Single
Paper
47
Odessa
Physical Education Teacher Education (PETE) at the University of Alberta
Daniel Robinson and Nancy Melnychuk, University of Alberta
Through a mixed-methods case study that included on-line surveys and small focus group discussions, we
gathered students’ insights regarding their experiences in their Physical Education Teacher Education program. Using the ACDE Accord on Initial Teacher Education (2007) as a framework for considering their
experiences, our research questions focused on understanding students’ perspectives related to universityschool partnerships, theory-practice understandings, diversity training, and subject matter and pedagogy
expertise.
Through an analysis of survey and focus group responses, we found that a small number of themes
emerged. These themes included:
!" Reconsidering the Focus on Knowledge of Subject-Specific Content
!" Improving a Focus on Knowledge of Diverse Learners and Contexts
!" Supporting Collegial Interactions and Addressing the Theory-Practice Gap
!" Increasing and Improving the Field Experience.
Single
Paper
Poundmaker
Parent-Teacher Conferences
John Poulsen, University of Lethbridge
Parent-Teacher conferences should be a time for the important adults in a child’s life to get together to coordinate helping the child succeed. Pre-service teachers or new teachers could consider their structuring of
the conference, teacher preparation, importance of place, and timing. This paper will examine the do’s and
don’ts of these very important events. It will examine conference from the perspectives of before, during
and after. It will also examine specifics such as the potential and dangers of email and phone.
The Parent’s Role in the Academic Education of Senior Years Students
Mark Kubanek, University of Manitoba
In this session, the presenter will present his findings on the type of parental involvement in their children’s
activities and the reasons why parents do and do not get involved in the academic education of their children. The presenter will then identify how teachers can help parents become more involved in their children’s academic education, thereby supporting the learning that their children do in schools. Lastly, the
presenter will consolidate his findings in a hands-on reference guide that teachers can use to strengthen
parental involvement, thereby improving student academic success.
WestCAST 2008
Multiple
Paper
48
Notes
WestCAST 2008
49
Acknowledgments and Exhibitors
Acknowledgments of Financial Assistance
The WestCAST 2008 conference planning committee wishes to publicly acknowledge
the financial support extended to the conference by the following:
the Education Students’ Society
the University of Regina Conference Fund
the University of Regina Humanities Research Institute
the Office of the Dean of the Faculty of Education
the Office of the Associate Dean of the Faculty of Education
the Saskatchewan Instructional Development Research Unit.
Exhibitors
Please visit our exhibitors’ tables in the Conference Centre (South)
Historica Foundation
Saskatchewan Watershed Authority
Book and Brier Patch
Weekender Clothing
Saskatchewan Publishers
Discovery Toys
CIDA
Home and School Connection
West CAST table (Victoria) Pub Crawl
Readers World Books
Pearson (Duncan McKinnon)
WestCAST 2008
50
Program Overview
Wednesday, February 13th
12:30 p.m.—1:45 p.m.
2:00 p.m.— 5:00 p.m.
5:00 p.m.— 7:30 p.m.
7:00 p.m.— 9:00 p.m.
Deans’ and Directors’ lunches
Saskatchewan Field Partnerships (Panel
Discussion)
Deans’ and Directors’ meetings
Conference Registration Opens
Conference Opening
Keynote: Lee Gunderson
Wine and Cheese Reception1
Caribe Steel Orchestra
Canadian Ballroom
Canadian Ballroom
Hotel Lobby
Canadian Ballroom
Thursday, February 14th
8:30 a.m.— 4:30 p.m.
8:30 a.m.— 9:15 a.m.
9:15 a.m.— 9:30 a.m.
9:30 a.m.— 10:30 a.m.
10:30 a.m.— 11:00 a.m.
11:00 a.m.— 11:45 a.m.
12:00 p.m.— 1:00 p.m.
1:15 p.m.— 2:15 p.m.
2:30 p.m.— 3:30 p.m.
3:45 p.m.— 4:45 p.m.
Registration
Hot Breakfast
Welcome
Keynote: Sonia Nieto
Refreshment Break
Lunch with The Best Buddies Blues Band
7:30 p.m.— 10:00 p.m.
Education Student Society Games Night
Hotel Lobby
Canadian Ballroom
Canadian Ballroom
Canadian Ballroom
Canadian Ballroom
Friday, February 15th
8:30 a.m.— 4:30 p.m.
8:30 a.m.— 9:30 a.m.
9:30 a.m.— 10:30 a.m.
10:30 a.m.— 11:00 a.m.
11:00 a.m.— 11:45 a.m.
12:00 p.m.— 1:00 p.m.
12:30 p.m.
Hotel Lobby
Canadian Ballroom
Canadian Ballroom
1:15 p.m.— 2:15 p.m.
2:30 p.m.— 3:30 p.m.
3:30 p.m.— 4:00 p.m.
Registration
Healthy Start Breakfast
Keynote: Joan McCusker
Refreshment Break
Lunch
“Becoming a Teacher” presentation by the
Arts Ed Players
Refreshment Break
6:00 p.m.
Education Student Society Pub Tour2
Lazy Owl, Riddell Centre, U of R
Canadian Ballroom
Canadian North
Saturday, February 16th
8:30 a.m.— 9:30 a.m.
Pancake Breakfast
Canadian Ballroom
9:30 a.m.— 10:30 a.m.
Keynote: Sherry Farrell-Racette
Canadian Ballroom
10:30 a.m.— 10:45 a.m.
Thank you and Goodbye
Canadian Ballroom
1One
complimentary drink ticket is included in your registration package
available at the U of R Education Student Society table (Mezzanine)
2 Tickets
WestCAST 2008
51
Floor Plan
Mezzanine and Main Lobby Levels
Boardroom
Odessa
Canadian Centre
Cossack
Canadian Ballroom
Canadian North
Poundmaker
Batoche
Canadian South
Conference Centre South
Program Design and Layout by Shuana Niessen
WestCAST 2008
52

WestCAST Program FINAL for website.pub

Transcription

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