![]() in Nature-Based & Place-Conscious Practices and a GDE in Indigenous Education. Their research focuses on creating circles of kinship in curriculum design and artistic pathways toward the ethical embodiment of two-eyed seeing in pedagogical practice. Calder is completing a doctorate in Arts Education at Simon Fraser. They teach (W)holistic Approaches to Teaching & Learning in the Faculty of Education at Simon Fraser University and are the Storywork Coordinator for Skwxwú7mesh Nation’s Language & Culture department. Follow Misty on Twitter and Instagram CheverieĬalder Cheverie is a non-binary artist, lands-based educator and filmmaker. Contextual interviews are helpful for a variety of products, including software, items, and experiences. This allows a manager, product developer, or marketer to learn more about how consumers use products in their daily lives. Misty empowers teachers of all kinds to integrate concepts, inquiry and play into multimodal studio spaces at their kitchen table, around a microscope, under a tree, across a classroom desk- or anywhere really! Spanning dozens of countries and thousands of learners, Misty’s research and practice supports a global movement to ‘pop-up’ curriculum with hands-on experiences that inspire meaningful, memorable, and merry learning for all. A contextual inquiry is an interview you can perform with consumers to learn more about how they use a product or service. As a teacher, parent, seasoned facilitator and certified Concept-Based consultant with over 20 years of teaching experience, Misty founded Pop-Up Studio and authored the best-selling Pop-Up Studio book, to champion a creative approach to education. Misty is a trusted leader in responsive teaching practices and a lifelong learner herself. This will be followed by 7 one hour online Q & A sessions. 12.15 pm to 1.30 pm - Panel Session with closing.Leave with valuable lived experience to POWR-up playscapes in your context. How do we cultivate a reciprocal response-ability that invites memorable meaning-making? We can become professional marvelors! Join Misty and Calder to practice the art and science of marveling using Pop-Up Studio’s POWR coaching cycle. Session 2: Facilitating Inquiry in Creative Contexts with Young People (ages 5-13 years)Ī carefully curated and crafted playscape is only as powerful as our learners’ receptiveness to inquire within it, and our attunement towards their response. Leave with an adaptive framework to “pop-up” your inquiries, on-the-spot, alongside learners. Together, we’ll design flexible contexts for concept-driven inquiry using low-cost materials and purposeful play. Join Misty, Founder of Pop-Up Studio, and artist Calder Cheverie, to discover and unleash the “Pedagogical Artist” within us all. As teachers of the most materially-endowed and digitally-attuned generation in history, we must support students in (re)cognizing their surroundings towards (w)holistic aims. The results showed that 1) compared with a teacher- dominated approach for CG, internet-based language laboratory with KWL plus model meta-cog- nitive reading strategy instruction for EG did a better job in enhancing students’ reading skills 2) There were significant differences between males in CG and EG and females in CG and EG 3) Students in EG held the positive response for the combined instruction.Session 1: Designing Creative Contexts for Inquiry with Young People (ages 5-13 years)Īncient teachers carefully selected teaching sites that connected students’ inner realities with those of the universe (Cajete, 2015). Subjects in this study consisted of 41 non- English-majored graduate students in the control group (CG) and 41 non-English-majored graduate students in the experimental group (EG). KWL Plus Model, Reading Strategy Instruction, Internet-Based Language LaboratoryĪBSTRACT: This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching reading with the know-want-learn (KWL) plus model to first-year non-English- majored graduate students from Yangtze University. Improving Reading Performance for Non-English-Majored Graduate Students: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Reading Strategy Instruction and Internet-Based Language Laboratory Support Eating Contexts for Inquiry: From KWL to PRC2.
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