thank you for your time and thank you for the opportunity to
and thank you for the opportunity to
and thank you for the opportunity to share my story about my vision of the
share my story about my vision of the
share my story about my vision of the future of learning which is an
future of learning which is an
future of learning which is an invitation to connect schools to
invitation to connect schools to
invitation to connect schools to community I would like to acknowledge
community I would like to acknowledge
community I would like to acknowledge that for 25 years my my work and my life
that for 25 years my my work and my life
that for 25 years my my work and my life and my learning has been on the
and my learning has been on the
and my learning has been on the traditional unseeded territories of the
traditional unseeded territories of the
traditional unseeded territories of the Squamish and seashell First Nations
Squamish and seashell First Nations
Squamish and seashell First Nations Kipps ins Harbor a short ferry trip away
Kipps ins Harbor a short ferry trip away
Kipps ins Harbor a short ferry trip away from Vancouver and this class is going
from Vancouver and this class is going
from Vancouver and this class is going to school it’s not a field trip
to school it’s not a field trip
to school it’s not a field trip they’re going to school the framing of
they’re going to school the framing of
they’re going to school the framing of my talk is kind of a story within a
my talk is kind of a story within a
my talk is kind of a story within a story I have a personal experience to to
story I have a personal experience to to
story I have a personal experience to to share with you about how I first was
share with you about how I first was
share with you about how I first was curious about my practice and then the
curious about my practice and then the
curious about my practice and then the story is sort of nestled in a month
story is sort of nestled in a month
story is sort of nestled in a month amongst a number of other initiatives
amongst a number of other initiatives
amongst a number of other initiatives happening around the same theme and so
happening around the same theme and so
happening around the same theme and so this classroom very typical of an
this classroom very typical of an
this classroom very typical of an elementary school teacher I would have
elementary school teacher I would have
elementary school teacher I would have charts on the walls to articulate what
charts on the walls to articulate what
charts on the walls to articulate what cooperative and learning looks like and
cooperative and learning looks like and
cooperative and learning looks like and it sounds like I’d have books picture
it sounds like I’d have books picture
it sounds like I’d have books picture books science materials math hands-on
books science materials math hands-on
books science materials math hands-on things tucked in bins a bit of a mess
things tucked in bins a bit of a mess
things tucked in bins a bit of a mess yes but I felt I was some just doing my
yes but I felt I was some just doing my
yes but I felt I was some just doing my job I am a teacher I am an educator I am
job I am a teacher I am an educator I am
job I am a teacher I am an educator I am the holder of knowledge students come to
the holder of knowledge students come to
the holder of knowledge students come to me your children my job is to make them
me your children my job is to make them
me your children my job is to make them smarter so that’s fine I I accept that
smarter so that’s fine I I accept that
smarter so that’s fine I I accept that there was always a sense of I’m not sure
there was always a sense of I’m not sure
there was always a sense of I’m not sure if I’m reaching all the students are
if I’m reaching all the students are
if I’m reaching all the students are they really engaged and when going on a
they really engaged and when going on a
they really engaged and when going on a field trip you would see them come alive
field trip you would see them come alive
field trip you would see them come alive you would see that excitement and
you would see that excitement and
you would see that excitement and novelty of being out of the box one day
novelty of being out of the box one day
novelty of being out of the box one day by the sign-in book in the staff room
by the sign-in book in the staff room
by the sign-in book in the staff room there was a notice and the notice was an
there was a notice and the notice was an
there was a notice and the notice was an invitation to come to what was called
invitation to come to what was called
invitation to come to what was called aqua school and so I’m curious I have a
aqua school and so I’m curious I have a
aqua school and so I’m curious I have a passion for science I open up the
passion for science I open up the
passion for science I open up the brochure and it’s some first looks like
brochure and it’s some first looks like
brochure and it’s some first looks like a field trip and then I realize it’s not
a field trip and then I realize it’s not
a field trip and then I realize it’s not a field trip it’s a week at the aquarium
a field trip it’s a week at the aquarium
a field trip it’s a week at the aquarium and I’m involved as a co planner this
and I’m involved as a co planner this
and I’m involved as a co planner this was exciting to me and I thought well
was exciting to me and I thought well
was exciting to me and I thought well that’s let’s try this this is a bit
that’s let’s try this this is a bit
that’s let’s try this this is a bit daunting there are all kinds of reasons
daunting there are all kinds of reasons
daunting there are all kinds of reasons not to go busing permission slips all
not to go busing permission slips all
not to go busing permission slips all the structures that we have in place
the structures that we have in place
the structures that we have in place reasons not to go but I thought let’s
reasons not to go but I thought let’s
reasons not to go but I thought let’s try it so my introduction to this model
try it so my introduction to this model
try it so my introduction to this model was going to the aquarium to be involved
was going to the aquarium to be involved
was going to the aquarium to be involved in planning with the staff in place our
in planning with the staff in place our
in planning with the staff in place our week was co-designed so if you can
week was co-designed so if you can
week was co-designed so if you can imagine your students at an aquarium at
imagine your students at an aquarium at
imagine your students at an aquarium at a museum at a Science Center for a week
a museum at a Science Center for a week
a museum at a Science Center for a week what could you do what subject could you
what could you do what subject could you
what could you do what subject could you not address in that time so we had
not address in that time so we had
not address in that time so we had planned to talk to marine biologists we
planned to talk to marine biologists we
planned to talk to marine biologists we got the behind-the-scenes tour down
got the behind-the-scenes tour down
got the behind-the-scenes tour down behind the shark tank watching the staff
behind the shark tank watching the staff
behind the shark tank watching the staff cut up the food we got to be in the wet
cut up the food we got to be in the wet
cut up the food we got to be in the wet lab we went to the rowing club for lunch
lab we went to the rowing club for lunch
lab we went to the rowing club for lunch we dissected squid in Stanley Park into
we dissected squid in Stanley Park into
we dissected squid in Stanley Park into the gazebo amazing amazing experiences
the gazebo amazing amazing experiences
the gazebo amazing amazing experiences this was the classroom so what happened
this was the classroom so what happened
this was the classroom so what happened on the second day this is kind of the
on the second day this is kind of the
on the second day this is kind of the pivotal moment for me on the second day
pivotal moment for me on the second day
pivotal moment for me on the second day we had done like I’d mentioned it into
we had done like I’d mentioned it into
we had done like I’d mentioned it into interview with a marine biologist and we
interview with a marine biologist and we
interview with a marine biologist and we had asked her fairly frank questions in
had asked her fairly frank questions in
had asked her fairly frank questions in a nice sort of intimate setting
a nice sort of intimate setting
a nice sort of intimate setting and then after lunch we gathered by the
and then after lunch we gathered by the
and then after lunch we gathered by the beluga tank at the time there’s a coffee
beluga tank at the time there’s a coffee
beluga tank at the time there’s a coffee shop there it’s outside and the students
shop there it’s outside and the students
shop there it’s outside and the students have their journals and their pencil
have their journals and their pencil
have their journals and their pencil boxes and someone had stopwatches
boxes and someone had stopwatches
boxes and someone had stopwatches dangling out of their back pockets and
dangling out of their back pockets and
dangling out of their back pockets and the coordinator framed this session by
the coordinator framed this session by
the coordinator framed this session by saying now it’s time to choose and now
saying now it’s time to choose and now
saying now it’s time to choose and now it’s time for you to find your place to
it’s time for you to find your place to
it’s time for you to find your place to observe 45 minutes you choose total
observe 45 minutes you choose total
observe 45 minutes you choose total personalized learning students the
personalized learning students the
personalized learning students the choice of where to go they could look at
choice of where to go they could look at
choice of where to go they could look at cockroaches in the Amazon gallery they
cockroaches in the Amazon gallery they
cockroaches in the Amazon gallery they could look at the sea otters and they’re
could look at the sea otters and they’re
could look at the sea otters and they’re lying on their backs so off they go and
lying on their backs so off they go and
lying on their backs so off they go and what am i doing standing there next to
what am i doing standing there next to
what am i doing standing there next to the cappuccino machine wondering what to
the cappuccino machine wondering what to
the cappuccino machine wondering what to do I’m no longer the gatekeeper I’m no
do I’m no longer the gatekeeper I’m no
do I’m no longer the gatekeeper I’m no longer the holder of knowledge I’m in
longer the holder of knowledge I’m in
longer the holder of knowledge I’m in the midst of a place-based learning
the midst of a place-based learning
the midst of a place-based learning experience where I now have to
experience where I now have to
experience where I now have to facilitate
facilitate
facilitate interactions of the students with the
interactions of the students with the
interactions of the students with the place so my role had shifted so let me
place so my role had shifted so let me
place so my role had shifted so let me show you for a few seconds what it might
show you for a few seconds what it might
show you for a few seconds what it might be like I find that quite soothing you
be like I find that quite soothing you
be like I find that quite soothing you have a student who has a passion about
have a student who has a passion about
have a student who has a passion about fish they’re interested in fish they’re
fish they’re interested in fish they’re
fish they’re interested in fish they’re interested in scuba diving they’ve maybe
interested in scuba diving they’ve maybe
interested in scuba diving they’ve maybe seen a video or done some some work
seen a video or done some some work
seen a video or done some some work around marine life and here’s their
around marine life and here’s their
around marine life and here’s their chance to sit for 45 minutes and journal
chance to sit for 45 minutes and journal
chance to sit for 45 minutes and journal and draw and ask questions about what
and draw and ask questions about what
and draw and ask questions about what they’re seeing so this is what it looks
they’re seeing so this is what it looks
they’re seeing so this is what it looks like on a grade seven boy who had
like on a grade seven boy who had
like on a grade seven boy who had interest in sea lions so given choice
interest in sea lions so given choice
interest in sea lions so given choice given time slowing down he was allowed
given time slowing down he was allowed
given time slowing down he was allowed to observe and his choice of
to observe and his choice of
to observe and his choice of observations were the Lapp recordings of
observations were the Lapp recordings of
observations were the Lapp recordings of the male in this case how many laps
the male in this case how many laps
the male in this case how many laps within a minute would it do in the tank
within a minute would it do in the tank
within a minute would it do in the tank and lower down on the right side you’ll
and lower down on the right side you’ll
and lower down on the right side you’ll see a sea lion bark was his second
see a sea lion bark was his second
see a sea lion bark was his second observation so he was given four days to
observation so he was given four days to
observation so he was given four days to choose and sit and record and and be
choose and sit and record and and be
choose and sit and record and and be like a scientist and then we can have a
like a scientist and then we can have a
like a scientist and then we can have a very deep and informed conversation on
very deep and informed conversation on
very deep and informed conversation on pros and cons of captivity which is very
pros and cons of captivity which is very
pros and cons of captivity which is very topical has been in the moment
topical has been in the moment
topical has been in the moment in Vancouver what are the pros and cons
in Vancouver what are the pros and cons
in Vancouver what are the pros and cons he’s talked to a marine biologist he sat
he’s talked to a marine biologist he sat
he’s talked to a marine biologist he sat there and watched these creatures he’s
there and watched these creatures he’s
there and watched these creatures he’s watched the interactions of the
watched the interactions of the
watched the interactions of the creatures and the public and he can come
creatures and the public and he can come
creatures and the public and he can come up with a very informed opinion and I
up with a very informed opinion and I
up with a very informed opinion and I would argue his mind has been stretched
would argue his mind has been stretched
would argue his mind has been stretched and so was mine so I had immersed myself
and so was mine so I had immersed myself
and so was mine so I had immersed myself in this experience for a week and had
in this experience for a week and had
in this experience for a week and had seen the power in that learning model so
seen the power in that learning model so
seen the power in that learning model so we turned the page because in a sense
we turned the page because in a sense
we turned the page because in a sense this story within a story now moves to a
this story within a story now moves to a
this story within a story now moves to a different chapter my roles over the
different chapter my roles over the
different chapter my roles over the years changed and now I find myself
years changed and now I find myself
years changed and now I find myself advocating for this model for this
advocating for this model for this
advocating for this model for this community as classroom model and that
community as classroom model and that
community as classroom model and that distinction is important it’s not it’s
distinction is important it’s not it’s
distinction is important it’s not it’s not classroom to community which it does
not classroom to community which it does
not classroom to community which it does involve it’s the classroom as
involve it’s the classroom as
involve it’s the classroom as in the community it’s there so we leave
in the community it’s there so we leave
in the community it’s there so we leave the room we leave the box we move
the room we leave the box we move
the room we leave the box we move ourselves into place and for a week we
ourselves into place and for a week we
ourselves into place and for a week we are informed by our environment and the
are informed by our environment and the
are informed by our environment and the people there so Chilliwack very exciting
people there so Chilliwack very exciting
people there so Chilliwack very exciting just yesterday I met with the staff at
just yesterday I met with the staff at
just yesterday I met with the staff at the Museum in archives they are running
the Museum in archives they are running
the Museum in archives they are running two classes this year coming in for a
two classes this year coming in for a
two classes this year coming in for a week and the teachers are co-planning
week and the teachers are co-planning
week and the teachers are co-planning with the site staff Sunshine Coast
with the site staff Sunshine Coast
with the site staff Sunshine Coast Museum and Archives for ten years we’ve
Museum and Archives for ten years we’ve
Museum and Archives for ten years we’ve had the luxury of the privilege of
had the luxury of the privilege of
had the luxury of the privilege of having Jillian who began this work in
having Jillian who began this work in
having Jillian who began this work in 1993 shown here with the students on the
1993 shown here with the students on the
1993 shown here with the students on the floor and they are journaling with some
floor and they are journaling with some
floor and they are journaling with some artifacts in the museum so in that case
artifacts in the museum so in that case
artifacts in the museum so in that case the students would come for a week to
the students would come for a week to
the students would come for a week to lower Gibson’s they would work with
lower Gibson’s they would work with
lower Gibson’s they would work with Matthew the coordinator and they would
Matthew the coordinator and they would
Matthew the coordinator and they would then design their learning around the
then design their learning around the
then design their learning around the curriculum students interests the place
curriculum students interests the place
curriculum students interests the place and the people so a student given time
and the people so a student given time
and the people so a student given time and choice is interested in some of the
and choice is interested in some of the
and choice is interested in some of the marine history of Gibsons so this is her
marine history of Gibsons so this is her
marine history of Gibsons so this is her work and she’ll be given this
work and she’ll be given this
work and she’ll be given this opportunity four times in four days
opportunity four times in four days
opportunity four times in four days mixed up with other activities and
mixed up with other activities and
mixed up with other activities and opportunities in the lower Gibson’s area
opportunities in the lower Gibson’s area
opportunities in the lower Gibson’s area on the left side you see some students
on the left side you see some students
on the left side you see some students dissecting owl pellets and we could do
dissecting owl pellets and we could do
dissecting owl pellets and we could do that in class we could order pellets and
that in class we could order pellets and
that in class we could order pellets and take them apart on our desks and glass
take them apart on our desks and glass
take them apart on our desks and glass but we could do it in place and we could
but we could do it in place and we could
but we could do it in place and we could have somebody from Wilde BC come in and
have somebody from Wilde BC come in and
have somebody from Wilde BC come in and bring pelts and talk about the
bring pelts and talk about the
bring pelts and talk about the interactions of humans and creatures in
interactions of humans and creatures in
interactions of humans and creatures in their community and how do we mitigate
their community and how do we mitigate
their community and how do we mitigate those downsides to growth an expansion
those downsides to growth an expansion
those downsides to growth an expansion of our of our town many field trips
of our of our town many field trips
of our of our town many field trips would involve walking by things so at
would involve walking by things so at
would involve walking by things so at the aquarium you might walk by the shark
the aquarium you might walk by the shark
the aquarium you might walk by the shark tank and go that’s cool wow that’s huge
tank and go that’s cool wow that’s huge
tank and go that’s cool wow that’s huge and then off you go so the novelty
and then off you go so the novelty
and then off you go so the novelty effect never really stops for the
effect never really stops for the
effect never really stops for the half-day that you’re there this boy
half-day that you’re there this boy
half-day that you’re there this boy who’s interested in blacksmithing is
who’s interested in blacksmithing is
who’s interested in blacksmithing is sitting in the display he’s inside
sitting in the display he’s inside
sitting in the display he’s inside across the rope he’s in there using
across the rope he’s in there using
across the rope he’s in there using these journal prompts to expand his
these journal prompts to expand his
these journal prompts to expand his thinking and do some deep inquiry so we
thinking and do some deep inquiry so we
thinking and do some deep inquiry so we turned the page to Chilliwack we see the
turned the page to Chilliwack we see the
turned the page to Chilliwack we see the landing page on the website two classes
landing page on the website two classes
landing page on the website two classes coming in to visit this facility
coming in to visit this facility
coming in to visit this facility and very exciting just around the corner
and very exciting just around the corner
and very exciting just around the corner happy to say that the staff are
happy to say that the staff are
happy to say that the staff are completely on board and it’s a different
completely on board and it’s a different
completely on board and it’s a different approach so okay traditionally as a
approach so okay traditionally as a
approach so okay traditionally as a classroom teacher I could be you know in
classroom teacher I could be you know in
classroom teacher I could be you know in late August preparing for my my students
late August preparing for my my students
late August preparing for my my students coming in I’m thinking social studies
coming in I’m thinking social studies
coming in I’m thinking social studies I’m thinking history I’m thinking
I’m thinking history I’m thinking
I’m thinking history I’m thinking community and government and I would
community and government and I would
community and government and I would turn and they would go to the shelf
turn and they would go to the shelf
turn and they would go to the shelf behind my desk and put it pull out a
behind my desk and put it pull out a
behind my desk and put it pull out a teacher’s guide pull out some textbooks
teacher’s guide pull out some textbooks
teacher’s guide pull out some textbooks pull out some resource books I think
pull out some resource books I think
pull out some resource books I think will help us I look on the Internet in
will help us I look on the Internet in
will help us I look on the Internet in this model we might pull out the
this model we might pull out the
this model we might pull out the experiences guide for the Fraser Valley
experiences guide for the Fraser Valley
experiences guide for the Fraser Valley and think where could we place our
and think where could we place our
and think where could we place our students who could we connect them to in
students who could we connect them to in
students who could we connect them to in the community to develop powerful
the community to develop powerful
the community to develop powerful learning experiences so place equals
learning experiences so place equals
learning experiences so place equals textbook connections our student
textbook connections our student
textbook connections our student engagement and the partnerships open up
engagement and the partnerships open up
engagement and the partnerships open up opportunities polygon gallery North
opportunities polygon gallery North
opportunities polygon gallery North Vancouver we had two classes from Queen
Vancouver we had two classes from Queen
Vancouver we had two classes from Queen Mary come down last year we supported
Mary come down last year we supported
Mary come down last year we supported them we supported them at the
them we supported them at the
them we supported them at the presentation house in experiencing this
presentation house in experiencing this
presentation house in experiencing this model so what was their choice well they
model so what was their choice well they
model so what was their choice well they chose to look at architecture because
chose to look at architecture because
chose to look at architecture because the polygon gallery at the time was
the polygon gallery at the time was
the polygon gallery at the time was being built so that became one of the
being built so that became one of the
being built so that became one of the themes for the week so students upon
themes for the week so students upon
themes for the week so students upon returning to the classroom because there
returning to the classroom because there
returning to the classroom because there is a strong connection between the class
is a strong connection between the class
is a strong connection between the class and the site both before and after
and the site both before and after
and the site both before and after drafted their dream museums including a
drafted their dream museums including a
drafted their dream museums including a water slide which I totally agree with
water slide which I totally agree with
water slide which I totally agree with it there should be a water slide in all
it there should be a water slide in all
it there should be a water slide in all museums and galleries and then as things
museums and galleries and then as things
museums and galleries and then as things emerge in this model is very fluid it’s
emerge in this model is very fluid it’s
emerge in this model is very fluid it’s a framework it’s not this is how you do
a framework it’s not this is how you do
a framework it’s not this is how you do it it’s more of an open-ended framework
it it’s more of an open-ended framework
it it’s more of an open-ended framework they designed in 3d what their dream
they designed in 3d what their dream
they designed in 3d what their dream galleries or museums would look like and
galleries or museums would look like and
galleries or museums would look like and then the site staff thought well this is
then the site staff thought well this is
then the site staff thought well this is interesting we’re going to getting
interesting we’re going to getting
interesting we’re going to getting something here let’s have an
something here let’s have an
something here let’s have an installation let’s bring all the student
installation let’s bring all the student
installation let’s bring all the student work back to the presentation house
work back to the presentation house
work back to the presentation house gallery let’s install it and
gallery let’s install it and
gallery let’s install it and serendipitously it was second report
serendipitously it was second report
serendipitously it was second report card conferences so the students could
card conferences so the students could
card conferences so the students could all dressed up and he stood in front of
all dressed up and he stood in front of
all dressed up and he stood in front of their creations and parents came in the
their creations and parents came in the
their creations and parents came in the students own the site it was their place
students own the site it was their place
students own the site it was their place they were proud and now the the text you
they were proud and now the the text you
they were proud and now the the text you see on the slide is from the web
see on the slide is from the web
see on the slide is from the web cite the polygon gallery now open is
cite the polygon gallery now open is
cite the polygon gallery now open is advertising gallery school for students
advertising gallery school for students
advertising gallery school for students and teachers to come in and this text is
and teachers to come in and this text is
and teachers to come in and this text is significant because this is the words of
significant because this is the words of
significant because this is the words of the museum staff the gallery staff
the museum staff the gallery staff
the museum staff the gallery staff inviting educators in to make a
inviting educators in to make a
inviting educators in to make a partnership I have a few quotes from
partnership I have a few quotes from
partnership I have a few quotes from grade 3 grade 4 and grade 11 students
grade 3 grade 4 and grade 11 students
grade 3 grade 4 and grade 11 students and we’re going to play a little bit of
and we’re going to play a little bit of
and we’re going to play a little bit of music here from the curator of the
music here from the curator of the
music here from the curator of the school and Gibson’s
school and Gibson’s
school and Gibson’s as you read these quotes
as you read these quotes
as you read these quotes [Music]
[Music]
[Music] Thank You Matthew for the permission to
Thank You Matthew for the permission to
Thank You Matthew for the permission to use your song those quotes were taken
use your song those quotes were taken
use your song those quotes were taken from campus calgary and the open minds
from campus calgary and the open minds
from campus calgary and the open minds program so for 23 years if you can
program so for 23 years if you can
program so for 23 years if you can imagine district a district the size of
imagine district a district the size of
imagine district a district the size of Vancouver in Surrey combines has had a
Vancouver in Surrey combines has had a
Vancouver in Surrey combines has had a hundred and twelve thousand students
hundred and twelve thousand students
hundred and twelve thousand students learning in place they’ve gone to
learning in place they’ve gone to
learning in place they’ve gone to museums to art galleries to City Hall
museums to art galleries to City Hall
museums to art galleries to City Hall and the responses have been from the
and the responses have been from the
and the responses have been from the site staff incredibly positive we
site staff incredibly positive we
site staff incredibly positive we welcome that connection and those
welcome that connection and those
welcome that connection and those students those quotes taking the
students those quotes taking the
students those quotes taking the community authentic environments making
community authentic environments making
community authentic environments making that connection amazingly powerful we
that connection amazingly powerful we
that connection amazingly powerful we have total permission these are quotes
have total permission these are quotes
have total permission these are quotes from the BC Ministry of curriculum
from the BC Ministry of curriculum
from the BC Ministry of curriculum written by your colleagues my colleagues
written by your colleagues my colleagues
written by your colleagues my colleagues for the Ministry giving us permission to
for the Ministry giving us permission to
for the Ministry giving us permission to innovate giving us permission to connect
innovate giving us permission to connect
innovate giving us permission to connect to community move the learning
to community move the learning
to community move the learning out-of-the-box into place and the
out-of-the-box into place and the
out-of-the-box into place and the research I think all education sort of
research I think all education sort of
research I think all education sort of shifts or change or innovations should
shifts or change or innovations should
shifts or change or innovations should be grounded in some research something
be grounded in some research something
be grounded in some research something that firms are our own intuitive sense
that firms are our own intuitive sense
that firms are our own intuitive sense and this is it Jillian’s work seeing the
and this is it Jillian’s work seeing the
and this is it Jillian’s work seeing the world in 3d published 22 years ago now
world in 3d published 22 years ago now
world in 3d published 22 years ago now sets a framework in place and that is
sets a framework in place and that is
sets a framework in place and that is echoed by the Organisation for Economic
echoed by the Organisation for Economic
echoed by the Organisation for Economic Cooperation and Development just
Cooperation and Development just
Cooperation and Development just published 2017 networked learning
published 2017 networked learning
published 2017 networked learning systems we need to consider the power
systems we need to consider the power
systems we need to consider the power and learning by bridging between the
and learning by bridging between the
and learning by bridging between the formal education structures and the
formal education structures and the
formal education structures and the informal hybrid learning what does that
informal hybrid learning what does that
informal hybrid learning what does that look like and BC I think we we could
look like and BC I think we we could
look like and BC I think we we could look at this framework as a way of
look at this framework as a way of
look at this framework as a way of moving forward so I see this invitation
moving forward so I see this invitation
moving forward so I see this invitation to sort of unpack our thinking a bit to
to sort of unpack our thinking a bit to
to sort of unpack our thinking a bit to move from the classroom to the community
move from the classroom to the community
move from the classroom to the community and in the words of that great for a
and in the words of that great for a
and in the words of that great for a student the power of that learning model
student the power of that learning model
student the power of that learning model the connections the sense of belonging
the connections the sense of belonging
the connections the sense of belonging is so strong so thank you for your time
is so strong so thank you for your time
is so strong so thank you for your time and thank you for considering
and thank you for considering
and thank you for considering [Applause]
”
Be First to Comment