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#LearnDay Notes: Reactions to Keynote Speaker George Couros
1. What did you hear that challenged and sparked you?
What in Education Matters Most:
Responsibility resource trust
What are the goals of the education system? Empathy, risk taking, creativity, engagement
Innovation & many ideas:
A good idea is lots of ideas x2
Idea of a week on innovation sparked me
Innovation is focused on process not product ‘spark’
Empathy:
Emotion and empathy
Empathy is the key
Relationships as greatest help to create a learning experience
What are the goals of the education system? Empathy, risk taking, creativity, engagement
Do teachers want to be in their own class?:
Challenged by: “Would you want to spend six hours in your own classroom”?
I rejected technology. This was a ? to my career progress. Some have large company developing
? software.
How to use technology for learning?:
Challenge – use the technology productively
Re: Technology: When something is gained, something is always lost
Challenge: To accept that technology is not necessarily a problem
Do we teach students to seek ANSWERS or to find INSPIRATION?
Embrace technology:
Openness to tech
Embrace technology as part of learning
Exciting ideas about possibilities in technology in spite of tensions with ideas of what’s
appropriate in school
Untapped potential
Excitement of tech
Innovation and tech as a tool to enhance learning x 2
I want to learn how to use tech to do these things George presented. I feel/think I need a tech
mentor
2
Technology isn’t the issue: it’s how you use it!
Technology is a resource/system to learning. The importance of building relationships with
students/teachers
Using tech to build creativity, empathy, resilience, passion, a good life!
Teach them how to swim in social media (grade 5 teacher)
Novelty of Tech & Innovation
Technology challenged me
Not all students have devices:
Socio-economic issues – most, but not all, students have devices
Challenges of innovating within the system:
What do we value? Funnel/support
Get out of the silos
Sparks – Culture of doubt is so true!
Innovation inside the box
Challenges of system realities
A good TEACHER makes the difference – but does the system TRUST or CONTROL them?
Does my work create the “box”, keeping things fixed?
Are standards and innovation always at cross purposes?
Testing??
Challenges in working “The System” of Education (Traditional Models)
“The smartest person in the room is the room. We can do so much together!”
How do we move beyond culture of compliance?
….and fear of failure? What can we do?
Culture of compliance
Make the positives louder:
Make the positives louder so they drown out the negatives x 2
Make the positives so loud the negative is almost unable to be heard
Positive messages of students sparked me
Make the positives louder than the negatives
Model what you want to see, drown out the negatives with positives
Empower kids!:
Kids can lead – listen to them
Empowering kids
Student-led learning:
Letting go of my rigidity to allow student led learning (Challenge)
3
Many ways of learning – not just in school:
Integrate experiential learning
Intraversion vs. extraversion
What students should have when they graduate
Learning just happens, should not be confined to a school setting
Respect various ways of learning, encourage passion
Fractal learning is in!
Intergenerational learning and mentorship
Process of learning – scientifically critical thinking
Learning through challenge, risk, know how to channel it – This is a risk! Will we step up and
learn through it?
What opportunities are you seeing for learning and innovation on PEI?
Partnerships:
Develop and create opportunity for partnerships
High school credits for external (outside school) activities (4-H, Music, Sports)
Non profit to work with the teachers formal/informal
Opportunities, ongoing work and partnerships with community organizations and businesses
e.g. Big Brothers/Big Sisters
Opportunity to support holistic life long learning
Changing the system:
What if we didn’t have PISA? More autonomy in learning decisions
4-H – Learn to do by doing – Key to learning. How do we do this in the classroom and still fulfill
the requirements of the classroom?
Get hands dirty, make videos either science or art, appreciation, all starts with the willingness to
try. Observation of others. Use our substitute teachers in their area of expertise.
Have volunteers come into the school and assist with those experiencing difficulties. We need
an opportunity to break the rules. Everyone gets what each needs. Some kids need quiet
teachers, too.
Writing life stories with people in community. Students, seniors, hospice, music therapy, art
therapy. Learning about tech challenges – address them. E.g. Snow plowing/improving IT
Opportunity to determine goal of learning for PEI
Early interventions
Start up zones:
Innovative and supportive space
4
Pop-up ventures and innovation. Pod casts? Conferences. Communities of practice. Book clubs,
writing groups, fiddlers’ socials
Need more opportunity to explore careers on PEI in person and be aware of all the services and
programs and events – central location
Groups and individuals addressing specific needs – entrepreneurial approach
Small Island so try it out “pilot schools”
Remove barriers and create access to learning:
Make opportunities for learning more widely available – break down barriers
Remove barriers to accessing programs (travel, cost, knowledge)
Leadership: Women in Politics – a real need in PEI
Invest in developing healthy environment when young, builds on more complex learning.
Finland model nature education
o Play based, nutrition, healthier
Socio-economic barriers need to be addressed.
Encourage Curiosity and New Ideas:
Continue to invest in community spaces that value learning and sharing – public libraries!
Don’t forget about Mental Health! Needs to be a priority
Open K-12 system to allow for more community connections and specialist sharing
Meet children where they are at with their interests
How do we encourage “new” ideas?
Opportunity to rebalance learning journey vs. destination
Ongoing conversation about bias, stigma, and what we live that inhibits change in our views on
learning
How do we foster curiosity/enthusiasm and allow it to drive the process?
Our people:
We have as many opportunities as there are Islanders
Non-traditional learning opportunities:
Encouraging learning after school hours
How do we challenge each student?
Embed experience in learning
Mental literacy – more intimate learning opportunities through relationships – new approaches
like horse therapy
Seniors’ College
Learn about the world around you
Non-traditional formal opportunities
Value different styles of learning and motivations for learning
Embed learning in experiences
5
Development of peer support network and training opportunity
Community Schools:
Mobilizing local volunteers to move educational change forward
Adult/Senior education, community gardens
Inter-generational groups
Intergenerational learning, e.g. gardening, learning how to pickle, BOAST (Bring Older Adults and
Students Together), LOVE (Letting Older Volunteers Educate)
Learning from experience
Youth Programming:
Life skills/support
Communicating our stories:
Call-in shows, there is too much content on-line, isolation
- Island Morning, Twitter, CBC, podcasts
Create a centralized resource:
A central resource “Kijiji” like for linking needs in the community with resource providers.
“Education advisors” in the community to help make linkages between needs and opportunities
in the same way we have accountants, doctors, etc…
Is there any type of mentor-matching that is centralized?
There is a desire for schools to use more community mentors, but we don’t know who to
contact or what the possibilities are
Our existing programs – Horizons & Start:
SEAM & STAR
Skills link
Youth garden project Morell (SEAM)
Start to apply right (STAR)
LearnDay Open Space Conversations, by Theme
Public Education System
1. Philosophy of learning
2. Student mental health
3. Immigration in the classroom
4. Helping parents and children assist immigrants
5. Parents involved in education (Why), Home and School, learning more about the education
system so parents can help the child
6. Role of Teacher-Librarians and School Librarians
7. High School Co-op Program and Independent Study Courses
8. School Governance
Learning Models
9. Finland Education and Beyond
10. Competency-Based Learning vs. Grade Grouping
11. Universal Design for Instruction
12. Learn to do by doing
13. Synergies between formal and non-formal learning sectors, opportunities for experiential /
place-based learning
Transitions:
14. Interface between high school and post-secondary – grades
15. Transitions
Adult Learning
16. Youth Projects – STAR, SEAM
17. Adult learning – bringing under-represented groups (who?) into the workforce (where?)
Learning and Work
18. Does the job market on PEI reward the values of creativity, risk taking?
19. How to explore career options
Community-Based Learning
20. Mentorship Network “We are all teacher-learners.”
21. The Role of the Arts in the Context of Learning
22. Starting a non-profit for STEAM
1. Philosophy of learning
Notes and Ideas:
Bridges between partners
Think of the future in a holistic way
Develop a shared vision
Define learning broadly
Engage community
Inspire people to think differently
System lag in response to life-long learning
Everyone has a piece of genius and needs a space and a place
Supports development of the social fabric
Acknowledge learning in families
Literacy rates
Learning is bi-directional
Need to recognize prior learning.
Questions:
How do we truly become the Mighty Island?
Are we filling buckets when we should be lighting fires?
How to involve everyone in learning?
Next Steps:
Identify best practices
Identify diverse stakeholders
Engagement/empowerment
Transparency
Application
Headline:
Islanders lead in learning
2. Student mental health
Notes and Ideas:
Give students a creative outlet, e.g. art, to help them cope with anxiety
Build upon the ‘well-being program pilots’ at Westisle and Montague families of schools (these
are great but more related to crisis)
Need to start early to teach students what ‘mental wellness’ is
For teenagers, the discussion on mental health is happening online because the schools aren’t
having them
Questions:
How can we help staff and students at each level learn about mental health?
Mental literacy – how do we increase our knowledge of what we are facing?
If you teach students how to use the Canada Food Guide, why can’t you teach them yoga,
mindfulness, art?
Next Steps:
Attend Summit on Mental Health (similar to this)
Literacy – we need to increase our knowledge of mental health
Headline:
PEI Students Score High on Happiness
3. Immigration in the classroom
Notes and Ideas:
Settlement workers in schools (SWIS)
Potential partnerships with UPEI too
Questions:
Why not use the settlement workers (Newcomers) in the class (schools) / University / Holland
College?
Is there ACOA money available for programs?
Next Steps:
Meeting – research best practices
Time
Partners: Dept of Education, UPEI, Holland College, School Board, PEIANC, ACOA
Headline:
Strong Partnerships
4. Helping parents and children assist immigrants (Helping the parents help their
children in school)
Notes and Ideas:
Struggles:
Language (PTA)
Do not know what their role is
Do parents have too much responsibility?
Not all the same
Some of the parents are illiterate in their own language….
Over-protective (over the kids)
Creates behaviour issues
Questions:
How can a parent be able to assist a child when they do not speak / need language …
Do we rely too much on parents?
Are there services? – If yes, is it communicated clearly?
Next Steps:
COMMUNICATIONS!!!
What changes we want to see:
Interpreters on site (this does exist on site PTA meetings)
Teach parents
Empower the children
Peer program
Peer program for parents
Extra curriculum – get children involved
Big Buddy
Headline:
Reach Out! Investigate their customs / culture
Invite them in
Share foods
Commonalities
Show TOLERANCE
5. Parents involved in education (Why), Home and School, learning more about
the education system so parents can help the child
Notes and Ideas: Reasons for parent involvement:
Parents are first/primary educators
Involvement never stops
Teachers may change, parents don’t
Care about their education and set an example for the child for life-ling learning
Additional opportunity to build your relationship with your child
Parents are the cheering section for the children
Parents are at the centre of the child’s life/learning experience
Unconditional love
A way to show child that the parent feels pride and concern for their welfare and education
Helps to make child feel secure and safe
Listen well – 2 ears/1 mouth
Questions:
How can Government support Home & School, school communities and involve students in the
process and turn community ideas into Government policy?
The future is going to be what we choose to make it. How do we instill a desire in students to do
for themself?
Next Steps:
Get rid of Day Planners
Teach to the teachable moment
Encourage parents involvement in Home & School
Helping parents to feel positive about education, especially for those parents who did not have a
positive experience themselves
When children, parents and teachers all know (have met) one another there will be fewer
behavioral problems – connection has been made which creates an expectation of all. You will
be a student, not just a number
Advocacy for all children – a link with Gov’t and Teachers’ Federation, support for one another
Recognize the steps in education that have occurred because of the participation of parents
through the Home & School Federation’s active continuous attention to gaps and successes
Collaboration – effective tool of Home & School – needs to be taken to next higher level
Headline:
Parents are models Teachers change but parents are constant
Proud parents = secure children
Communities solve problems
Flexibility
6. Role of Teacher-Librarians and School Librarians
Notes and Ideas:
Teaching the information process
Big picture learning
Enjoyment
Maker spaces?
Finding the joy
Making learning “FUN”
Critical thinking skills
“Mining” students for interests to help excite them
Teaching research skills
Supporting literacy
Partnership with public libraries
Information literacy
Evaluation skills
Encouraging curiosity
Directive is a step in the right direction IF FOLLOWED
Questions:
What are the inequalities for our students due to different staffing and funding models?
How do we support teacher-librarians to continue and expand to develop and support teacher
abilities and comfort levels?
Teacher-librarians feel guilty fighting for libraries in schools when we know the demands on
resource, mental health, class size issues.
Next Steps:
Better understanding of benefits and roles for administrators
Consistency
Headline:
School Libraries and Teacher Librarians are Vital to
Learning and Growing
7. High School Co-op Program and Independent Study Courses
Notes and Ideas:
Gives students a job experience that may help with admission requirements
Currently may pose a problem because not all students have the flexibility in their schedules
In some areas, the Co-op Program is offered in the summer
Have people from the community come into the schools to talk to the students
Questions:
Does the Co-op Program have enough visibility? The right perceptions?
How can we use technology to bring people virtually into the classroom?
Next Steps:
Increase the positive perception of the Co-op Program by sharing success stories among teachers,
students, and parents.
Headline:
Co-op Program takes centre stage
8. School Governance
Notes and Ideas:
Who on PEI has the actual authority to make decision in Education?
Questions:
What is the role of the DAC?
Will our Premier agree to the election of school trustees?
How do we achieve more inclusive decision making at a local level?
Next Steps:
Communities need to move forward without permission and demand a meaningful say in educational decision making
Headline:
Communities Achieve Local Decision Making in
Education
9. Finland Education and Beyond
Notes and Ideas:
Philosophy of Education starts with pregnancy – (pre-natal)
Health, Social Services, Nutrition
True “Hug School” services for families/students
Learning inside and outside of school
Tied to communities
Nature education important, Ecology
4-day school weeks
Growth here in Montessori, etc.
“Whole Child” philosophy – parents engaged in this process
PEI Now
Social economic barriers now here
Outdoor classroom here at Mt. Stewart
How do we eliminate barriers for parent and community engagement and positive role models
for community members and others who have skills to share (gardeners, mechanics, “picklers”
etc.) ?
“Light a fire not fill a bucket”
Questions:
How do we make learning age-appropriate based on new child development research?
How do we foster things like empathy, co-operation, collaboration in students, not just think about test scores?
Is it possible to do this in a diverse community i.e. cultures, social economic factors, meet needs of all students?
Next Steps:
Challenge PEI to do a pilot of a “hub school”
How do we build engagement we had in last year’s discussion around schools and broaden it to education/learning
Have greater inter-generational and inter-cultural learning in order to deepen empathy and learning
Finland project based not so tied to disciplines – thematic – look at this
Life skills – Learning skills – outcomes show successes
Headline:
Adopt Holistic Learning Philosophy to Strengthen Education, School System and Communities on PEI / Finland Rocks – Adopt Model to PEI!
10. Competency-Based Learning vs. Grade Grouping
Notes and Ideas:
Multi-level classroom
Student centered vs teacher centered
Flipped classroom concept
Universal design for learning
Proficiency – mastering skills
Reach back concept – reactive for gap filling
Zero streaming and labeling
Small group learning
Year to catch up
Progress monitoring
Questions:
What to do with students who are not ready for credit at high school?
Is there a way to incorporate within the existing structure?
What life skills need to be part of this change?
Next Steps:
Resources for independent study
Support from the administration
Headline:
Small Steps to Incorporate Competency-Based Learning
Within Our Existing Structures
11. Universal Design for Instruction
Notes and Ideas:
Open questions
Tools – different
Choices + opportunity
Process creates lots of opportunities
Stations – skills
Reach every type of learner
Barriers against race…
Questions:
Is grade levels restricting?
Next Steps:
Cut the homework!
Multiple intelligences
Observe your students
Play cultivates creativity at all ages. Content learning….
Headline:
Educational Framework for Applying UD for Learning
Environments
Accessibility
Resources
12. Learn to do by doing
Notes and Ideas:
Heritage Fairs
Kids are play based, hands on, tactile
Bricks for Kids
Take time, Make time, Spend time
Home Economics classes
Culinary Programs
Moving from a product education system to a process based system (centered around the
learner not subjects)
Small libraries
Life skills (Red Cross)
Sports
Junior Achievement
Acting – Drama
Imagination
Taking ownership
Home & School
Modeling
We not They
Questions:
How do we connect success stories? Pass on information?
Can the curriculum absorb these ideas and prepare our students for the workforce and having
empathy for their fellow human beings?
Information overload – Misinformation, Time to analyze what information is correct
Next Steps:
Project Based Learning
Coop Learning – More understanding of program
Independent studies
External Credits ex. 4-H, Music, Duke of Edinburg, Academy of Dance etc.
Self directed learning (Starts in teacher training)
Empower parents, teachers (students as the centre)
Provide tools to use library, labs, use public libraries
Book mobile
Use available resources
Teachermobile
Headline:
Children Remember Best When They Do. Be a Doer,
Leader. All Learning Starts With an Interest. Hands On.
13. Synergies between formal and non-formal learning sectors, opportunities
for experiential / place-based learning
Notes and Ideas:
Knowing what’s out there in non-formal sector
Community schools go on line?
Co-op in High Schools (existing experiences)
Academic diploma programs (existing experiences)
AirBnB experiences – model for what we can do
Questions:
Where are the opportunities?
How can we facilitate them?
What are barriers to experimental learning?
Identify breakdown
Next Steps:
One- stop shop for life-long learning (on line, listing all, push information)
Identify how we can make each other aware of the opportunities that already exist
Support teachers in incorporating new experiences
Headline:
Experiential Learning for ALL!
14. Interface between high school and post-secondary – grades
Notes and Ideas:
80% is not 80% -- school to school variance
Exam to get into University/College
Adaprive assessments
IB Program
Theory of Knowledge
Creativity, Service and Action
Not % grades
Lacks physics at Rural
Liberal arts program
75% grade marked externally
Alternate assessments:
Observations, conversation, product
Competency based vs. outcome based – Can university be competency based?
% Grades net deficit; don’t motivate properly; valued for wrong reasons; society
Work for yourself rather than mark!
Questions:
What should we really be measuring?
Should educators be doing assessment or even monitoring students for testing?
What would be different if you didn’t have to worry about grades in high school? Next Steps:
University competency exam
Shift to IB type levels rather than percentages
Headline:
To Mark or Not To Mark?
15. Transitions
Notes and Ideas:
Learning is lifelong; Learning can be accidental; Learning can be holistic
Do students start school too early?
Moving information
Transition from high school to outside high school
#thestruggleisreal
Mental health through transitions
Transactional, transitional, transformative
Moving through the system:
o Do we have a common language?
o Are we communicating (?)
Transition means change
Stigma around being ready to change and transition
Competency vs. grade-based
Students should be able to look ahead and behind
Questions: N/A
Next Steps:
Misunderstanding of terms – language – training
How do we get on the same page?
Practicing a competency approach
Defining transitions from different perspectives
Consistency to promote learning
Fix broken steps
How do we talk to one another?
Headline:
Transitions – a Lifelong Journey
Transition thinking
A good way to look at learning
16. Youth Projects – STAR, SEAM
Notes and Ideas:
Guest speakers
More time for budgeting
Interview skills
Participants led the program
Police officers – ‘bots’ can see everything you do on social media – police officer as guest
speaker
How can we connect to students: “Spit out the truth.”
Questions:
Apartments for youth: Difficult to find apartments
Is there room for mentoring?
Supports for teenagers that need help (other programs in other jurisdictions)
Next Steps:
Funding - $0 Funding to start with
People in education deciding to keep it going
Sponsorship / philanthropy
Public awareness
Connections – sharing of information and resources
Group
Awareness of the great work participants are doing
Talk more about mental health
Help students who are under the radar
Beds and resources for mental health
Headline:
Youth needs more help on PEI!!!
Expand STAR and SEAM. Apply the same principles. Increase the capacity.
17. Adult learning – bringing under-represented groups (who?) into the
workforce (where?)
Notes and Ideas:
Stigma with self-identifying e.g. Parents’ ability to assist children
Creating a culture where people can identify strengths and build skills e.g. Hub University
Lots of programs in place now (competition for limited & and lack of communication) e.g. Life-
long learning
People trying to fit within project eligibility, rather than looking at people’s needs
Competition for project funds
Consistency with programs (better known)
Philosophy of learning that includes all ages
Islanders need a space to dream (tied to their needs, where they are now and where they want
to be)
People’s life experiences are not linear
School was a bad experience for a lot of people
Questions:
Where do people find supports?
Where do people access resources e.g. Internet and info?
What are the “real” competencies needed (not education) for jobs?
Next Steps:
Take successful WLPEI models out to whole Island
How do we get message out, engage strategy (TV, computers, etc.)
Headline:
Skilled Island Workforce Grows / Unemployment Rates
Drop
18. Does the job market on PEI reward the values of creativity, risk taking?
Notes and Ideas:
Culture PEI (Mark) – connecting outcomes and incomes
Side gigs, Christmas fairs
Contract culture (“I drink coffee for lunch”) – not sustainable, very stressful
Would a short-course based Arts School on PEI
PEI Storytellers
The Hive – Incubators
Underground network of artists / entrepreneurs
Questions:
Are the systems stodgy? Yes
Is art / creativity valued? (Yes ... Not enough!)
Next Steps:
More networks!
Headline:
More $$ for arts!
19. How to explore career options
Notes and Ideas:
Explore careers in secondary school
Explore careers at a young age – K-12
Be entrepreneurs
Career is not linear – what does cluster look like?
Experiment with options – AVC Vet Camp, movie production
Educational expectations:
o It’s ok to go to university
o It’s ok to study trades in college
o 2 + 2 avenue – A+
Should guidance counsellors be giving career advice?
Apprenticeship? Early beginning, 7, 8, 9
Summer break – opportunity for external learning
Self-awareness
Liaison to work between schools / organizations / industry and guidance counsellors
Grade 7 (junior high) explore opportunities earlier
Unleashing potential – creativity … how do we explore further?
Manage – think for yourself
Questions: N/A
Next Steps:
Embrace and accept and trust people’s choices
Employment – difficult, always changing
Reality – difficult to obtain employment
Headline:
Embracing Employment Realities!
20. Mentorship Network “We are all teacher-learners.”
Notes and Ideas:
Valuable, Proven Philosophy – We all have (expertise) something to share – one-on-one support
Kijiji Idea – Just in time mentorship – Informal Connection
Community Focus - Huge untapped potential – 2-way street – speaks to demographic changes –
we will lose the knowledge
Nurturing not just skills, but also relationships
Provides contextual perspective (can relate, interest)
Intergenerational – could be formal/informal part of an onboarding process ...
What exists?
Small business start up
Career development services (idea to support students)
Mentoring “subjects”
Skills (soft & tangible) }
Modeling } Create deeper community ties
Transitions – immigrants – older workers }
Links to health
Questions:
Would we all participate? YES!
What about new immigrants?
Can mentorship start? To interact – To appreciate – To use skills
What can mentorship look like? A physical Hub?
When should mentoring start? Any age?
What about older workers?
Use money to mentor instead of re-skill
How do you respect older workers? Through employment transition
Next Steps:
Form a working Committee
Bridge with Government – Learning Partnership (DAC, Hailey) – Health & Wellness (Craig)
Put a formal plan into action
Headline:
We Are All Teachers - Learners
21. The Role of the Arts in the Context of Learning
Notes and Ideas:
Students advised to take math and science courses for career prospects
Foundational Learning – The Arts
Whole learner – Head – Hands – Heart
Visual Art portfolio necessary to Engineering
Take students to art Galleries
The Art Engage!
Art 5% curriculum – Music 5% curriculum
Academy Diploma Program – Arts & Culture
Visual Arts is foundational for numeracy and literacy!
Questions:
Is it necessary to go outside public school system for Arts education?
What is the VALUE of the Arts?
How do we integrate arts into the secondary curriculum? Stem subjects often sole emphasis for
careers
Next Steps:
Project Based Learning
STEAM Projects
Art for Arts’ Sake
Cultivate Arts Appreciation
Academy Diploma Programs
School trips should have Art component
Cultural exchange
Strengthen Cultural Sector for Economic reasons
Headline:
ARTS UNDERLIE EVERYTHING!
22. Starting a non-profit for STEAM
Notes and Ideas:
How do we get into the school programs?
How do we “build stuff” as a group in the community?
Grow the curiosity
Look at other established models i.e. “let’s talk science” partnering
How can technology be more integrated in schools?
Develop pre & post visit activities
Communicate with teachers
Workshop with teachers
How can the community develop ways to enhance public education?
Interface
Questions:
N/A
Next Steps:
STEAM can reach out and collect names/money who would be able to go into schools
Make connections with Department of Education
Headline:
Not-for-profit can be the connector between experts
and schools.
#LearnDay Notes: Opening Question, Open Space Conversations
What opportunities are you seeing for learning and innovation on PEI?
Partnerships:
Develop and create opportunity for partnerships
High school credits for external (outside school) activities (4-H, Music, Sports)
Non profit to work with the teachers formal/informal
Opportunities, ongoing work and partnerships with community organizations and businesses
e.g. Big Brothers/Big Sisters
Opportunity to support holistic lifelong learning
Changing the system:
What if we didn’t have PISA? More autonomy in learning decisions
4-H – Learn to do by doing – Key to learning. How do we do this in the classroom and still fulfill
the requirements of the classroom?
Get hands dirty, make videos either science or art, appreciation, all starts with the willingness to
try. Observation of others. Use our substitute teachers in their area of expertise.
Have volunteers come into the school and assist with those experiencing difficulties. We need
an opportunity to break the rules. Everyone gets what each needs. Some kids need quiet
teachers, too.
Writing life stories with people in community. Students, seniors, hospice, music therapy, art
therapy. Learning about tech challenges – address them. E.g. Snow plowing/improving IT
Opportunity to determine goal of learning for PEI
Early interventions
Start up zones:
Innovative and supportive space
Pop-up ventures and innovation. Pod casts? Conferences. Communities of practice. Book clubs,
writing groups, fiddlers’ socials
Need more opportunity to explore careers on PEI in person and be aware of all the services and
programs and events – central location
Groups and individuals addressing specific needs – entrepreneurial approach
Small Island so try it out “pilot schools”
Remove barriers and create access to learning:
Make opportunities for learning more widely available – break down barriers
Remove barriers to accessing programs (travel, cost, knowledge)
Leadership: Women in Politics – a real need in PEI
Invest in developing healthy environment when young, builds on more complex learning.
Finland model nature education
o Play based, nutrition, healthier
Socio-economic barriers need to be addressed.
Encourage Curiosity and New Ideas:
Continue to invest in community spaces that value learning and sharing – public libraries!
Don’t forget about Mental Health! Needs to be a priority
Open K-12 system to allow for more community connections and specialist sharing
Meet children where they are at with their interests
How do we encourage “new” ideas?
Opportunity to rebalance learning journey vs. destination
Ongoing conversation about bias, stigma, and what we live that inhibits change in our views on
learning
How do we foster curiosity/enthusiasm and allow it to drive the process?
Our people:
We have as many opportunities as there are Islanders
Non-traditional learning opportunities:
Encouraging learning after school hours
How do we challenge each student?
Embed experience in learning
Mental literacy – more intimate learning opportunities through relationships – new approaches
like horse therapy
Seniors’ College
Learn about the world around you
Non-traditional formal opportunities
Value different styles of learning and motivations for learning
Embed learning in experiences
Development of peer support network and training opportunity
Community Schools:
Mobilizing local volunteers to move educational change forward
Adult/Senior education, community gardens
Inter-generational groups
Intergenerational learning, e.g. gardening, learning how to pickle, BOAST (Bring Older Adults and
Students Together), LOVE (Letting Older Volunteers Educate)
Learning from experience
Youth Programming:
Life skills/support
Communicating our stories:
Call-in shows, there is too much content on-line, isolation
- Island Morning, Twitter, CBC, podcasts
Create a centralized resource:
A central resource “Kijiji” like for linking needs in the community with resource providers.
“Education advisors” in the community to help make linkages between needs and opportunities
in the same way we have accountants, doctors, etc…
Is there any type of mentor-matching that is centralized?
There is a desire for schools to use more community mentors, but we don’t know who to
contact or what the possibilities are
Our existing programs – Horizons & Start:
SEAM & STAR
Skills link
Youth garden project Morell (SEAM)
Start to apply right (STAR)
