Revised, March 2016.
(This is the 3rd post of 3)
A Kids’ Guide to Canada – PROJECT DETAILS
1. Establish a national Advisory Board made up of educational leaders from across Canada including both Indigenous and non-Indigenous leaders, Francophone and Anglophone leaders, innovative educators, design thinkers, specialists in using technology for learning, etc.
2. Identify provincial and territorial representatives to co-ordinate the promotion of the project within each province and territory.
3. Seek assistance and leadership from Indigenous communities to help teachers work with students dealing with cultural stereotypes, particularly in learning from, about, and with First Nations, Inuit, and Metis people of Canada.
4. Identify needs and apply for financial support (ie Canada150 Fund’s “Community Stream”)
5. Establish a Pilot Project Committee and plan structure of the pilot project.
6. Create website with interactive map.
7. Create resource materials for teachers, including (i) technical information such as project guidelines, posting instructions, use of technology for learning, digital safety requirements, etc. and (ii) cultural competency resources for teachers.
8. Create bilingual translations of all materials.
October and November 2016
9. Conduct a pilot project with select students and teachers from all 13 provinces and territories who will help to co-create and test a system of interactive cross-Canada connections and activities to ensure they will be both engaging and effective for their peers.
Pilot project classes will be paired with similar-aged students who are growing up in very different locations in Canada, and wherever possibly, matching Indigenous and non-Indigenous communities. (Class matching will not be offered in the actual project.)
Each group in the pilot project will be asked to
- create and post their digital content introducing their home area; this will remain online for the entire project
- communicate with their partner class at greater length and depth
- explore age-appropriate activities to examine cultural stereotypes and provide personal experiences as a basis for building positive intercultural relationships
- reflect on pilot project experiences, and
- provide design input on each project element.
10. Revise and finalize project design elements based on pilot project input. Re-test changes where needed.
11. Promote the project across Canada, including promotions through school boards, teacher federations, education organizations, local media and events, and social media networks across Canada.
12. Register Project Participants
January 2017 – December 2017
13. Open website: participating students create and post digital artifacts to honour and introduce the land and the people of their home communities. All content must be original student content and meet digital safety requirements.
14. Students access artifacts to learn about the diversity of our communities across Canada.
15. Participating classes connect with other classes to pursue conversations, inquiry, and collaborative learning activities at greater depth.
16. Teachers collaborate in self-initiated learning activities, PLC’s, and possible research activities throughout the project.
17. Project activities end December 31st 2017.
January – February 2018
18. Final project report completed and submitted to sponsoring bodies.
* Project website and artifacts remain online an additional 3 years.
If you are interested in supporting this project, or helping to organize and promote this project in your area, please contact A Kids’ Guide to Canada c/o email@example.com