By Zoe Flatman

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Another successful OHASSTA Conference is now finished and it is time for reflection. As I met with people over lunch and listened to powerful guest speakers, I was reminded of the first OHASSTA conference I attended so many years ago.  I was hired for a contract position less than 1 week prior to the start of the school year and, because of the support of a great Head of Department and mentor, just 2 months later I found myself out near the Toronto airport collecting ideas and resources and meeting amazing teachers from across the province.  That was in 1991 and I have been honoured to have attended more than a dozen conferences since. While budgets and release time have become tighter and attendance is a bit more of a struggle for many teachers, I firmly believe that the annual November get together is the best PD available. 

By Risa gluskin

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I haven’t written about my attempts at inquiry with my grade 11 World History class since October, 2018 when I mused about historical perspectives on Athenian democracy. Since then, I have been in experimental mode. After the Greece and Persia unit (or perhaps toward the end of it, I can’t quite recall), I decided to switch things up considerably in my history class.


By Jim Pedrech

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How rebuilding a city founded in the 8th century BCE is helping my students meet competencies of the 21st century

In late October, my CHW 3M students and I decided to embark on a new project: we would create a large-scale map of Rome using a cloth, a 3D printer, and whatever other resources we could muster. Ideally, this map would act as a portable museum that would help other students learn about Ancient Rome.

Students will solve meaningful, real-life, complex problems by taking concrete steps to address issues and design and manage projects.

By Claudia Policarpo

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“it is the mark of an educated man to be able to entertain a thought without accepting it”

Said Aristotle.

In 2009 I found my self (adjective) through several applications for teacher’s college. As much as I had prepared myself for this over the previous 4 years, in all the typical ways one does, volunteering, tutoring, working towards good GPA, I had not expected what I was reading in the application in front of me.

“Describe your social identity. How and why do you think [it] will influence your work as a teacher with groups of students who are diverse in their social identities?”

By John Myers

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I have wanted to do a project like this ever since I came to OISE. I had led a curriculum team of grade 5 teachers for a unit in Social Studies for the Toronto School Board in 1982-3: Technology and You.  I saw rare examples of marvelous use in the history classroom such as simulations through programs like Decisions, Decisions, and creating and analyzing historical census and street directory data from the Toronto and Ontario archives (I thank former teacher and retired principal, Marnie Taylor for many of these experiences at the middle and high school level in the mid-late 1980s).