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).

By Laurie Chapman

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The reality of teaching today is that there are bound to be stacked classes. Some teachers choose to flip the classroom and have students watch a video they have either found or created for themselves to prepare for class. Some teachers choose to find common curriculum expectations to teach around. Some teachers choose to teach each course separately giving time to each course throughout the day or week.

My experience with stacked classes is level differences but the most challenging is teaching two very different courses in one period (HSB4U and HHG4M). Students may be independent learners and self starters versus those students who are dependent and need much support. My love of teaching is the discussions in the classroom when I raise a controversial topic to encourage critical thinking from a variety of perspectives so that is something that I have had to adjust to in a stacked classroom.

By Risa Gluskin


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Photo by Risa Gluskin


October is a month of change. Outside, the leaves become brilliant. Inside, we are getting to know our students - hopefully they are getting brilliant, too. It is also the month for municipal elections in Ontario. On that note, Rapport has a bit of an election theme for you this October.

November is conference month! Be sure to register for OHASSTA’s annual conference. This year it’s being held on Thursday Nov. 15 and Friday Nov. 16 in Toronto. Here’s the link to the registration page if you haven’t been there yet.

I urge you to attend. My own personal journey began at the OHASSTA conference. Before that, I was rather stuck in my own school and my own ways. I have met so many wonderful people through OHASSTA.

We all know that teaching is a very tough job – why not network and learn from others!