summer institutes for event wizard


Truth and Reconciliation Calls to Action: Revised History Curriculum

Grade Level: 7-10                                             

July 23-25, Laurentian University, Sudbury

Presenters: Rachel Collishaw and Jan Haskings-Winner

This Summer Institute will focus on learning more about the revisions to the History curriculum that focus on integrating the Calls to Action of the Truth and Reconciliation Commission. In this institute, participants will create classroom-ready activities that support both Indigenous pedagogies and historical thinking. We will work with First Nation, Metis and Inuit partners in the local community to learn together about both historical truth and reconciliation, both for ourselves and our classrooms.

Registration coming soon:


Just Blend It! Blended Learning and Inquiry in the History & Social Science Classroom

Grade Level: 7-12                                  

August 7-9, St. Lawrence College , Kingston

Presenters: Rachel Collishaw and Sandra Kritzer

In this Summer Institute, participants will have time to deepen their understanding of disciplinary thinking concepts through the inquiry lens. Subjects include those in History, Economics, Law, Politics/Civics, and the Social Sciences. Through a series of practical, hands-on, collaborative activities, we will explore blended learning pedagogy and technology options to use in your classes. These strategies will be geared to support inquiry and critical thinking, and to increase your strategies to assess for/as learning. By the end of this Summer Institute, participants will have constructed a task, lesson or assessment for a context of their choosing, that will be immediately applicable in their work. Teachers of grades 7-12 are invited to register. Bring your own laptop or other connected devices.

Registration coming soon:

By Risa Gluskin

 portland sign

Portland sign photo courtesy of Val Dodge


Doing differentiated instruction in terms of product format is not new. However, it is to me in my grade 11 World History culminating activity. I have always had all students do an essay as their final product. I have gone with choice this semester.

I’m not claiming that choice is a new innovation – we’ve all probably been giving students some choices for a long time. However, in light of my attempt to become more of an inquiry-style teacher I thought it would be more authentic if I let students decide how they wanted to present the results of their inquiry. After all, the inquiry is the main thing. Why then must its results be formalized in a specified way?



By Raman Sarai

Grade Four Label



In the grade 4 overview, the Social Studies Curriculum covers how students understand the past including social organization, daily life and relationships to the environment from the time 3000 BCE and 1500 CE.  With the refreshed curriculum it explicitly states including a First Nation and Inuit society from this timeframe.  Many of the revisions to specific expectations include stating “ including at least one First Nation and one Inuit society.” 

tree 1920x560

Tree of Life by Donald Chretien. The Ministry of Education is using this painting, with the author’s permission, to illustrate their page.


From Ontario Ministry of Education


Phase 1: Subjects/Courses Updated

  • Social Studies 4-6, History 7-8
  • Canadian and World Studies 9-10 (History)


Current Status:

  • April 20, 2018 - released to sector
  • September 2018 - mandatory implementation
  • Fall 2018 - release resources to support implementation, developed by Indigenous individuals and organizations


Phase 2: Subjects/Courses to be updated

  • Social Studies 1-3
  • Canadian and World Studies 9-10 (Geography, Civics and Citizenship)
  • Canadian and World Studies 11-12 (select courses to be determined)
  • Social Sciences and Humanities, 11-12 (select courses to be determined)



By Risa Gluskin

sculpture bridgepoint April 2016

Detail from William Lishman Sculpture Garden, Bridgepoint Active Healthcare, Toronto. Photo courtesy of Val Dodge from April, 2016.


It’s April 14th and the snow is falling. Regardless, the last quarter of the school year is in progress. We all know how fast it will move!

I wanted to take this opportunity to ask for your input (comments and contributions). I’m aiming to include more posts on social science related topics. However, I’m having a tough time getting writers on the subject. If you’re teaching social sciences and are willing to write, please contact me. If you have students or student teachers who’d like to write, please have them contact me.

In upcoming posts I’ll be examining the topic of instructional leaders/consultants and learning coaches. In my very preliminary research – and to my surprise – I’ve found that there are some school boards that still have subject-specific instructional leaders or consultants. It’s a surprise to me because my board (Toronto), which used to have them for geography and civics, history, family studies, and K-8 social studies, switched to a non-subject-specific learning coach model a few years ago.

Though I admit I am curious as to the rationale for the cutting of subject-specific positions, I am respectful of the incredible work that some coaches are doing. I hope to profile some of these people in the upcoming months. I’m also going to report on a new development in my board where there is a pilot program that combines subject-specific coaching with classroom teaching in a hybrid-demonstration classroom type situation.

If you’re a learning coach or instructional leader in Ontario, please feel free to contact me so that I can learn more about the different models across the province and can report on them.


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