Summer Institute 2013

Teaching and learning have a dynamic relationship that is difficult to separate.  There is no teaching without learning… and there is no learning without teaching.  Teaching can be autodidactic, or self-taught.  It can be community oriented, connecting and collaborating with like-minded individuals.  Or, teaching can be traditional, where an expert imparts some pertinent information to the learner.  At the SFU Summer Institute, I feel fortunate to engage in all three types of professional learning.  First, I presented “Math Embedded: A Tribute to Susan Point,” a Math 8/9 project I implemented a few years ago in partnership with several colleagues.  The project blended mathematics, aboriginal education, fine arts, and formative assessment.  The project itself was a learning experience, but also creating a proposal and presentation that incorporates my doctoral research with my past practice as a secondary mathematics teacher and the theme of this conference, “Engaging the Mosaic,” was also a learning experience.  Success.  Proposal accepted and I got to present.  The summer institute focused on ways to engage the learner.  Second, I connected up with Dr. Michele Schmidt who was the site manager of the Masters of Education Surrey Cohort in Educational Leadership that I was the site assistant to.  We had an awesome 2-year partnership.  At the institute, Michele attended my workshop which spring boarded an opportunity to present to her Educ 471 class the following week, in addition to a conversation about her current research, careers in higher education, and her pedagogical journey.  I learned so much over lunch and lattes.  Finally, the keynote speaker, Dr. Sharon Friesen from the University of Calgary validated my teaching practice.  What she had to say that day resonated with me, even though I have not been in a secondary mathematics classroom for almost three years.  Best part, she too was formally a mathematics teacher now doing national research on student engagement with adolescents.  The Summer Institute was an excellent opportunity for me to teach and learn formally and informally.  I could not have predicted who I would teach and learn from.  I even appreciated the spontaneous dialogue provoked by a couple of students from the MEd Surrey Cohort during my presentation.  I was teaching, they were learning… then, our roles reciprocated.  Loved it.  So much fun.  As mentioned in a previous post, I am so proud of this MEd Surrey Cohort and their action research projects and posters.  Looking at our practice and pedagogy to improve student learning and celebrating our findings at the Summer Institute is genius.  As you can see, I much enjoyed teaching and learning at the 2013 Summer Institute and I am looking forward to 2014.