Ten Reasons why CAIS Schools are Leading the Future of Education

Last week, we held our annual meeting with all CAIS Heads and Chairs, and our theme was Place, Pedagogy and Purpose.  Rather than try to tell you why I came away from that meeting full of inspiration about our schools, let me show you the theme in action in the CAIS schools I visited this month.

CAIS Schools are inspirational learning places

  1. img_6913Rundle College in Calgary has a new facility including a spectacular dining hall for their junior students.  When I say that the future of facilities is glass – you can see the impact of glass in this room with the ability to bring the outdoors in.  Very inspirational for those children to sit in round tables and enjoy their lunch.

 

img_69642.  The theme of dining halls and glass continues to Crofton House.  When I was there, I caught the choir rehearsing. Listening to those girls singing made my day! Crofton has also invested in their food services, so the choice of healthy interesting meals is also noteworthy.

 

 

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3.  One more place that uses glass to create a beautiful space is found at Mulgrave.  When I visited earlier this month, I was blown away by their new facility and how they use space to display student artwork. Our accreditation team arrived early and walked in to the sound of children singing – again, cannot tell you how amazing it is that our schools celebrate the arts!

 

CAIS Schools are passionate about pedagogy

img_69794.  At Mulgrave, their new facility includes creative learning spaces, including private study rooms.  In a world that is so busy and highly collaborative, I was inspired to see some students search for this kind of space to enjoy quiet study.

 

 

 

img_69765.  We know that the best learning happens when children have teachers who inspire them, share their passions, challenge them and listen to them, and provide regular valuable feedback on learning. I always ask to meet those teachers whom students tell me are their favourites.  Sometimes those teachers are pretty quirky!  Check out the door to one of the classrooms I saw this month – who wouldn’t be inspired by this character!

 

 

 

 

img_71756.  Learning happens everywhere.  Meadowridge has invested in their outdoor spaces that are just as creative as their indoor spaces. The accreditation team this week just had to wander into the bushes to learn about this piece of artwork.

 

 

 

 

 

CAIS Schools live their purpose deeply and with authenticity

7.  img_7095First and foremost, our CAIS schools put the needs of children first. Students are known at our schools, and teachers work hard to understand them as individuals.  CAIS schools are passionate about students.  CAIS teachers know that their influence extends beyond the academic curriculum.  At our Heads and Chairs Conference, we heard from Dr. Mark Miliron who reminded us of our greater purpose in education.

 

 

 

 

8.  img_6899Our CAIS schools are passionate about the arts and about learning.  Take a look at this Wonder Wall at Rundle and the description of how the teachers inspired their students to Be Curious.

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9.  img_6953Our CAIS schools have made a firm commitment to being Canadian.  What does that mean?  It means they celebrate diversity, history and culture.  It means that they offer Financial Assistance to ensure great students can attend, regardless of socio-economic status.  Last week, I attended an Old Boys Summit at Upper Canada College, where they have raised over $50 million to ensure a more diverse student body.

 

 

 

 

10. img_7161All CAIS schools partner with parents, and our CAIS boarding schools go the extra mile to connect with parents of students who live where they learn.

Last week, my son’s advisor sent me this photo of Jacob playing soccer.  He is a boarding student at Lakefield, and I miss him a lot!  So I feel so good when one of his teachers contacts me to show me what he is doing.  I know this is cheating – to show off my own son! – but I really see that all CAIS schools take this kind of personalized communication seriously.

 

 

Where do Middle School Students Learn Best?

At our upcoming Heads and Chairs Meeting in Ottawa, our theme is Place, Pedagogy and Purpose, and we will have an Architects Panel. This question will be part of our conversation.

But for now, I have reason to believe they learn best outdoors. Last week, over 100 Middle School Students from CAIS schools across the country gathered at Camp Onondaga. This year, our program focused on significant youth issues:

  • Bullying
  • Gender and Sexuality
  • Social Media and Identity
  • Student Mental Health
  • Aboriginal Education

We were intentional about mixing the groups by province, and we gave them plenty of time to engage in conversations in the great outdoors. The photos tell the best story, but here’s some of the feedback as well:

– Students had many opportunities to meaningfully connect with their peers. Almost instantly, students developed friendships with students across Canada. Between their cabin groups, passport groups, and the time spent doing the camp activities, students were constantly having fun with new faces.

– The presenters told me that they were impressed with how engaged the students were during the sessions and the number of insightful questions. It shows that our students are not only capable, but passionate about solving big issues.

– My quietest student said she felt that the staff and students made it really easy for her to step out of her shell and talk to people from different schools.

– My students found the camp extremely valuable for improving their leadership skills. All of the girls were happy to learn that there are many different types of leaders (something they did not realize)

– My students noted that the workshops were fantastic and loved how the social media workshop did not focus on the dangers of having a profile but how they could use their social media accounts to promote leadership.

– The Gender Identity workshop was very valuable. My students were inspired by the speaker and think Gender Identity is an extremely important topic for kids their age. One of the initiatives they would like to start at our school is a Gender Identity workshop for their peers.

Huge thanks to Philip Lloyd, our CAIS Program Committee, our workshop presenters, the Onondaga staff, and the CAIS faculty advisors. Most of all, thanks to our CAIS students for their passion, energy, and ideas. May you go on to change the world.

Technology shouldn’t change what we teach

It is Easter morning and I carry on a tradition that my father started, and I write clues that my kids have to solve that will lead them to their Easter bunny. Last year they complained to me – and worse to their cousins – that my clues were too easy. And since that makes my brothers very happy, I ramped it up a bit this year.

One clue asked them both to figure out who inspires my husband. Kevin’s screen saver shows a slideshow of the three men who inspire him: one colleague from McGill, the principal of Queens, and the Governor General.

They first had to figure out that this screen saver existed, then they had to research their names. This was fascinating to watch because even an internet search wasn’t straight-forward. My son initially reported that the Governor General was the Queen…. It took a minute for him to realize that impossibility, given that the three photos were men. Eventually, Kevin went downstairs to help them. But I could hear frustration. Jacob came back upstairs and reported that Kathleen was completely upset, and even Dad’s help with an advanced google search wasn’t fast enough. He said to me, “There must be a better way,” then he took my iphone and spoke to it:

“Siri, who is the governor general?”

When he flew downstairs to show off, his ecstasy matched Kathleen’s anger. She started to cry. Happy Easter morning….

My first point is that technology is changing the way kids learn, and our schools need to teach kids to access information differently.

Back to Kathleen who is now crying on Easter morning and the bunny is yet to be found. I whispered to her, “See how your brother does on this next clue.”

Jacob read his clue out loud. It went something like this – If you lifted me up every morning, as we all remind you to do, your sister would not scream at you.

Kathleen smiled. She knew immediately that the clue was hiding under the toilet seat. But Jacob was miffed. It was one of those great gotcha moments.

My favorite line that morning was Kathleen’s immediate ability to stop crying and say this – “Why don’t you ask Siri?!”

Easter morning made me think about two things: Firstly, technology is changing everything and we need to adapt.

But secondly, technology is not changing everything, so we need to continue to teach thinking skills and problem solving and, of course, resilience and humour.

This Easter, my kids learned some important lessons about problem solving – and I, thankfully, regained my credibility with my brothers.

P.S – If you attended the Junior and Middle School Heads Conference in Ottawa last weekend, you can find some helpful resources on our website.

The Future of K-12 Online Education

About 15 years ago, I took an online course from Athabasca University. I needed one more course to be eligible to take my Principal’s Qualifications, but I had to complete the course – a full year university credit – in one summer.  I didn’t think it was possible to pull it off as I was already taking a summer education course in July and traveling across Canada in August.  My holiday was already booked!  But I signed up, got a box of books in the mail, and registered to take my exams in August in Calgary and Vancouver. 

It was unlike anything I have ever done.  I would call my assigned tutor from pay phones in camp grounds en route.  One day, Kevin and I hiked at Yellowstone National Park by day, then took turns reading to each other while we drove all night.  Another day, my Dad and my husband edited my essays while my brother typed the pages I hand-wrote. All true.  It was an intense summer, and I loved that I could get so much done in that short period of time. Did I learn more? Or retain more?  Not sure. But the experience was worth it and so was the convenience.

The fact is, online education – even back then – had an important role to play. And the truth is that most everybody does some kind of online education: for example, yesterday, we placed a number of online learning resources in our new PD Resources section of our website, and we will continue to add to the list. I’d call that online education.

But recently, there has been a lot of attention on one newer form on online education:  MOOCs.  For those of you who are not hip (like me!!!), let me enlighten you – experts are saying that the advent of massively open online classes (MOOCs) is the single most important technological development of the millennium.  (A January HBR blog highlights a panel of experts discussing the future of education, or watch the whole thing here.)

Why the recent buzz?  Loads of people are attracted to loads of content delivered to loads of students via MOOCs.  (Daphne Koller, founder of Coursera confirmed, 
”We’re at 2.4 million students now”.)  This popularity means that for American universities that traditionally charge a lot of tuition, MOOCs offer a reasonably priced way to educate students.  And the technology exists to ensure that the delivery mechanism will never be an inhibitor.  So this cheap educational option is highly attractive to a nation of young people stressed by student debt loads in America. 

So when you’ve covered the supply side with reasonable quality and competitive prices, and you’ve got demand from students around the world, you’ve got a disruptive innovation.

What is the impact on CAIS schools?  I believe it is threefold.

1.  As our tuitions continue to outpace inflation, we need to address opportunities that will sustain our schools.  Can schools integrate the online model with the on-campus experience and save – or even generate! – money?

2. As university preparatory schools, we need to prepare students for online learning.  Should K-12 schools require an online course?

3.  As schools that are passionate about learning and preparing kids for a changing world, we need to be very intentional about time.  If kids are already engaged in the online world, and they are, how can our schools do what we do even better?  In other words, can we use online learning to enhance learning through even more authentic face-to-face experiences that cannot be found elsewhere?  For instance, could we move some of the information transfer that happens in a classroom online, and instead use that class time for dialogue and debate, or hiking in Yellowstone Park? 

We must be proactive in the opportunities presented by online education.  Sustainable schools must make a commitment to seeking out new business models.  But I believe that the best business solution will always come from the best education solution.  Starting with what is best for kids must remain at the core of all we do, and that won’t change.

p.s.  Last week, Queen’s University joined the ranks of other universities trying to find their future in this new arena.  Their approach – town hall on online learning – is worth examining.  So too is their draft report.

This week, Forbes magazine chimed in:  MOOCs aren’t likely to solve the fundamental student learning challenges that colleges and universities face, and they certainly won’t take the place of a college education.