A Poem Inspired by Learning Together
We tell a story about a mother who is seventy-four
and a daughter who is forty-nine,
adding up time and
along the line between them.
We share an open array of numbers,
imagining parts and wholes,
our strategies exposed by quantities
of numbers decomposing and
constant relationships in our minds
–before even holding a pencil.
Hand over heart we tap
until we see a place
in a string of familiar anchors
and friendly landmarks.
We can count back to see the value, partial
products of flexibility now.
Voices of facts and concepts
and ways to solve
burst with numerate enthusiasm
and joy, seeing how the teacher
draws our thoughts
together on a whiteboard.
We gasp at its simple magnitude.
Most pictures were taken on the south shore, Britt/Byng Inlet.
Some people might call it the woods, but our family has always called it the bush. Rolling granite, moss, and long grasses topped with juniper bushes, birches, maples, and pines extend for many kilometres from my parents’ place across Crown land.
My citizenship card arrived at the end August 2016. I was surprised how much peace it brought me. It was almost as though my ancestors breathed out a collective sigh of relief. I am proud to be Métis.
This summer I decided to attend as much theatre as possible. I wanted to reflect on how audiences responded to diverse titles, how directors used the space, how designers created a visual feast, and how the actors conveyed story in a way that connected with me. What impressed me in this quest was the vitality of theatre, the energy of the performers, the enthusiasm of the audience, and the magic created by the production crews. Theatre in Ontario is dynamic and alive.
Technology gives us the ability to learn nearly anything. I love that we can access information, processes, and thinking that for many centuries was available only to few. Technology is taking the lid off learning and redefining education.
The Good News
This summer I spent a lot of time with my cousin who wrote a six-part blog series about collective impact that I followed in August. It got me thinking about how this type of intentional work within schools and within our broader school communities could better support students.