I have returned to the classroom. After 5 years with the RECIT Provincial Service to Adult Education, I decided to return to my roots as an elementary school teacher.
I have learned so much over these past 5 years and I know that all of it will make me a better teacher for my students and my colleagues.
Just as I am moving on, so will this blog. I started blogging in the early 2000s on various platforms and moved everything over to Leading from the Heart in 2007. From now on, I will be writing there. I will also maintain a site with my PD Practice articles and you can find them at Leading from the Heart as well.
I hope to see you there! I have learned so much from all of my colleagues in Adult Education, the RECIT, and the larger Quebec education community and I am looking forward to applying everything I have learned within my new school. It has been about a decade since I taught in the youth sector – this should be an interesting ride!
I need to make a confession. I used to hate webinars. Like, really hate them.
As a participant, I found them insufferable. I’d be one of a list of faceless people to whom the animator asked, on repeat, “can you hear me?” In between those questions, the animator would present her or himself as a head with a microphone, reading the bullet points off of the presentation that surely accompanied them. I’d think – just let me read it myself. More often than not the sound was horrible, amplified by feedback and 2-second delays via participants who left their own microphones on during the presentation. And, when it is all happening in French it becomes not just hard to understand but plain exhausting.
And as an animator, I would be the one asking, “can you hear me?” since it was often the only time I’d get proof that there were actual people behind the list of names to the left or right of my screen.
I said that I used to hate them. I am starting to like them. Like, really like them.
Webinar on Flexible Classrooms
Earlier this year, I listened to Martin Lahaie, pedagogical consultant from the Commission scolaire du Chemin-du-Roy, tell the story of a research project on flexible classroom environments involving two teachers: Yannick Buisson (French, CCBE) and Sylvie Gravel (Math, DBE). The project is in conjunction with Nadia Rousseau, researcher from Université de Québec à Trois Rivières.
What I enjoyed about that webinar is that we were a small group, so there was interaction throughout the presentation. The smaller a group is, the more people can talk. This is true in the classroom, the conference room, or via distance education. I felt that he was talking with us and not just presenting the content of his presentation.
Social Media and ME webinar
The following week, I co-hosted a webinar with Caroline Mueller, teacher from Place Cartier Adult Centre of the LBPSB. We wanted to do the same thing – talk with small groups of people instead of at them, but we had a larger group of close to 40 participants. So we took advantage of online breakout rooms and organized the webinar into stations. We were each at a different station and so we each spoke with all of our participants even though it was a larger group. Here is the result of that webinar, including resources and some video: Social Media & ME Webinar resources.
Quebec Social Integration Network webinar
Soon after that, I was involved in an Apres-cours webinar offered by the Quebec Social Integration Network. The teachers who began the network presented a website they had created via an interactive webinar. Each teacher was in a different breakout room to facilitate discussion and sharing about different parts of the website. Participants were able to access the material and presenters easily.
Each of these webinars mattered to me as a co-presenter or participant for different reasons – mainly because in each one I was able to interact with the material and the people in different ways.
Some things I am learning about webinars
It is just another environment for learning so…
Mix things up – no one really needs to hear someone read off of a slide.
Just like in a classroom or conference room – build relationship. We are all humans connected to each other through the webinar interface. Ask yourself, how do I bring us together?
Along that same idea, don’t expect people to interact – just like in person, you need to create meaningful reasons for interaction.
That last bullet point is huge. So what can that look like?
Create small group activities: We know that the larger a group is, the fewer people speak so create small group activities and choose a webinar platform that allows people to work in breakout rooms (Via and Zoom both have this function).
Use online collaboration tools: Design your webinar so that participants are active in their learning. You can place different types of active learning experiences into the different breakout rooms. Here are some that I have used:
Answer garden is great for generating word clouds around questions. You can also use it to question participants at the beginning or at specific points in the workshop and then bring the resulting word clouds into the picture later on for discussion. Example: Reflection questions & Resulting word clouds.
FlipGrid is great for video reflections. Participants can also respond to each other. You can respond to them, too.
Google slideshow is useful for creating collaborative visual products.
Google forms (or office 365 forms) is another good tool for collecting info remotely, you can also view visuals of the responses to share with your group.
Use a website to organize material for yourself and your participants: This helps to increase access to the learning material. When you include all of the instructions on a site, it also helps those who may have missed the initial instructions and it creates a permanent place that participants can refer back to. Here are two examples, using Google Sites:
Give people time to think when you ask questions. It is ok to have some silence.
Remember, it also takes time to write into the chat box for people who are interacting that way. Give people time and respond to what they write.
Participants, interact. Ask questions. Offer answers. Let the animator and the other participants know that you are there and that you care about them.
And please don’t forget to…
Turn off your microphone if you are not talking. When your microphone is on, it can send other sounds back to the webinar. More often than not, those sounds are the webinar itself…but on a 2 second delay.
…and remember to turn it back on when you do talk 🙂
So, my hate affair with webinars is starting to end. When we think about online learning as just another way to learn then we realize that, just like when we are face to face, we want to focus on creating opportunities for connection and interaction with the learning materials and with each other.
Last night, I worked with close to 60 student-teachers in McGill’s MATL program. I was invited in by their instructors, Caroline Mueller and Heather McPherson. They asked me to plan a lesson that would allow the student-teachers to experience learning with technology (as opposed to learning how to use technology) in the context of their course, Cross-curricular Teaching Methods. We worked together in one of McGill’s Active Learning Classrooms, which provided an environment that allowed for flexible ways of working together.
Since the course is about the CCC, what I taught wasn’t as important as how I went about it. Caroline suggested I recycle a lesson I did with her students at Place Cartier last year and then again last week so that is what I did…and it worked for close to three times the intended audience.
My How
I organized the entire lesson via a website. I can’t emphasize enough that visual instructions are more effective than oral instructions. How many times have I given extensive instructions to a group of learners and as soon as I say, Go! There is a moment of inaction and then I see and hear this:
Organizing everything on a website solves the issue of having to re-explain the instructions any number of times after having already said them. It saves time and it allows the learners to help each other without having to rely on their memories for important instructions . This can be helpful for students who aren’t sure as well as for students who may arrive late. The website deals with the logistics of a lesson, saving my time for interacting with learners around their learning. I prefer this to paper-based instructions because, frankly, I am fed up of cleaning those papers off of the floor after a lesson. Also, if I decide to change the instructions at any point, the website always has the latest version.
When students interact with a website, they are also practicing literacy skills. Finding the information, reading the instructions, being able to move easily between the different pages of a site in order to accomplish their tasks – all of this helps them in their ongoing literacy development.
I used Google Sites to organize my materials. Google tools are great BUT they have horrible URLs or web addresses! I use QR Codes and Short Links to make sure that my students have access (without frustration!) to the materials I create for them. If you teach second language learners, little kids (or actually – just about any clientele!) you have probably experienced the torture of everyone trying to type in a web address at the same time and the inevitable, “It doesn’t work“s that are yelled out when letters are omitted during typing. You can do a search for QR Code generators or Short link generators to find one that you like. It means the difference between asking your students to type in a link that looks like this: https://docs.google.com/presentation/d/1C8EAbZtMvOHxDOrt4OnxJVU-MWYP-_okZGP-Ut7wQk4/edit?usp=sharing
or one that looks like this: http://bit.ly/selfiespresentation Even easier? Point your phone or tablet at this QR Code and it can bring you to the same place without having to type anything at all – saving a student’s time and energy for interacting with the material, not accessing it.
The way that I organize my materials and ensure that students have access to them has a lot to do with how they will interact with the course content. With this lesson, I divided the students up into groups and they went through each section of the lesson using a Station Rotation model.
Working in stations allows for so many things to happen. Most importantly, it helps to increase relationship around learning – between student and teacher and between students themselves.
Last night, I had close to 60 student-teachers working in three stations. The groups were not small so I organized the activities within each station to be done in even smaller groups. Caroline and I each had a teacher station so that the groups could be divided down even further when it came to interacting with the teacher. Because of this, I was able to speak with each of the students in a way that would never had been possible had I presented to them all as a large group. In the classroom, this station becomes a rich site of formative assessment.
For the other stations, students were asked to be active participants in their learning. They were making sense of the information together. They were able to choose between different activities that spoke to them. I organized their interaction so as to amplify their thoughts and input as much as possible. There was time for reading, for recording, for designing, for writing, for viewing, for talking, for reflecting, and for helping each other.
Here is the website I created to guide the students through all of these experiences:
At the end of the lesson, I usually present something similar to the info in this blog post alongside descriptions of what competencies we were working on at the different stations. This time, I added an interactive slide to the presentation I was using and asked the students to indicate which CCC they felt were being targeted over the course of the evening by moving little dots around the slide. The final result looked like this… For the course instructors, the mixed results may indicate that CCC are still not fully understood in the same way by all of their student-teachers.
Some of the dots you see above were actually much larger at one point. I think the student-teachers who decided to blow up the dots minimized them a bit since last night…
My favourite part about this activity had to do with the conversation it opened up about how this will likely be how many of their students will act the first time they do a new activity with them. And that usually students try to find fun in learning – especially when they are trying new things that they aren’t sure about. And that is ok, it is their job as students to do that! And it is our job as their teachers to talk with them and to keep trying new things so that they become used to doing things differently.
Connection to the Digital Competency Framework
I did not explicitly talk about the framework with the student teachers. I felt that I was already asking them to do a lot last night! But what I did do was model how to target and develop the CCC using technology and digital resources. Much of the new Digital Competency Framework does address the CCC from the context of learning, teaching, and doing with technology.
When working through the framework with some TLTs a few weeks ago, a number of the teachers were concerned about how too much of an emphasis on a specific technology framework might continue to keep technology as something separate from everything else we do.
I think that modeling the features described in the framework while addressing elements of the programs we teach could be a first step towards truly integrating what we do with technology and digital resources into everything else we do with our students and colleagues. Explicitly. Actively.
That title totally doesn’t make sense. But at the same time, it does. We are at the beginning of a new school year and with that comes new initiatives and new focuses. Schools have Welcome Back! PD days where we are told we have to design and deliver explicit direct instruction through high impact practices or use blended learning to revisit mastery-focused literacy solutions within professional learning communities or use design thinking to collaborate on innovative solutions for competency development in our 21st century at-risk learners!
Ok. Full disclosure – those sentences were created with this Educational Jargon Generator. They make us laugh (maybe) and that is because they are so close to the truth of what we hear maybe a little too often in education. (And those didn’t include any acronyms! How’s about we PLC about RTI with CCBE and DBE teachers in FGA and FP? We can submit a PDIG application for that.)
We so often throw around these words and phrases without really thinking about or clarifying what it is we actually mean. I think we use jargon because it is much quicker to throw out a catch-phrase than to spend time talking about what we really mean by it. And when we are quick to identify THE solution, THE key to all of our problems then we assume that it won’t take long to fix whatever it is we think our problem is.
And we can say we ticked the box next to this year’s must-have professional development about innovation or technology or whatever.
But, then, what happens when our problem isn’t fixed? We give up, go onto the next theory or catch-phrase, and start all over again.
Oh, Flexible Spaces, we tried that last Fall. It didn’t work.
The thing is, the downside of using buzzwords or jargon too often is that they lose meaning. You just may end up with a group of people who all say they are “differentiating” or “innovating” or “designing flexible spaces with UDL” or “using design thinking” or “leveraging technology” or “insert buzzword here” without actually checking in with each other that we all carry a shared understanding of what each of those words or phrases mean. Even worse, the word can end up ruining the practice:
“[Buzzwords] are a dangerous mechanism to lose sight of things that bring value to organizations and affect the bottom line. Buzzwords make us tired of hearing about it. They make us crave the day before we heard about it. They solidify patterns that hold firm on the status quo. Sometimes that buzzword may be something you actually need to do, and dismissing it puts your business [or practice] at significant risk.
Each of those buzzwords originated in a practice built on respect for student learning and the teachers who work with students every day. Any of those things, when given time and space and clarification (and…more time and space and clarification!) CAN be a solution. They CAN be a key. But none of them are THE key or solution.
I think if anything comes close to THE key or solution, it would be the time and space to talk about and act on what matters to us as educators – and to include students in those conversations. This quote is almost cliché, it has been used so often, and it is so true:
“Never doubt that a small groupof thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”
So my focus this school year will be on innovation without “innovation”.
In other words, I don’t want to innovate without having conversations with my colleagues and with students about why and what and how. This process takes longer because, well, change and planning for great things takes time.
I feel this way because I love my job. I care about learning. I care so much about the people I work with and the students we all work for.
And really, I don’t want to tick an innovation box, even if we leverage technology to do so 😉
I spent Wednesday morning watching some students present their final websites to their classmates in Caroline Mueller’s Social Media and ME course at Place Cartier Adult Education Centre.
I am so glad I did.
Behind all of the work we do developing resources, integrating technology, making websites, writing grant proposals, going to conferences, presenting workshops, collaborating with different groups, getting better as teachers and consultants…. there are the students.
The websites ranged from a presentation of a variety of favourite things to very specific purposes. One student created a site as a way to start her own photography business, another created one to support her brother’s business in St Lucia. In each site, I could sense the personal relationship to its creator.
Some of the students talked about overcoming their personal struggles throughout the course and through their sites. I heard stories of dealing with depression, of managing as a young single parent, of working night shifts before coming to school, and even one person who had just lost a close friend. One student had never typed before, let alone use Google apps to make a website! His first job was in a gold mine in his home country to make money to come to Canada.
And this was all over the span of two hours.
One student said, “There were times where I was frustrated and wanted to break things. It was difficult but worth it. Especially with a 2 and 3 year old at home!”
So, when I am tired and frustrated about the work I do I am going to remember these brave people who are working so hard to become their better selves. They give me hope for the future – they should give us all hope for the future.
You can visit their sites and find out more about Caroline’s course at her course website:
Digital Action Plan. New courses. New partners. New projects. New people.
It has been a busy year and if there is one word to describe the past 180 days, it has to be collaboration.
Collaboration in education usually invokes images of smiles and people getting along while working on projects. When we say collaboration, maybe this is the picture we have in our head. And when we don’t want to collaborate with people, maybe it is because we think that it will be really difficult to attain that image with the particular people involved – if not impossible.
I think collaboration needs to be so much more than getting together (smiling and getting along) to achieve a pre-set something – whether it be a learning resource, an evaluation situation, a video, a set of ideas, a workshop, or an article.
Years ago, I read an article that I keep coming back to, Conflict amid Community: The micropolitics of teacher collaboration by Betty Achinstein. Her research demonstrated that, too often, what was missing from collaboration and community was conflict. (Not the yelling at each other and fighting kind of conflict, the opposing viewpoints kind of conflict.)
Now, we might think that to be a good thing. But, really, it is not. Conflicting opinions exist in community. When we ignore that, when we think there is only one way to do things, then we get into dangerous territory of privilege and oppression. When we focus on only one way of doing things, then we lose out on a diversity of ways of doing and being that, when put together, become something new, something great.
And that is what Betty Achinstein found. That when teachers collaborated on various projects, they very often met with conflict. The knee-jerk reaction to conflict is to make it go away – to smooth things over, to concede to something that we may not agree with, or to choose to exclude diverse viewpoints from the conversation. But, when conflict was allowed to happen, when teachers listened to each others different points of view and worked together anyways, they were able to achieve great things. Together. And the community got stronger. And individually, people felt better because they were heard and together they were contributing to the betterment of their community.
This year, I worked on many projects with many different people. Our Adult Education RECIT team in the English community doubled in size, beyond that, the RECIT network more than tripled in size. There was a demand for more resources to support the English network and so I have been starting to work with more people across it – from the youth sector into the adult sectors – and we each have our ways of doing and being that become part of our collaboration process.
And so of course – conflict occurs. When it is talked about and worked through and accepted as a part of the process, I believe that what we are working towards is better. Universal Design in education is steeped in empathy – the designing of learning environments and products with the greatest possible potential users in mind. How can we do that without listening to, considering, and integrating opposing viewpoints?
Each year around this time, as I start to think about the year to come, I ask myself – how are we getting better? When my ideas were challenged this year during collaboration, the end results were always better because they included multiple points of view. It wasn’t always easy for me and sometimes it took longer than I wanted, but it was always better. So my wish for next year, is that we continue to challenge each other so that we can continue to get better. Together.
I have been thinking and talking a lot about accessibility this year. As teachers, we want our students to be successful in our classrooms, in our schools and centres, in whatever their goals are. But how do we do this? Concretely, what do we do to ensure that this happens?
With differentiation, we get to know our students needs and/or learning styles so we can create lessons, activities, or environments that cater specifically to those needs.
Focusing solely on differentiation can be problematic on a variety of levels:
Differentiation is reactive – it begins after meeting our students
…(What happens when we have continuous intake of students like we do in many adult education centres?)…
Differentiation entails a lot of work that happens while we are with our students in order to modify lessons and instruction to accommodate a variety of individual needs as they are presented to us.
Where does accessibility come in? Well, it doesn’t. At least, not right away. In fact, I’d even argue that with differentiation, we are looking more at accommodation than at accessibility.
When we train our focus on accessibility, we can use frameworks like Universal Design to anticipate possible obstacles to learning in our lessons and environments and then design them away before the students can encounter them.
I think that both universal design and differentiation have similar motivations:
Empathy for the learner experience
A focus on choice and flexibility
An understanding and acceptance of multiple access points to learning
Their differences lie within their approaches.
With differentiation, we respond directly to individual needs. But we have to wait until these needs are presented to us in order to respond so it is a reactive approach.
With universal design, we anticipate obstacles and get rid of them so that the largest number of people can access the learning. It is not directly focused on the individual but on the collective, yet in a way that honours the individual.
I found differentiation exhausting as a teacher. Mainly because so much of the work had to happen once I met my students. When I started to move my focus towards creating learning environments and situations with multiple access points from the get-go, before I even met my students, I found that I was actually better at meeting individual needs than when I was working so hard trying to differentiate based on them! It was still a lot of work but much of the work could happen before I was ‘live’ with the students, which made things much easier.
As I wrote at the top, I have been thinking and talking a lot about these ideas lately. How we widen access to learning – especially in a context like adult education where we may only be with our students for a short while – is becoming increasingly important for me and the people I work with. I see accessibility being directly tied to empathy and, ultimately, respect for our students and their learning experiences.
Here are two videos I made recently based on some workshops I gave this year, some on my own and one with my colleague Sandra Laine of the RECIT service national, domaine des langues.
About a month ago, I was invited to speak about Universal Design for Learning (UDL) at an online conference during the Semaine de la Formation à Distance, organized by FADIO. That week is happening this week and I presented yesterday.
As you can see in the tweet below, I presented in French. I called my presentation La CUA et la FAD: tenir compte de l’humain à travers l’écran (Loosely translated as UDL and distance education: considering the human through the screen. Link to tweet: )
I had two goals:
To introduce the topic by talking a little about how I discovered the importance of UDL and other inclusive frameworks for my practice
To allow my participants to work in small groups and / or alone to experience and reflect on some activities that I designed using those frameworks.
I actually had a third goal – it was to not explicitly present the frameworks in detail. I wanted to allow participants to experience learning that was designed using the frameworks. I decided that anyone could go read the frameworks if they wanted more detail and so I included them as extra resources.
I used a website to house all of my materials as well as the instructions for the experiential parts of the presentation. Those activities were sandwiched in between different parts of my presentation and feedback conversations.
So, how did it go?
First off, I was out of my comfort zone on a few different levels.
My audience was a mix of teachers, instructors, consultants and administration from public schools but also CEGEPs and Universities – not my typical audience.
I was presenting entirely in French – not my first language.
The conference platform was Zoom and this was my first time using it
To add to that, there were two uncomfortable moments:
A participant was persistent about her belief that presentation was missing information and I allowed that conversation to last a bit longer than it should have.
At one point, there was a somewhat sexist comment made by one of the participants towards other participants.
I didn’t manage those conversations well. I think that working entirely in French on an unfamiliar platform didn’t help. Luckily, they didn’t last all that long and I don’t think they detracted all that much from the rest of the session.
Back to how did it go?….I received verrrrrrrry mixed reviews!
Ranging from – this remains very superficial. Where are your schema and frameworks? Do you have any meat to add to your presentation? To this:
(Loose translation: The presentation and activities that Tracy proposed offered us different ways to sustain participant engagement, to act and express ourselves, and to access information. A true demonstration of UDL.Link to tweet)
Much of the response I received was positive and there were also others who left during the presentation.
So. What do I take away from these mixed responses?
I believe that the best way to learn about new classroom practice is to experience new classroom practice. I have seen how this kind of experiential learning can have an impact on practice many times. But that does not mean that is the only way I need to interact with participants.
I could say, oh well, you can’t please everyone. BUT. Actually, that wouldn’t be very UDL of me, would it?
For some people, they need to see those frameworks before experiencing them in order to experience them and make connections. For others, they make the connection to theory through the experience. And for others, they might make the connection to theory afterwards. All of this lies in the area of motivation and engagement- the Why am I learning this? principle of UDL.
I had placed the frameworks in an extra resources section of the website and included the option of visiting the extra resources section when participants completed activities but did not offer them as a specific choice during one of the activities.
In my presentation, I talked about how the teacher’s task is to create an environment where instruction of content is well-balanced with learner needs. I discovered that I didn’t quite do that here.
Each time I work with teachers and other educators, I learn something new. In the future, I am going to explicitly offer detailed views of frameworks as a choice during the small group activities.
(And I am also going to reflect on managing uncomfortable conversations, regardless of the setting.)
In the classroom – with Secondary 5 students and their awesome teacher, Natasha, at Place Cartier.
At a conference – with teachers in a workshop for the Collaborate. Create. Innovate conference.
During each of those occasions, I was reminded of why I feel so strongly about working in stations. Before (and beyond!) flexible learning environments, is my relationship with the learners in my classroom…or in my conference room. Stations allow me to work closely with students and teachers at one station while they work closely with each other and learning resources at other stations.
I structured the learning at one of the stations in a google form, you can see what that is like here: http://bit.ly/selfiesinform1
As a teacher, when I work in stations, I am closer to my students. It is no longer me vs. a mass. It becomes me with the individuals in each small group. In stations, I can talk with each of my students during a class period and, more significantly, they can talk with each other in small learning groups. Conversation is how we make sense of the world together and talking with each other in small groups is a safe way to test out our sense-making – much safer than when we talk in large groups.
I put all of the content for this workshop in a website to make it easier to access: http://bit.ly/cciselfies
As a consultant, when I work in stations, I am closer to the participants in a workshop. I get to talk with each person and find out their needs, their ideas, their dreams for teaching. They also get to talk with each other and share their expertise with each other. Teaching can be lonely and we may question what we do on a daily basis but finding out that others have similar experiences and shared ideas is liberating. Conversation is how we make sense of the world together.
I turned the webinar resources and recordings into an e-book so you could experience the webinar in the order you prefer. You can read it online or download it here: http://bit.ly/selfiesbook
Even online, where I tested out virtual stations for the first time on November 20, 2018, I experienced conversation – whether through the chat box or the open mic, we made sense of things together. I sat in a ‘teacher station’ virtual room where small groups of participants rotated in to talk about selfies and different art forms and I learned from each group. It added a very human element to the online webinar format that I intend on continuing to explore.
In each case, I was able to speak with (almost) each of my participants and I learned through those conversations. When we talk to each other we are sharing our stories and stories are what make us, us. I learned new ideas and new approaches, but most of all I learned about who we are as people. It is these stories and conversations that enable me to keep my work interesting for me and, hopefully, relevant to those who I am working with at any given time.
So, yeah, teaching in stations is still the bomb and I still love it.
I taught a multi-level French Second Language course a number of years ago. The students were following a mix of Pre-secondary through Secondary five programs – and I had one student studying math. The students were part of a special program offered through Tewatohnhi’saktha and Nova Career Centre and they had one morning of French class a week. The work was immense. And there was one French class a week.
When I think about multiplying the work 3, 4, or 5 times a week, I start to shake. Yet this is what many teachers in Adult Education in Quebec do on a regular basis. The longer I work in Adult Ed, I am seeing that individualized classrooms are more the norm than the exception. I am humbled by teachers like Janie Lamoureux and Karine Jacques (and so many more!) who strive to make their classrooms work for all of their students, regardless of level, background, or course they are taking.
…& they do this through flexible learning environments.
But of course, flexible learning is SO much more than just a pretty space! And this is what Janie & Karine spoke about at the first après-cours for individualized teachers of the year, November 6, 2018.
An après-cours for individualized teachers.
Avi Spector, Véronique Bernard, and I decided to create an online community for Individualized teachers so they could have a place to meet with others and talk about the unique challenges and opportunities that come with an individualized classroom.
The theme for the first meeting was changing things up in the classroom and I think the best thing we did was to hand the content over to two master teachers – Karine Jacques & Janie Lamoureux. They spoke about how their flexible classroom environments help their students as well as their teaching. The meeting was completely bilingual and it was great to see the chat box blow up in both English and en français!
Their presentation/conversation was nothing short of inspiring. Below is a video of the meeting and some links to other resources from the après-cours. Enjoy – and I hope to see you at our next meeting! We will announce the date soon.
Resources
Blog post on the Après-Cours FGA website (en français).
