Curricumate: How AI Supports Teaching & Learning

Curriculum made simple: How AI Supports teaching & Learning

Discovering Curricumate has been a game changer in how I view curriculum planning and day-to-day teaching tasks. I've learned that this AI-powered tool is not just about saving time—it's about bringing clarity, simplicity, and purpose back into our practice. With over 45 tools aligned to the Ontario curriculum, Curricumate helps streamline planning, assessment, differentiation, and professional development, all in one easy-to-use platform.

I learned about Curricumate through hands-on exploration and conversations with Andrew D., who was one of the creators of the platform. Seeing how intuitive and supportive the platform is made me realize just how much unnecessary stress we often carry as educators. One feature that really stood out to me was how it breaks down curriculum expectations into clear vocabulary and learning progressions—from simple to complex. This alone makes understanding and teaching expectations much more accessible and effective.

This learning was especially meaningful because it addresses a major issue in education today: burnout. Teachers are spending countless hours and even their own money trying to keep up. Curricumate offers a sustainable solution—it eases the pressure while still supporting high-quality instruction. It allows teachers to reclaim their time and energy while staying true to curriculum goals.

Looking ahead, I plan to integrate Curricumate into my planning routines, using it to support long-range plans, daily lessons, and differentiated instruction. I'm excited to use the tools that clarify expectations and provide specific vocabulary so I can better scaffold learning for my students. Ultimately, Curricumate will allow me to be more efficient, intentional, and balanced in my teaching—something every educator deserves.

Tireza Not Teresa@NUO-2025

Parent Teacher Interviews

Luke's conference on Parent Teacher Interviews was very valuable and relevant to my development as an educator. As a future teacher, I understand that parent interviews are not only a stressful time for educators, however also for parents. This workshop emphasized that these interviews are more than just a requirement, however they are essential opportunities to build positive, collaborative relationships with parents and guardians.

What resonated with me most was the reminder that interviews should never be the first time a parent hears about concerns. This message stood out because it highlights the importance of establishing open lines of communication from the very beginning of the school year. As a teacher, building trust with families is a critical part of my role and that trust grows when parents feel consistently informed and involved in their child's learning journey. Waiting until a formal interview to bring up academic or behavioural concerns not only risks blindsiding the parent, however it can also create tension that could have been avoided with earlier, more informal conversations. Proactive communication through either emails, phone calls, or informal check-ins, shows parents that I care about their child's well-being and success. It also allows for a more productive relationship, where concerns can be addressed collaboratively over time rather than reactively in a rushed meeting. This kind of communication builds mutual respect, fosters transparency, and helps create a supportive network around the student. By keeping parents informed of both achievements and challenges as they arise, I am also better prepared to use parent-teacher interviews as a space to celebrate growth, identify strategies that are working, and set goals for continued improvement. This approach not only strengthens the teacher-parent relationship, but more importantly, it benefits the student by ensuring they are supported consistently both at school and at home.

Ultimately, this presentation reminded me that parent teacher interviews are about the child's growth and the steps needed for the child to succeed. It is our job to stay calm, positive, and prepared, while always aiming to celebrate student success and address areas of need with empathy and clarity. I now feel better equipped to navigate this important aspect of teaching with confidence and professionalism.

By: Talia M. OTECC

 

Refection of "The Gift of Story with Robert Cutting" workshop

 The Gift of Story with Robert Cutting

I was unsure what to expect when I chose to attend the "Speak! The Gift of Story" workshop with Robert Cutting. It turned out to be a deeply meaningful and eye-opening experience. Robert began the session by silently walking around the circle of students, playing a flute, followed by the deep, steady rhythm of a drum. He did not speak at first, leaving us in a moment of awe and curiosity. This immediately captured my attention and made me focus, not just on what he was doing, but on how it made me feel. It was clear from the beginning that this would not be a typical workshop.

Through story, music, and the power of oral tradition, Robert invited us into a space where Indigenous knowledge, history, and heart were shared in ways that felt both timeless and present. His ability to intertwine personal experience, cultural teachings, and educational insight created a powerful reminder that storytelling is not simply a way to share information, it is a way to live, to teach, and to connect.

One of the most impactful parts of the workshop was learning how storytelling from an Indigenous perspective is not just about recounting events, but about passing down values, relationships, and worldview that is deeply interconnected with the land, community, and spirit. Robert's stories were more than narratives, they were teachings. He reminded me that story is a gift, one that we receive with gratitude and pass on with care. He made me realize that everything we say is a story, and those who are listening carry that story forward, often reshaping it through their own interpretations and experiences. That awareness of how stories live on in others really stayed with me.

As an educator, I was inspired by the ways in which Indigenous storytelling can be respectfully and meaningfully brought into the classroom. Robert offered thoughtful ideas for integrating oral stories, music, and land-based learning into our teaching practice, to honour and include Indigenous voices and perspectives. It reinforced for me the importance of creating space for diverse ways of knowing, understanding, and learning.

What I found especially powerful was how Robert seamlessly blended history, and storytelling in a way that made each element more meaningful. His stories had multiple layers, personal, cultural, and educational, and through them, both students and teachers are invited to see learning as something alive, powerful, and relational.

This workshop reminded me that stories are not just tools, but they are teachers. They carry truths that can't always be captured in textbooks or assessed on a rubric, and when we share stories, especially those rooted in Indigenous ways of knowing, we are participating in an act of respect, healing, and community-building.

Personally, this experience also brought up reflections of my own ancestry. I began to think more deeply about my own family's story, especially about my grandmother from six generations back who was from the Mi'kmaq Nation. The only thing we know is that she left her community to marry a white man (my grandfather) and, as a result, was not welcomed back. Her story, though incomplete, carries with it pain, resilience, and the loss of connection to culture. I left the workshop feeling a strong desire to reconnect with that part of my heritage, and to listen more carefully to the stories, both spoken and unspoken, that have shaped my identity.

I would love the opportunity to hear Robert Cutting speak again. I felt changed after attending his workshop. He reminded me that stories are living things, and when we listen with an open heart, they change us.

Karen Bradbury, NUO

Sharing the Joy of Teaching Workshop @ NUO 2025

Teaching is a powerful act of connection, compassion, and creativity. At our recent workshop on Sharing the Joy of Teaching, we explored how authenticity — being truly yourself — isn’t just encouraged, it’s essential.

When you lead with your unique voice and passion, you not only inspire students, but you also align deeply with the Standards of Practice for the Teaching Profession set by the Ontario College of Teachers (OCT).

Being yourself is not just a personal act — it’s a professional responsibility. By standing out and embracing who you are, you’re not only teaching content — you’re teaching confidence, compassion, and courage.

So, Be You.

Let Your Passion Show.

Lead with Joy.

By Margaret@NUO

Using Technology to Support Assessment Triangulation - Using Google Tools

This interactive, insightful and practical conference offered meaningful ways to integrate technology into assessment practices. With her extensive education and educational technology background, Jen brought a wealth of experience to the table. Her approach to using Google Forms and add-ons to track classroom conversations and observation felt relevant and empowering for today's educators, navigating in-person learning and integrating educational technology within their classrooms. 

What stood out most was the emphasis on assessment triangulation - collecting evidence of students' learning, observation, conversations and products. Jen demonstrated how we can use simple tools in the classroom, such as Google Forms, to efficiently document observations and discussions in real time. This supports more accurate assessments and ensures that students who might always show their strengths through traditional products are still seen and valued. The ability to generate feedback documents that can be shared with stakeholders - students, parents and fellow educators - adds transparency and collaboration, helping everyone stay focused on student growth and success. 

I also appreciated Jen's focus on making learning authentic and relevant, especially for struggling students. This session gave me a deeper insight into how simple tools, such as many different Google tools, can help enhance the life and documentation of a teacher; using these tools can also allow teachers to include the voice of their students in the documentation. It helps teachers create a more meaningful learning experience for students and encourages stakeholders to understand the learners within a classroom better. Before this session, I was unaware that tools such as those discussed existed to help teachers. I am glad that I was able to appreciate this conference and gain valuable insight that I will take with me into my future practice as an educator. 

Overall, the session left me with practical strategies I can implement immediately, along with a renewed commitment to using tech tools not just for efficiency but also to genuinely support and uplift every learner in my classroom.

Courtesy of Mary KL@NUO

Standing Against Anti-Semitism by Vincent John Lecce

My name is Vincent and I am a Teacher Candidate at Niagara University in Ontario for the Bachelor of Professional Studies in Education Program. My topic and issue today is anti-semitism in schools and outside of the classroom. Anti-semitic behaviours that promote the hatred of Jews is abominable, yet very real, existing in schools and outside of them to this day.

I was inspired to write a blog post about this critical concern by a man named Neil Orlowsky who gave a talk at a student conference at Niagara University in Ontario, which was just a part of a series of presentations had at the university in Ontario. Neil made it a point to reflect his workshop on what is currently happening not only around the world to this very day, but also what is happening in our near vicinity as teacher/educators in York Region and the GTHA (Greater Toronto-Hamilton Area). The amount of pictures taken to show the anti-semitism that is ongoing throughout certain school boards in our local area correlates with the amount of truly compassionate concern we need to demonstrate in our classrooms today.

To have a voice that condemns these acts as hate acts, to start the conversation with students about why anti-semitism is abominable and wrong, what it leads to, and how we can move away from this hatred in behaviour is to demonstrate our education in and around these topics. To initiate and instigate genuine concern for these acts of hate in schools means to display these images to educate and not inspire hatred, but to know what is wrong from what is right – to speak up against acts of hate instead of allowing it to happen on an ongoing basis.

The impact of the talk was powerful and uncomfortable to watch as slides were turned to display the acts of hate that are found around our cities and region. It is a call for action to inspire those who need that spark to speak up against hatred of any kind, whether it be anti-semitism or anti-black acts of hate.

I am very appreciative of Neil's talk, and hope to inspire students to act in a similar vein.

Courtesy of Vincent@NUO

Creating an Inclusive Online Learning Environment

Creating inclusive online learning environments where all students feel valued, inspired, and supported is very important. As a teacher and someone who has first hand knowledge of the difficulties of adjusting to a new language and culture, this subject truly spoke to me.

I found the workshop's emphasis on self-reflection to be a particularly effective tool. I think that in order to design learning environments that are truly inclusive, we must first comprehend ourselves—our histories, prejudices, and life experiences. For me personally, this is a really important problem. I know how lonely and daunting it may be to adjust to a new language and society because I was an immigrant who had to learn English. I have a strong feeling of empathy as a result of this and it influences how I interact with my students.I place a high value on empathy, patience, and cultural sensitivity in my instruction because of my personal experiences. 

I now believe that kids should feel free to express who they are and what they have experienced in the classroom. These concerns will continue to shape my work going forward, and I'll be looking for methods to help each student feel appreciated and involved. This entails selecting a variety of resources, posing thoughtful queries, and staying receptive to my students' growth and development.I collaborated with a group of bilingual students from diverse cultural backgrounds during my practicum. I recalled how I used to feel when I was a student who was just starting to study English. I deliberately tried to match the student with a multilingual friend, provide visual aids, and simplify instructions without "dumbing down" the subject. What I discovered in the workshop—that inclusive, well-considered tactics may have a significant impact—was reaffirmed by this experience. It also made me realize how crucial it is to have a supportive environment in the classroom.When I think back on my own experience as a student, I see how important it was for teachers to truly understand me as a person, not simply as someone studying English. That is the type of teacher I aspire to be. 

The workshop's discussion on inclusive tactics made me realize the power of understanding and representation, particularly for children who might not always see themselves reflected in conventional classroom resources. Outside of the formal program, reading literature by diverse authors and listening to stories from friends and community members from different backgrounds has added depth to my understanding. I've also found podcasts and articles about inclusive teaching strategies incredibly helpful. These real-world perspectives continue to inform my thinking and remind me that inclusivity is not just a teaching strategy—it's a mindset and a commitment.

Link: Carter, D., & Abawi, L. (2023). Canadian schools in transition: Moving from dual education systems to inclusive schools. Education in the Knowledge Society, 24(1), Article e7692. https://doi.org/10.14201/eks.26990

Specht, J., & Young, G. (2021). Promising practices for preparing Canadian teachers for inclusive classrooms: Analysis through a transformative learning lens. International Journal of Inclusive Education, 25(14), 1576–1592. https://doi.org/10.1080/13603116.2021.1882058

OTECD Roya@NUO

Indigenous Traditional Bracelet Workshop

Indigenous Traditional Bracelet Workshop

I participated in the traditional bracelet workshop on the first day of conferences. This workshop was informative, as well as hands on. The leader of the workshop talked to us about her connection between herself and First Nations people. She told stories about her experiences and family history with family members marrying Europeans and the impacts of this. She also talked to us about the past and how we can learn to do better in the future. The workshop allowed us to learn how to make traditional bracelets using no plastic materials, only natural. 

The materials we used to make the bracelets were: bone, beads, deer leather, as well as bees wax string. It was a calming, step by step activity, and a very interesting experience to learn about Canada and First Nations people. I also think this activity could be taught and done in the classroom with students and could be connected to social studies and facilitate a great conversation with students!

OTECD Caitlyn@NUO

Nature Journaling with Students!

In this workshop, we focused on the topic of how we can incorporate nature into our teachings. There are different ways of implementing nature through making observations, creating questions, making connections and applying activities. This allows students to be hands-on, take their time to analyze the environment around them, and develop sharper observation skills. When students are integrating nature into their learning, it blends subjects such as science, art and writing.

            

This learning was meaningful in my perspective because we have learned how we can explore different strategies when incorporating nature into the student's learning. It is in my best interest to integrate nature into subjects that are of value. Some ways of how I can include nature journaling into my future classroom, would be to take the students outside regularly to observe seasonal changes. This can be implemented all year round and be integrated with their science/ math lesson as it teaches them about life cycles and measurements. Nature journaling not only is seen as an enrichment in student's academic learning but can also allow students to make a connection to nature in the world. 

For more information, visit:  https://www.ravenventure.com/

Brought to you by Outdoor Sharon@NUO-2025 

Indigenous 2-Row Traditional Bracelet

Indigenous 2- Row Traditional Bracelets

Workshop Description:

During the first day of seminars I participated in a seminar called 2 Row Traditional Bracelets hosted by Diane Montreuil. This was an interactive hands-on seminar with a relaxing atmosphere. We listened to Diane's story about her past and how she connected to the First Nations people. The best part was getting to make a traditional bracelet made out of natural materials (bone, deer leather and beeswax). Diane mentioned a statement that at first, I did not understand until she further explained which was- The education system got us into this mess the only thing that can get us out is schools. Because residential schools broke apart families, and created a sense of distrust and fear therefore there will always be uncertainty with the issue of schools.

Alysha@NUO 

Creating Equitable and Inclusive Classrooms with Roy Fernandes

Creating Equitable and Inclusive Classrooms with Roy Fernandes

Workshop Description:
Led by Roy Fernandes, Superintendent of Indigenous Education and Equity at TCDSB, this workshop focused on creating equitable, inclusive, and student-centered classrooms. Drawing on the Toronto Catholic District School Board's Equity Action Plan, Fernandes highlighted key areas of focus including Indigenous education, dismantling anti-Black racism, and supporting the 2SLGBTQ+ community. He emphasized the role of Culturally Relevant and Responsive Education (CRRP) and the need to prioritize student voice, safety, and experiential learning in all educational environments.

I learned that equity and inclusion are not standalone lessons or isolated goals—they must be embedded in every aspect of classroom culture, instruction, and assessment. This means examining my own biases, using diverse and representative resources, and building learning environments where all students feel safe, valued, and seen. I also learned how the TCDSB Equity Action Plan provides a practical framework for implementing CRRP, including active strategies for Indigenous inclusion, anti-racist education, and affirming 2SLGBTQ+ identities. Fernandes's message was clear: inclusive education is proactive, intentional, and always evolving. Roy Fernandes presented in a highly engaging and personal way, sharing not only strategies and system-level practices but also classroom examples from his years of experience as a principal and teacher. He used real scenarios and practical tips, making the content relatable and immediately actionable. Hearing the perspectives of students—through the stories he shared—was especially powerful. It reminded me that behind every equity initiative are real learners who either benefit or are harmed depending on how intentionally we design our classrooms. This workshop resonated with me deeply because it connected equity work to everyday classroom decisions—what texts we choose, how we manage behavior, and whose voices are centered in our discussions. It emphasized that equitable teaching is about systemic awareness and everyday actions.

As a future educator, I feel a strong responsibility to create space for every student to feel that they belong, particularly those from marginalized communities. This session helped me realize that equity work is not just a moral imperative but a professional one. I will apply this learning by incorporating culturally relevant content into my lessons and being intentional about whose voices and stories are represented. I will seek out resources and texts created by Indigenous, Black, and 2SLGBTQ+ authors, and I will establish classroom norms that reflect respect, inclusion, and safety for all identities. I will also work to foster student-centered learning by giving learners more agency and choice in how they demonstrate their understanding. Lastly, I will regularly reflect on my teaching practices through an equity lens, asking, "Who is this for?" and "Who is missing?" as I plan and deliver instruction.

                                                                     GianfrancoM@NUO

Landing the Job: Best Practices for Getting Hired

Landing the Job and More

A few things that stood out to me was first understanding the process of getting hired and what that may look like for the board you are trying to get into. A lot of people may get confused on the whole process and during the workshop we were able to learn a bit more about the whole process. Another thing that stood out to me was how to answer the questions that are being asked during an interview. I think a lot of the time, when people are being interviewed and being asked questions, they want to make sure they get to the point and answer the question; but in fact, it is more than that. It is important when you are answering a question in your interview that your answer be thoughtful but concise. 

On the last day of the conferences, I attended my final workshops and one that stood out to me was called Getting Hired and the Interview- Best Practices. This workshop really stood out to me because as I am at the end of my school journal and getting ready to take the next steps into teaching, going in for interviews can be nerve-wracking. Although the speaker was from the York Public School board, I think the information he gave to us can be useful for any board that you may apply to. 

Something to practice when answering questions is firstly having a short introduction statement to your question. This will help to align your personal beliefs to the question being asked. Once you have stated your introduction, then you can get into the meat of the question which is you're thinking and always make sure to provide specific examples of actions you have done in your experience. To end off the question you should have a short conclusion statement to reiterate your personal values in relation to the question to make your response well-rounded. This workshop really helped me become more prepared when it comes to the interview process, and I feel more confident in myself and my responses.  

 

In conclusion, I think the workshops were a great experience for me as a teacher candidate to expand my knowledge in areas of our own interest. The many workshops all held insightful and useful information in their own ways to support our future as teachers. Being able to reflect on these workshops will help support me in my next steps and in 10 years from now when I can think about all the learning and ideas I have gained these past days. 

Brought to you by Alyssa@NUO-2025

EduTopia: Articles Worth Exploring

 

Click the links to visit the article of interest to you ...

Teaching Students About Systems Thinking These strategies guide students to explore the interconnected parts of complex systems like the human body, governments, and ecosystems. How to Engage Developing Writers in the Upper Elementary Grades Students may enjoy the process of developing their writing skills more when teachers offer fun activities that start with the basics. Creative Ways to Jumpstart Student Writing Helping students develop a better understanding of what they should do before, during, and after writing can make the actual process less intimidating. Question: What Are the Most Important Books for New Teachers? Share your go-tos and learn from your colleagues! Using Math Journals in Kindergarten to Deepen Students’ Understanding Journal prompts with multiple entry points allow teachers to differentiate instruction for young learners. The Importance of Organizing the Morning Drop-Off A former principal has tips for ensuring that the day gets off to a smooth start, no matter how students get to school.  How to Welcome Newcomers in the Classroom Putting supportive systems into place for newcomers and creating a classroom culture that celebrates each student’s heritage helps all learners feel like they belong.

Brought to you by @OTU-2025

Equity and Inclusion in the Classroom

Equity and inclusion in the classroom: 

Equity and inclusion in the classroom are deeply personal and meaningful to me. As a visible minority who has experienced exclusion both personally and professionally, I recognize how often equity work in schools becomes performative rather than transformative. The workshop on equity and inclusion brought this to light through a humorous yet powerful video from the Baroness von Sketch Show, which illustrated the emptiness of land acknowledgments when done without understanding or action. This resonated with my own experiences in schools, where land acknowledgments and Black History Month celebrations are often reduced to checkboxes, videos, posters, and announcements, with little effort to create deeper dialogue or meaningful change. In my practicum and the schools I've worked in, I have seen the contrast between performative efforts and genuine inclusion. For example, I work hard in my classroom to create a space where all students feel seen and celebrated, regardless of their language, culture, abilities, or identity. However, I've also witnessed resistance from some educators who see inclusive teaching practices as "extra work." These experiences have made me more determined to embed equity into every part of my practice—not just during designated months or units but every day.  My learning has strengthened my understanding of implicit bias and the long-term harm of subtle discrimination. Going forward, I will continue to challenge performative gestures and work toward a classroom where every student feels valued and empowered, using a trauma-informed, culturally responsive lens. True equity demands ongoing learning, action, and the courage to speak out—even when it's uncomfortable.

How microaggressions are like mosquito bites • Same Difference

Martin Luther King, Jr., "What Is Your Life's Blueprint?" https://www.buildingthinkingclassrooms.com/ 

Land acknowledgement | Baroness von Sketch Show

Edu 491 OTECD TeiaNG@NU