Conference Speakers
Mara Krechevsky - Keynote Speaker
Director of Making Learning Visible Research Team, Harvard Graduate School of Education
Mara Krechevsky is a senior researcher at Project Zero at the Harvard Graduate School of Education. She is the Research Director of the Making Learning Visible (MLV) Project, an investigation into documenting and assessing individual and group learning in American classrooms from preschool to high school. MLV is based on collaborative research with educators from the municipal preschools of Reggio Emilia, Italy. Mara was also the director of Project Spectrum, a research project implementing multiple intelligences theory in early childhood. She has written numerous articles on the educational implications of the theory of intelligences and the Reggio Emilia approach to education across the age range. Mara is the author of Project Spectrum: Preschool Assessment Handbook and a co-author of Making Learning Visible: Children as Individual and Group Learners and Making Teaching Visible: Documenting Individual and Group Learning as Professional Development.
Keynote Presentation - Making Learning and Learners Visible: Creating Powerful Communities of Learners from Preschool-High School
The work of the preschools of Reggio Emilia, Italy has drawn international attention to children’s capacities as individual and group learners. Documenting student learning through notes, photographs, video, and student work supports learning and collaboration for children as well as adults, and challenges our assumptions about children’s capabilities. This keynote presentation explores the power of the group as a learning environment and documentation as a way to shape and make visible how and what we learn.
Director of Making Learning Visible Research Team, Harvard Graduate School of Education
Mara Krechevsky is a senior researcher at Project Zero at the Harvard Graduate School of Education. She is the Research Director of the Making Learning Visible (MLV) Project, an investigation into documenting and assessing individual and group learning in American classrooms from preschool to high school. MLV is based on collaborative research with educators from the municipal preschools of Reggio Emilia, Italy. Mara was also the director of Project Spectrum, a research project implementing multiple intelligences theory in early childhood. She has written numerous articles on the educational implications of the theory of intelligences and the Reggio Emilia approach to education across the age range. Mara is the author of Project Spectrum: Preschool Assessment Handbook and a co-author of Making Learning Visible: Children as Individual and Group Learners and Making Teaching Visible: Documenting Individual and Group Learning as Professional Development.
Keynote Presentation - Making Learning and Learners Visible: Creating Powerful Communities of Learners from Preschool-High School
The work of the preschools of Reggio Emilia, Italy has drawn international attention to children’s capacities as individual and group learners. Documenting student learning through notes, photographs, video, and student work supports learning and collaboration for children as well as adults, and challenges our assumptions about children’s capabilities. This keynote presentation explores the power of the group as a learning environment and documentation as a way to shape and make visible how and what we learn.
Mark Kelley
CBCTelevision journalist, the fifth estate
Mark Kelley who airs on CBC News and the Fifth Estate has made his name connecting with Canadians. Whether he was spending seven days as a teacher in a struggling B.C. school, or living in a homeless shelter in Montreal, Kelley goes one step further to get the stories that matter to Canadians. He has been front and centre for some of the most dramatic stories in recent memory-reporting from the frontlines of the Great Ice Storm in Montreal in 1998, to anchoring the coverage of the crash of Swissair Flight 111 in Halifax, to the attacks of Sept. 11 when he was host of CBC News: Morning. He has filed reports from Indonesia after the Tsunami, and hosted CBC radio's coverage of the 7/7 bombing attacks in London.
CBCTelevision journalist, the fifth estate
Mark Kelley who airs on CBC News and the Fifth Estate has made his name connecting with Canadians. Whether he was spending seven days as a teacher in a struggling B.C. school, or living in a homeless shelter in Montreal, Kelley goes one step further to get the stories that matter to Canadians. He has been front and centre for some of the most dramatic stories in recent memory-reporting from the frontlines of the Great Ice Storm in Montreal in 1998, to anchoring the coverage of the crash of Swissair Flight 111 in Halifax, to the attacks of Sept. 11 when he was host of CBC News: Morning. He has filed reports from Indonesia after the Tsunami, and hosted CBC radio's coverage of the 7/7 bombing attacks in London.
Dr. Ann Sherman
Dean of Education, University of New Brunswick Fredericton
Dr. Ann Sherman is the Dean of Education at the Faculty of Education at the University of New Brunswick. She graduated in 1977 with a B.Sc. Ed. to teach high school math and science, then completed two graduate degrees at the Masters level, one in Leadership and one in Curriculum and Instruction. She completed a Ph.D. in Early Childhood Education at the University of Nottingham in 1995. In her dissertation she examined the perspectives of five years about their learning experiences at school. She taught in public schools for thirteen years in a range of high school and elementary grades as well as being an administrator at a K-8 school.
Her current research interests include examining classroom practices of teachers working with young children, especially in the area of science and mathematics. She also researches the way instructional leadership and pedagogical support of teachers can be provided in schools. She has a particular interest in the ways First Nation communities are documenting and describing successful support of services for young children and is currently working with two New Brunswick First Nation communities. In 2008 she completed a report for the Alberta Teachers Association on perspectives of administrators on their roles in schools and the way they support developing teachers. She is currently completing work on another large research project that is examining ways teachers can be supported in providing inquiry and exploration in science and mathematic classrooms for young children.
Dean of Education, University of New Brunswick Fredericton
Dr. Ann Sherman is the Dean of Education at the Faculty of Education at the University of New Brunswick. She graduated in 1977 with a B.Sc. Ed. to teach high school math and science, then completed two graduate degrees at the Masters level, one in Leadership and one in Curriculum and Instruction. She completed a Ph.D. in Early Childhood Education at the University of Nottingham in 1995. In her dissertation she examined the perspectives of five years about their learning experiences at school. She taught in public schools for thirteen years in a range of high school and elementary grades as well as being an administrator at a K-8 school.
Her current research interests include examining classroom practices of teachers working with young children, especially in the area of science and mathematics. She also researches the way instructional leadership and pedagogical support of teachers can be provided in schools. She has a particular interest in the ways First Nation communities are documenting and describing successful support of services for young children and is currently working with two New Brunswick First Nation communities. In 2008 she completed a report for the Alberta Teachers Association on perspectives of administrators on their roles in schools and the way they support developing teachers. She is currently completing work on another large research project that is examining ways teachers can be supported in providing inquiry and exploration in science and mathematic classrooms for young children.
Dr. Sherry Rose
University of New Brunswick Fredericton
Dr. Sherry Rose began her teaching career teaching kindergarten in the UNB demonstration classroom in the early eighties. Entering the public school system, Sherry taught Language Arts to French Immersion students, worked as a Methods and Resource Teacher, and became a classroom teacher teaching grades kindergarten to five. She also taught in multiage classrooms learning with grades 7,8 & 9 and K, 1 & 2. These experiences offered many innovative learning possibilities in the areas of team teaching, integrating curricula, and cultivating learning relationships across years and ages. In addition to classroom teaching, Sherry served on the Enrichment committee where she worked with high school and middle school students in a yearly enrichment project titled - Journey into the Arts.
Sherry Rose is an Assistant Professor in the Faculty of Education at the University of New Brunswick. Her research interests include critical, feminist, poststructural theory-practice in learning pedagogies. In her Master’s thesis Sherry studied her learning encounters with upper elementary students as a way to explore productive possibilities in investigating power in classroom and playground spaces. In her Doctoral Dissertation, she critically revisited narrative documentation within classrooms and early learning and care learning encounters as a way to cultivate educational connections across institutions. As a member of the UNB Early Childhood Research and Development Team, Sherry works as a researcher, writer and educator teaching early childhood, assessment, and early literacies courses and writing early learning and childcare curriculum materials. She co-designs and co-facilitates early learning workshops with Early Childhood Care and Education NB.
University of New Brunswick Fredericton
Dr. Sherry Rose began her teaching career teaching kindergarten in the UNB demonstration classroom in the early eighties. Entering the public school system, Sherry taught Language Arts to French Immersion students, worked as a Methods and Resource Teacher, and became a classroom teacher teaching grades kindergarten to five. She also taught in multiage classrooms learning with grades 7,8 & 9 and K, 1 & 2. These experiences offered many innovative learning possibilities in the areas of team teaching, integrating curricula, and cultivating learning relationships across years and ages. In addition to classroom teaching, Sherry served on the Enrichment committee where she worked with high school and middle school students in a yearly enrichment project titled - Journey into the Arts.
Sherry Rose is an Assistant Professor in the Faculty of Education at the University of New Brunswick. Her research interests include critical, feminist, poststructural theory-practice in learning pedagogies. In her Master’s thesis Sherry studied her learning encounters with upper elementary students as a way to explore productive possibilities in investigating power in classroom and playground spaces. In her Doctoral Dissertation, she critically revisited narrative documentation within classrooms and early learning and care learning encounters as a way to cultivate educational connections across institutions. As a member of the UNB Early Childhood Research and Development Team, Sherry works as a researcher, writer and educator teaching early childhood, assessment, and early literacies courses and writing early learning and childcare curriculum materials. She co-designs and co-facilitates early learning workshops with Early Childhood Care and Education NB.