Real-world expertise enriches the classroom
Sometimes the demands of the outside world can change more quickly than traditional school curriculums can keep pace with. New areas such artificial intelligence, robotics, urban planning and environmental sustainability, to name a few, are becoming increasingly important pursuits.
Then there is the wave of social issues that are becoming an integral part of a child’s upbringing, such as diversity and inclusion, language in social media and wellness.
Many of these subject areas have yet to formally make their way into the curriculum. So schools are bridging the gap by bringing in outside experts to help — from scientists and engineers to architects, artists and politicians.
Students face a world of new professional disciplines that lie outside the normal boundaries of education, says Garth Chalmers, vice-principal at University of Toronto Schools (UTS). “We need to be teaching students about these things so they have an understanding of what is coming and how to be innovative in a transitioning economy. As schools, we have to find other ways to bring those in to our curriculum. Looking to outside to experts is vital.”
Artificial intelligence is a perfect example, Chalmers explains. “We see a lot about it in media and literature that leads to a collective bias and fear. By talking to experts, students get a much clearer picture of what is going on, the benefits, the challenges and the new frontiers.”
UTS’s affiliation with the University of Toronto provides opportunity to seek out experts on many fronts, he adds. “There is so much expertise and so many conferences that we can expose students and staff to. But we can go beyond that as well. There are so many people willing to engage in classrooms, whether they’re historians or computer science experts.”
Jennifer Pitt-Lainsbury, instructional leader at UTS, agrees that engaging with experts is especially beneficial when working with challenging courses such as advanced chemistry. “Having the opportunity to work with experts is an important part of engaging students and finding out where their interests are. It’s compelling for them on so many different levels.”
Outside expertise has also become an integral part of Bishop Strachan School’s programming, according to Ian Rutherford, middle school principal. “The reality is the professional world is engaged in work across many disciplines.”
Schools should be a reflection of the world these students will enter, Rutherford argues. “We have had NASA scientists, engineers, statisticians, musicians, and medical specialists come in to work with students. Their involvement allows students to explore opportunities they are not always aware of in a way that interests them.”
He notes that bringing in outside professionals goes beyond classroom presentations.
“We also look to experts to form what we do in the school. We often use what they provide as a template for how the girls can gain and apply their knowledge and understanding in particular courses.”
A key program for Bishop Strachan School is the Imagining My Sustainable Cities’ project in partnership with No. 9: Contemporary Art & the Environment architects in Toronto. This annual project is focused on architectural design and urban planning, where grades seven and eight students propose a plan for development of the Port Lands area of Toronto. The fiveday program starts with an urban design workshop held by the City of Toronto planning department. They then learn about architectural development, with a focus on the importance of sustainability.
Architects work with students, accompanying them on site visits to help them understand the space and how to visualize their redevelopment proposal. When finished, the group presents a physical model to a group of urban planners, architects, city councillors, teachers and peers.
Architect Andrew Davies, executive director and cofounder of No. 9, says the intent when they launched the program in 2011 was to develop a building-sustainable-communities workshop that could be incorporated in both public and private school curriculums.
Working with schools provides a chance to bring the next generation on board with reducing greenhouse gas emissions, he says. “By passing on our knowledge, we can empower the next generation to participate and figure out solutions. Working with Bishop Strachan students has been a great delight. They’ve done a great job reaching out to the city planners and engaging them.”
It’s not just the students that benefit from the relationship, Davies says, “Each commitment from the teachers is complete. They’ve also become experts at delivering the program.”
Engaging students is an essential part of building a sustainable future, he adds.
“We see their ability to adapt and work together to solve problems. We can bring them a lot of hope and inspiration, and empower them with the knowledge they need. With all the cynicism and negativity around issues, we are showing students all that can change quickly if the desire and knowledge are there.”