St. Michael’s College School students gaining real-world knowledge from experts in their field
Despite COVID-19 obstacles, students at St. Michael’s College School (SMCS) are gaining firsthand insights from leading experts on a diverse array of subject matters defining Canadian society.
Through the school’s economics department, experts from the fields of retail, real estate, law, sports, and entertainment have volunteered to deliver their accounts of how the pandemic is influencing their industries.
“The opportunity to amplify what students are learning from their teachers and textbooks presents such a powerful learning experience,” says David Cinelli, a broker with Royal Lepage Signature in Mississauga, Ont. “It is why I jumped at the chance to help SMCS with their program.”
Cinelli and other industry leaders have been working with economics teacher Francesco Bellissimo to bring their insights into the classroom through timely pretaped video interviews. Cinelli’s contribution helps educate students about the real-estate market, how macro and microeconomics each play a role, and the effects of COVID-19 on market volatility, supply and demand.
Grade 12 student Jonathan Assad says Cinelli’s expertise helped him see a much bigger picture.
“Understanding the numbers and seeing basic principles of economics come into play was the most interesting aspect,” Assad says. “But what surprised me was Mr. Cinelli’s belief that the real estate market will return to normal fairly quickly, where I thought the pandemic would have a lasting negative impact. It made me realize how building a city where everyone has what they need in one place, and public transit to move around, helps protect the market.”
The constantly changing realities of the past year were captured in these conversations. For example, during one video interview eight months into the pandemic, an expert in the retail sector received constant updates on her phone as Toronto began its second lockdown. “As changes happened, we were able to capture the reaction during the session,” Bellissimo says. “Students could feel the tension in the moment. It doesn’t get more dynamic than that.”
While initiated during COVID-19, students, teachers and participants are looking forward to continuing this addition to the economics program post-pandemic. At that time, in-class sessions will revisit video interviews, delve deeply into strategies and outcomes, determine what could have been done differently, and examine how sectors have adapted to respond should a similar event arise in the future.
But enhanced experiential learning isn’t limited to the economics forum at SMCS. The religious studies curriculum is also benefitting from the contributions of leaders of different faiths who are helping students understand varied belief systems.
One component of these studies includes learning the history of Canada, especially as it relates to First Nations peoples. “We ask students to imagine how Canada might look without the Indian Act, because it was enacted to reflect Canada’s policy toward Indigenous people at the time, which forced cultural assimilation. We brainstorm about the different facets of society that more fully recognize the beauty of Indigenous world views,” says religion teacher, Stephanie De Santis.
Mark (Cat) Criger, Indigenous elder and Aboriginal elder-in-residence at the University of Toronto, shares his personal experiences and knowledge of cultures and belief systems with students. He notes experiential learning has long been a part of the Indigenous pedagogy.
“It is a traditional way of teaching where knowledge is carried by a keeper and taught to apprentices so that it can be remembered and passed along,” he says. He adds the SMCS program allows students to explore Indigenous and non-indigenous relations in ways that help bring difficult conversations to light.
“When inspired to listen, curiosity is increased, which leads to questions that delve even more deeply into the issues. The idea of sharing experiences and feeding curiosity on an equal level, where learning is going back and forth between us, is so immensely rewarding and enlightening.”
De Santis adds that Criger brings an invaluable richness to the program.
“He is sharing who he is. Our students are hearing his story and gaining understanding of a different perspective,” De Santis says. “We recognize that he does not speak for all Indigenous people. What he is doing is sharing his insights and allowing us to learn and grow through knowing him.”