Submitted by: Kathy Klenk A big thank you to MAME for the $1000 Special Projects Grant to purchase an iPad as an Augmentative and Alternative Communication device for the H.S. Paul School team to use to model language with their students. This device will have a profound impact on students with autism by significantly improving their communication skills. Many children with autism face challenges in verbal communication, making it difficult for them to express their needs, emotions, and thoughts. An iPad equipped with AAC apps, such as Proloquo2Go, provides a user-friendly and customizable platform that enables nonverbal or minimally verbal students to communicate effectively. In addition, we were able to purchase the Pictello app which will be able to showcase the learning that students are doing. This technology fosters independence, reduces frustration, and enhances social interactions by giving students a voice. Additionally, iPads are portable and versatile, allowing seamless integration into various learning environments, including classrooms, therapy sessions, and home settings. By investing in this tool, this grant directly supports the students' ability to develop language skills, build confidence, and engage more fully in their education and daily lives.

Submitted by: Kara Grant Springwell School  We at Springwell School would like to thank MAME and their Special Projects Grant Fund for providing us with funds to kick-off our STEAM Based Collaboration area in our school library. This area will promote collaboration, creativity, hands-on learning, imagination, and a variety of learning opportunities for our K-8 students for years to come. Creating a place in our school for students to focus on hands-on activities, to elevate their learning, and to learn together has been a goal of ours for the last couple of years. We hope to eventually expand the space to include a 3D printer to further our technology and art skills but for now we will focus on the circuits, gears, magnets, and coding activities that have been purchased with this grant money. We hope to incorporate exploration and collaboration time for our early years and middle years students as often as we can!

Submitted By: Kara Grant Springwell School Title: An Educator’s Guide to STEAM Author: Cassie F. Quigley and Danielle Herro Our school is well on our way to incorporating more STEAM learning options for our students. I felt at a loss and was unsure where to even begin! Other than constantly scrolling various websites for ideas, activities, and ways to link the ideas I had to my outcomes and curriculum I decided to begin my hunt for the perfect book to help me figure this all out! Which led me to my purchase of “An Educator’s Guide to STEAM.” Although this book was not completely what I expected it really enlightened a new way of teaching for me! This book did not focus on the hands-on activities which I have learned to be STEAM activities, this book focuses on teaching in a STEAM way; meaning that the focus is on making and teaching lessons in a problem-based, real-world connections kind of way. The lessons are organized to involve each STEAM component (inter-curricular). This book provides multiple examples of how other teachers use STEAM in their classroom, (often for research and problem-solving tasks/projects) and it highlights how they incorporate technology, engineering, arts, and mathematics to a science-based outcome. This book emphasizes the importance of keeping tasks in a problem-solving manner, incorporating student choice, allowing for multiple solutions, using technology, and reminding us how important teacher facilitation is. There is also a section on STEAM assessment. If you are looking for ways to incorporate hands-on activities into your lessons to deepen the learning of your students this is not the book for you, but if you want ideas on how to teach the STEAM way, then this is definitely going to open up some new ideas and add to your daily teachings.

Submitted by: Laura Rheault Lavallee School We are thrilled to share the success of our recent family night, an event that brought together families, educators and our children for an evening of connection and math activities. This memorable gathering was made possible thanks to the generous grant from MAME that allowed us to purchase tables to create a welcoming and comfortable environment for all attendees. The evening featured an engaging presentation by Sarah Melo, who shared practical math strategies and conversations, that families can incorporate into their routines at home. There was a lot of smiling, laughing and participation from the students in attendance. Adding warmth to the event was a dinner of delicious Bannock tacos from the restaurant Feast Café Bistro. The combination of learning and sharing a meal, created a relaxed friendly atmosphere where relationships could grow. Thank you, MAME, for helping make our Family Night a resounding success and for supporting our mission to foster learning, connection, and community.

Submitted by: Tina Arnott A huge thank you to MAME for helping launch the Grade 5-8 Arts and Crafts Club at Victor Mager School! This club was created in response to student interest and is held weekly in the library. During our first session, we made Mindfulness Glitter Jars! The club offers a fantastic opportunity for students to connect with peers across different grades while expressing their creativity through arts and crafts. We're so grateful to have used the funds to purchase supplies, and we’re excited about upcoming projects, including diamond art magnets, sun catchers, bracelets, slime, snow globes, dream catchers, and crocheted items. We can’t wait to see all the amazing creations that will come to life in future Craft Club days!

Submitted by: Taylor DeCaigny Hastings School I want to start by thanking the Manitoba Association of Multi-Age Educators for the generous grant that has aided in the success of multiple students within my grade seven and eight classroom at Hastings school within the Louis Riel School Division. When I first introduced the recent technology into my classroom, which consisted of two iPads, two wireless keyboards and three pairs of headphones, the smiles and cheers from my students already made me realize how important working technology can be. After learning how they will be used in the classroom and how we treat technology, we quickly jumped into using them in multiple ways. One area that has made a difference already is having access to the two iPads when needed, for example there are multi language learners working within my classroom, but they do not have access to technology all the time, this hinders their performance, when needing to translate something quickly in order to go to the next step of an assignment. Multi language learners have started three-point dictionaries on the iPads, which they use in every subject, when they are completing this on paper, it would take them most of the class to complete these to gain an understanding of the task before they even got started. They are now able to use technology to help in the process of learning the English language especially in areas like Science and Social Studies where the vocabulary is difficult. We also have a small g roup pull out for these students. We use the iPads as a way of manipulating letters, listening to letters, and reading decodable texts. Again, this is something that we can now use every day at the same time because the iPads are within our classroom and accessible at all times of the day. Another area where the iPads and wireless keyboards have aided in the success of students is individuals who have learning gaps or have been diagnosed with learning disabilities. Students have used these to listen to books if they have difficulty reading books at the same level as their peers. Students use Duolingo to learn basic math facts with automaticity. Students can log into their Duolingo account at home and school and continue their progress. They can independently work at their level and feel successful while also working to bridge gaps with their learning. The headphones and iPads have been used a lot when a student might need to regulate, they use music, breathing videos and relaxation apps to be able to have success within their school day. Others will listen to music to try and focus on the task at hand and not be distracted by the external stimuli. Overall, the iPads, headphones and wireless keyboards have become an access point within the classroom to ensure that all students can have success throughout their day.

Submitted by: Kristin Balleny After recently participating in a STEM course for my Master of Education degree, I took some time to reflect on my experience. As an educator and student myself, frequently incorporating reflection into my day guides my practice and professional development. This STEM course has helped me learn new strategies and techniques to enhance the learning experiences of my students and improve my STEM teaching practices. Upon reflection, I will highlight five “big ideas” that this course has helped me learn. Big Idea #1 STEM learning experiences must be meaningful and relevant. This fosters student engagement and helps them develop a deeper understanding of the content. Connecting learning to real-world problems that students can relate to increases their motivation to learn and the likelihood that they will apply their learning in the future. With careers in the STEM fields becoming more prominent in society, it is increasingly important that we provide our students with meaningful and relevant STEM opportunities in the classroom. Big Idea #2 STEM supports the development of 21st century skills by fostering critical thinking, problem-solving, collaboration, creativity, communication, and technology skills. STEM activities encourage students to apply the knowledge they have learned in class to complex real-world problems, design creative solutions, and effectively collaborate with their peers. By engaging in STEM education, students gain the necessary skills needed to thrive into today’s rapidly changing, technologically advanced society. Big Idea #3 Professional development related to STEM education was greatly emphasized in this course. It is important for educators to seek out opportunities that allow them to develop their confidence in STEM education to provide their students with authentic STEM experiences. Furthermore, taking the time to collaborate with your colleagues and share your learning is essential. Learning and growing as a team fosters deeper relationships, further develops your own skills, and creates a work environment that is more effective and productive. Big Idea #4 STEM education highlights the importance of hands-on, project-based learning. Promoting active engagement and designing STEM lessons that encourage students to experiment, solve problems, and collaborate with their peers is essential. Project-based learning opportunities further enhance students’ intrapersonal skills, creativity, and problem-solving abilities. Also, considering the interests and abilities of your students maximizes their level of engagement. Big Idea #5 Cross-curricular integration is the essence of STEM learning. Traditionally, STEM has often been implemented into individual subjects. However, this course has helped reinforce the importance of blending science, technology, engineering, and math with language arts, social studies, and art. Incorporating STEM into different subject areas helps students make connections to their world in a more holistic way, fostering a deeper understanding of the curricular content. Social Studies: Students can build a model of a community, while considering environmental impacts such as waste management, natural resources, and green spaces. The model can be build using recycled materials to emphasize sustainability. To incorporate technology, the students can record themselves explaining different buildings around the community that are linked with a QR code. Finally, they can cover math outcomes by calculating perimeter and area on their map or discovering geometric attributes on different buildings. Language Arts: Teachers can read books that contain STEM concepts such as “The Most Magnificent Thing” by Ashley Spires, “Ada Twist, Scientist” by Andrea Beaty, and “Rosie Revere, Engineer” by Andrea Beaty. Students can write stories that are STEM-based. Stories would feature scientists or engineers solving a real-world problem. For example, a robot taking over their chores, a day in the life of a specific type of scientist, or inventing a machine that cleans up litter. Art: Students can design and build musical instruments using recycled materials. When decorating their instrument, it can contain elements of art such as line, texture, shape, and pattern. Using simple coding apps such as Scratch or Tynker, students can create art by coding. Students can sculpt animals that include their adaptations for survival. Stories about their animal can be written to incorporate language arts as well. Useful Websites: Play-based coding ideas without technology - https://www.naeyc.org/resources/blog/creating-play-based-experiences Detailed example of incorporating STEM into read alouds - https://files.eric.ed.gov/fulltext/EJ1156381.pdf Guide for teaching STEM to very young children https://bostonchildrensmuseum.org/sites/default/files/pdfs/STEMGuide.pdf 239 Cool STEM websites - https://www.mastersindatascience.org/resources/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/ List of 40 interactive STEM activities - https://www.playdoughtoplato.com/stem-activities-for-kids/

Submitted by: Shaye Demke Starting my post-baccalaureate as a new teacher was both exciting and nerve wracking. With only three years of teaching experience, I knew I wanted to continue learning, refining and developing my teaching practices. As a graduate of the University of Winnipeg, applying for the post-baccalaureate program was a breeze. I chose the “Inclusive Education” stream with the goal of one day becoming a Resource Teacher! I am now about halfway through the post bacc program (having completed all courses online so far), I can confidently say is has been a transformative experience. The courses have provided numerous learning opportunities which have deepened my understanding of my current teaching practices while also exploring and navigating new strategies. My studies have encouraged me to reflect, adapt, and refine my practices. Most recently I took the course titled “Exceptional Children 1” which focused on understanding and supporting children who have unique learning needs. The content of this course explored a wide range of exceptionalities and provided valuable insights through group work, individual assignments, and readings. I gained practical knowledge that I can directly apply to my classroom. One of the highlights was collaborating with other educators to share strategies for effective inclusion and differentiated instruction which was an experience I found both inspiring and practical. Starting my post baccalaureate as a newer teacher has been an incredible opportunity to grow my confidence, gain specialized knowledge, and stay current with the latest in education. Balancing full-time teaching with course work has its challenges, however the journey thus far has been immensely rewarding, both personally and professionally. I am eager to continue learning and growing as I work towards completing this degree.