Session+Descriptions+2013

**Concurrent Session A (1:15-2:15)** - Title, Facilitator Names, Descriptions

 * || ** Session Topic **
 * (Maximum 60 characters) ** || ** Facilitator ** || **Maximum # participants**
 * (Room Set Up)** ||  ||
 * A1 || Brain-Based Learning: Understanding How Students Learn (A) || Todd Zakrajsek (Keynote) first session pm || 32 (8 groups of 4) ||  ||
 * A2 || Student for a Day: Experiencing Student Engagement Techniques (A) || Rebecca Wakelin and Susanne Schmidt || 20 (horseshoe) ||  ||
 * A3 || Oh, the Places You'll Go: Thoughts of a Faculty Learning Community (A) || Lance Triskle, Josh Barath, Alison Wideman || 24 (horseshoe) ||  ||
 * A4 || Collaborative Learning: The Student Driven Classroom (A) || Tara Benson || 20 (5 groups of 4) ||  ||
 * A5 || Strategies to Help Students Process Textbook Information (A) || Cindy Korpatnicki & Sarah Hunter || 24 (6 groups of 4) ||  ||
 * A6 || 3D Virtual Technology in the Classroom: Innovation for Teaching and Learning || Howard Bloom || 20 (computer lab) ||  ||
 * A7 || Project-Based Learning || Ross Bigelow || 25 (computer lab) ||  ||
 * A8 || Structuring Meaningful Group Discussions (A) || Beccy Rodgers || 24 (6 groups of 4) ||  ||
 * A9 || Introduction to Screen Casting: Your Own Video Tutorials || David Minielly || 20 (rows???horseshoe) ||  ||
 * A10 || Using Turnitin and SafeAssign when assessing student writin g || Richard Rinaldo || 24 Horseshoe ||  ||
 * A11 || Learning: Going Beyond Technique to Creative Expression (A) || Peter Stranks || 20 (??) ||  ||

Concurrent Session B (2:30-3:30) - Title, Facilitator Names, Descriptions
__**CONCURRENT SESSIONS A (1:15-2:15)**__
 * || ** Session Topic **
 * (Maximum 60 characters) ** || ** Facilitator ** || **Maximum # participants**
 * (Room Set Up)** ||  ||
 * B1 || Community Service Learning: An Experiential Approach to Civic Engagement (B) || Joshua Barath, Suzie Addison-Toor, Simon Bradford, Karen Bell || 24 (6 groups of 4) ||  ||
 * B2 || Using Wikis to Support Group Projects || Jill Hynes || 20 (computer lab) ||  ||
 * B3 || Forum Theatre: An active tool for exploring challenging interpersonal situations || Jacqui Woods-Powell, Erika Courvoisier, Greg Taylor || 18 (horseshoe -chairs only) ||  ||
 * B4 || Geographic Information Systems: A tool to improve data accessibility across disciplines || Joachim Schmidt || 20 (5 groups of 4) ||  ||
 * B5 || Strategies to Help Anxious Learners (B) || Sarah Hunter || 16 (4 groups of 4) ||  ||
 * B6 || Student Engagement: What are the Contributing Factors || Anne-Marie McAllister || 28 (7 groups of 4) ||  ||
 * B7 || LGBT Awareness and Education || Dale Boyle || 28 ||  ||
 * B8 || Social Media in the Classroom || Cher Cunningham || 20 (5 groups of 4) ||  ||
 * B9 || Digitize assignment submissions using Blackboard || Alissa Bigelow || 20 (computer lab) ||  ||
 * B10 || Aboriginal Studies and Pre-health Science: An innovative partnership (B) || Kim Getty and Barry Weese || 20 (5 groups of 4) ||  ||
 * B11 || Spice up your teaching with a Bamboo tablet || Don Gibson || 12? ||  ||
 * B12 || Engaging ALL students: An Introduction to Whole Brain Teaching (B) || Maurice Azzano || 32 (8 groups of 4) ||  ||

Description: There is a great deal of emerging research about how humans acquire and then later recall new information. Much of the work is being done in the field of cognitive neuroscience, which investigates physical changes that take place in the brain when learning occurs. The fundamental issue at hand is how to put the current findings into practice in the college classroom. In this session, participants will learn how to implement the results of research findings demonstrating improvements in student learning. Activities used will both illustrate primary research findings and also model activities that can be used in any class to generate engaged student participation.
 * A1. Title:** Brain-Based Learning: Understanding How Students Learn
 * Facilitator(s):** Todd Zakrajsek
 * Photo(s):**

//**Description **// Georgian’s Dual Credit program assists at-risk secondary students by allowing them to complete both a college and secondary credit at the college. As instructors, we are dedicated to creating a dynamic educational environment where diversity, inspiration and growth form the foundation for student success, using innovative experiential instructional strategies. In this workshop we will share practices that can be applied across the college to enhance student engagement. Participants will experience a typical Dual Credit lesson as a student and the variety of methods used in such lessons. Participants will then have a chance to evaluate the experience and discuss ways integrate strategies into their practice.
 * A2. Title: Student for a Day: Experiencing Student Engagement Techniques**
 * Facilitator(s):** Rebecca Wakelin and Susi Schmidt
 * Photo(s):**

//**Bios: **// Rebecca teaches in Aboriginal Studies and Health Sciences at the Barrie campus. She has taught extensively in the Dual Credit program and enjoys watching secondary students mature and succeed in the college environment. She has been an educator for nine years; five of which have been at Georgian. Susi has taught a wide range of programs at Georgian College since 2010. She enjoys the challenge of working in different academic fields with diverse students. For the last 5 semesters she has been teaching a Dual Credit programs, loving the opportunities and challenges this particular student population poses.

Description:
 * A3. Title: Oh, the Places You'll Go: Thoughts of a Faculty Learning Community (FLC)**
 * Facilitators: Lance Triskle, Josh Barath, Alison Wideman **

Reflective Practice includes discussing teaching and learning theory with colleagues. More particularly, a Faculty Learning Community provides an opportunity for reflecting upon the teaching and learning process. Through a discussion about formation, experience and learning during a Faculty Learning Community we will illustrate the benefits of this form of peer learning. Our discussion will include changes to our teaching practice, our feelings and why we are continuing our Faculty Learning Community with another text. Bios: //Alison// is a faculty member in the School of Human Services in Orillia, where she teaches in the Therapeutic Recreation and ECE programs. She completed a BFA from York University as well as a post grad certificate from Georgian’s therapeutic recreation program. She worked for 8 years at Waypoint Centre for Mental Health. //Josh// is a Professor in the School of Public Safety and Emergency Services. He teaches courses on Community and Institutional Corrections. He graduated with a Master of Criminology from Bond University in Australia. He lives with his wife Val and two beautiful daughters Josie and Penelope. //Lance’s// past education and experience includes Alternative Dispute Resolution, Teaching and Training Adults, Law, English and Political Science. He currently teaches in the Police Foundations Program, specializing in Diversity, Mental Health and Criminal Code courses. On his own time he enjoys curling, golfing, reading and spending time with his wife and two children.

Description In this session, we'll explore how you can change or alter a lesson incorporating and empowering your students. Learners like to be involved and feel heard. Turn the class around, change the structure, and create a unique learning environment that provides the ground work for learning and retention of material. Through examples Tara will show and explain her personal experience with this approach. The session will encourage teachers to step a little bit out of their comfort zone providing students with a new approach to learning, one that increases student involvement and has less emphasis on lectures. Bio(s): Tara teaches Communication, General Education, and Teaching & Training Adults courses. Prior to coming to Georgian she worked for eight + years training and assisting adults with career and education planning. Tara has also worked as a consultant offering HR support and training to businesses in the GTA. She is a strong believer in the use of collaboration & teamwork as a teaching tool.
 * A4. Title: Collaborative Learning: The Student Driven Classroom**
 * Facilitator(s): Tara Benson**
 * Photo(s):**

Description: Experience in the classroom reveals that many students either do not read assigned reading material and/or do not know how to process and synthesize textbook information. In this interactive session participants will have an opportunity to explore the effectiveness of integrating reading strategies into the classroom. Through various participatory activities, participants will be able to incorporate 3 reading strategies into their daily teaching to help students process textbook information. Bio(s): //Sarah Hunter// is a Learning Strategist who recently finished her M.Ed. specializing in curriculum and pedagogy. She brings her passion for yoga and holistic health together with her experience as a teacher in both the elementary, secondary and college level to help all learners. //Cindy Korpatnicki// is a Learning Strategist and teacher with an M.A. in English Literature. She is currently working on her PhD in Gender, Feminist and Women’s Studies at York University, specializing in the long term consequences of Violence Against Womyn. She is an enthusiastic life-long learner.
 * A5. Title: //Strategies to Help Students Process Textbook Information//**
 * Facilitator(s):** Cindy Korpatnicki & Sarah Hunter
 * Photo(s): Not yet**

//**Description:**// This session is an introduction to our “Georgian Island”, an interactive 3D teaching and learning virtual world. Experience Georgian’s //Second Life// 3D classroom for yourself. You will create a personalized avatar, travel to our Georgian College virtual campus, tour and learn to navigate in this immersive community, and participate in an interactive lesson. Participants; explore this virtual world, learn how Child and Youth Worker and Justice Studies students are leveraging this technology to practice career specific skills, and discuss this technologies utility in multiple disciplines across the college. This session is open to the beginner and advanced gamer! //Bio//:
 * A6.Title: 3D Virtual Technology in the Classroom: Innovation for Teaching and Learning**
 * Facilitator: Howard Bloom**
 * Howard Bloom** is the coordinator of the Child and Youth Worker program at the Orillia Campus. Howard completed a Doctor of Philosophy (PhD) at the University of Toronto’s Ontario Institute for Studies in Education (OISE) with the Department of Adult Education and Counselling Psychology with a specialization in teaching and Learning.

**A7. Title: Project-Based Learning** **Facilitator: Ross Bigelow** **Photo:** //** Description: **// Are you interested in exploring an alternative learning strategy that creates open-ended learning activities, which encourages students to explore course topics and ideas outside of the classroom? Project-based learning is designed to pose a complex question, problem or challenge to students. Then, through the completion of a rigorous project, students learn how to work within a group, research, and think critically. Project-Based Learning also helps students reinforce core course material, explore related ideas and discover new informational relationships through self-exploration, collaboration and sharing. //** Bio: **// //Ross Bigelow.// With a strong passion for understanding “why”, Ross has had the privilege of spending the last 15 years teaching IT professionals how to be better problem-solvers, critical-thinkers and alternative solution architects. Ross is currently a program coordinator in the School of Computer Studies, and has held previous roles including CIO and Director of Online Learning for an online University.

**A8. Title: Structuring Meaningful Group Discussion** **Photo(s): From Last Year** //** Description: **// Whose 'voices' are most heard in your class? Small group discussions can be a powerful strategy, especially when thoughtfully and intentionally structured, to access //all// voices. In this session we will explore strategies to enhance meaningful group discussion to maximize engagement and learning. //** Bios: **// //Beccy// is a Liberal Arts faculty member at Georgian and previously taught for many years in the public system. She just completed a term as Executive Director at the Ontario Educational Leadership Centre. Beccy believes strongly in learning through well designed discussion and is happy to encourage such learning.
 * Facilitators: Beccy Rodgers **

**Photo:** Description: This session offers participants a simple process teachers can use to produce tutorial videos. Using (free) screen capture applications now places this ability into any teacher's hands. Attendees will collaborate with the presenter to develop a simply story board that will serve as the script for a sample video that will be created during the session. Videos can be uploaded to YouTube and/or embedded in Blackboard. They are ideal for review, introducing topics and explaining a lab or concept. Bio: //David// has been part time teaching for the Electrical Engineering Technician/Technology program for the past two years. To assist his students in their learning process he has been creating video casts of key concepts being taught in class and uploading them to You Tube then embedding the links into Black Board so that student can view them at their leisure.
 * A9. Title: Introduction to Screen Casting: Your Own Video Tutorials**
 * Facilitator: David Minielly **

Description- Blackboard has two building tools that help to detect plagiarism and help students improve their skills at citing sources. Attendees will learn about how the tools can be applied in a teaching strategy. Strengths and weaknesses will be discussed. Teachers will be invited to propose plagiarized text as submitted essays and review the results. Open discussion will help faculty determine whether these tools should play a role in their courses. Faculty are encouraged to bring a laptop to this session to follow along in the software, however it is not mandatory. Bio(s): Richard graduated with an Honours BA (Psychology) from Nipissing College. He completed my MA (Experimental Psychology) at the University of Guelph and his Ph.D. (Experimental Psychology) at York University. He has taught within Georgian College’s University Partnership Centre since August of 2003.
 * A10. Title: Using Turnitin and SafeAssign when assessing student writing**
 * Facilitator(s): Richard Rinaldo**
 * Photo(s): on T drive**

Description Going beyond technique and creating space and opportunity for creative expression is an essential element of learning because it drives passion, innovation and engagement. In this session, participants will engage in a variety of activities that encourage them to connect to the personal elements of learning in their disciplines. Peter will share how he has created cross discipline and cross cultural opportunities and space for his students to dig deeper and be more creative in their thinking about the subject. He will share student work from joint projects at Georgian and with the Suzhou Institute in China. Bio(s): A Ryerson Grad with a BAA in photography, Peter Stranks has spent the last twenty six years shooting for magazines, ad agencies and films from North America to Africa. Teaching full time at Georgian College has been equally rewarding but he’s not done yet! Photographer, teacher, artistic explorer…
 * A11. Title:** Learning: Going Beyond Technique to Creative Expression
 * Facilitator(s): Peter Stranks**
 * Photo(s):**

__**CONCURRENT SESSIONS B (2:30-3:30)**__

Photos //**Description:**// Community Service-Learning (CSL) is a powerful vehicle for experiential learning that brings together students, faculty and community organizations through civic engagement and reflective learning practices. With a strong emphasis on inclusive partnerships CSL works by integrating experiential education theory and the development of critical thinking skills with intentional learning components. Service-learning provides a method that informs as well as enhances the teaching/learning process. This workshop provides an opportunity to 1) learn more about CSL; 2) access CSL resources and support; and 3) consider how to add CSL to one of your courses. //**Bio(s):**// //Suzie// coordinates the Social Service Worker program in Orillia. She recently completed a MA of Leadership from Royal Roads University. She researched Faculty Engagement and Community Service Learning as part of the requirements for this degree. She is an avid United Way volunteer and currently chairs the Community Impact Council. //Josh// is a full-time professor at Georgian College teaching in the Police Foundations, Community Justice Services and the Police Studies Degree programs. He is a graduate from Bond University, holding a Master’s Degree in Criminology, and an undergraduate degree in Sociology and Criminology from the University of Western Ontario. //Simon// is a full time faculty member in the Police Foundations and the Police Studies Degree programs. He has a Bachelor of Arts degree from the University of Toronto, a Diploma in Adult Education from St. Francis Xavier University and a Master’s degree in Distance Education from Athabasca University. //Karen// is a full-time professor in Community Studies. She has a Sociology degree from York University, a Master’s degree in Adult Ed. from Central Michigan University, and a Post Graduate diploma in Therapeutic Recreation from Georgian. She recently completed the Expressive Arts Post Graduate program which she uses to enrich her courses. She is an active volunteer in Simcoe County.
 * B1: Title: Community Service Learning: an Experiential Approach to Civic Engagement**
 * Facilitator(s): Suzanne Addison-Toor, Joshua Barath, Simon Bradford, Karen Bell**

//Description// Wikis are powerful and engaging collaboration tools that allow faculty to track student participation, completion, and effort in group tasks. Because wikis are part of the Blackboard tool set, faculty can easily set these up for assignments in their courses. In this session, I will provide a step by step demonstration of a wiki project that I have used in my online course for the past year and I will lead faculty in a discussion about possible uses for their courses. As well, participants will have the opportunity to create a wiki structure in Blackboard. //Bio(s):// Jill has been a faculty member at Georgian since 1999 and was hired full time in 2011. She has taught a variety of online, blended, and face to face courses. She has designed and developed many successful online courses and assessments and is always enthusiastic about trying new technology tools.
 * B2. Title: Using Wikis to Support Group Projects**
 * Facilitator(s): Jill Hynes**
 * Photo(s):**

//Description:// Forum theatre is a participatory role play strategy aimed at activating the five senses in the exploration of challenging scenarios. Rather than just thinking and talking, this method uses audience participation with the aim of finding alternative solutions and pathways to difficult interpersonal situations. In this session, participants will actively engage in collective role play to rehearse possibilities for change in relation to classroom conflict situations and difficult professional scenarios. Through observation, discussion, and participatory action, each person becomes a “spec-actor” for change. //Bio(s):// Jacqui has been an educator since 1999. She was recently hired full time at Georgian after working as partial-load for many years. Prior to teaching, Jacqui studied applied theatre at a post-graduate level and has attended and delivered drama workshops in a variety of community settings. Erika is a Professor in the School of Human Services at the Orillia campus - teaching in both the Child and Youth Worker and Social Service Worker programs. Erika completed her Master’s degree at McGill with concentrations in Theatre and Educational Psychology. She lives in the Orillia area and enjoys playing with sail boats and motorcycles. Greg is a counselor at Georgian and has a strong interest in how to deal effectively with emotionally volatile situations. His interest stems from experiences in college counseling, residence life, corrections, youth employment, relationship therapy, as well as his involvement in men’s groups for nearly two decades.
 * B3. Title:** **Forum Theatre: An active tool for exploring challenging interpersonal situations**
 * Facilitator(s): Jaacqui Woods-Powell, Erika Courvoisier, Greg Taylor**
 * Photo(s):**

Description: This session will introduce teachers to GIS. Geospacial data analysis and data visualization can be applied across a wide spectrum of disciplines. GIS is a very transferable skill set. Discover strategies that you can use to collect geospatial data and apply it to your practice. Bio(s): Joachim graduated from the Forestry Faculty at the University of Goettingen in Germany. After his graduation he continued to research acid rain-related topics. Relocating to Canada in 2000, he worked as Manager of Information Systems, before he joined Georgian College in 2010.
 * B4. Title: Geographic Information Systems: A tool to improve data accessibility across disciplines**
 * Facilitator(s): Joachim Schmidt**
 * Photo(s): to come**

//Description:// Stress and anxiety have been shown to negatively affect the brain's ability to process and synthesize information. In this interactive session, participants will have an opportunity to explore the effectiveness of anxiety reduction strategies and their link to improved student learning. Through various participatory activities, learners will walk away with 5 strategies they can integrate into their daily teaching to help students proactively reduce the anxiety that can inhibit learning. //Bio(s):// Sarah is a learning strategist who recently finished her M.Ed., specializing in curriculum and pedagogy. She brings her passion for yoga and holistic health together with her experience as a teacher in both the elementary, secondary and college level to help all learners.
 * B5. Title: Strategies to Help Anxious Learners**
 * Facilitator(s):** Sarah Hunter
 * Photo(s):**

//**Description:**// Student engagement has shifted to the centre of the educational landscape. There are many contributing factors to enhancing student engagement, however, teachers and classroom practices play an important role. In this session, we will explore the complex landscape, discuss barriers and contributors, and consider how an integrative approach might inform our practice. Participants will actively engage in collaborative mind mapping and brainstorming to identify concrete strategies they can apply to their teaching. //**Bio(s):**// Anne-Marie is a Registered Nurse and a passionate educator. She is currently on leave from her position in organizational planning and development, and is teaching in the Pre-Health program. She is committed to creating inclusive learning environments that support student development. Her M.Ed studies at OISE are focused on student engagement, student development and leadership in higher education.
 * B6. Title: Student Engagement: What are the Contributing Factors?**
 * Facilitator(s): Anne-Marie McAllister**
 * Photo(s) (picture taken for TPC - will be on T drive)**

Description The seminars intends to expand diversity, create awareness, and understanding of the LGBT community. The seminar includes terminology abd defining LGBTTIQQ2SA, sex, gender, and sexual orientation, as well as statistics on the community and how lives are affected, the language we use and the impact of our words, and how to become an ally. By completing the seminar, participants will be able to have a stronger knowledge about the LGBT community, allowing them to become empowered bystanders and allies to the community. The seminar can also provide improved customer service skills, leadership skills, a higher comfort level with diversity, and improve interpersonal skills. Bio(s): Dale grew up in York Region, and moved to Barrie where he is a recent graduate of Georgian College's three year Business Administration program. As a student at Georgian, Dale was president of the Pride @ Georgian group, helping it grow to over 170 people and across multiple campuses. This led to the creation of Positive Space & LGBT Student Advisor position, where the Ally Campaign was born.
 * B7. Title: LGBT Awareness and Education**
 * Facilitator(s): Dale Boyle**
 * Photo(s):**

Photo - see last year //** Description **// Social media is in your classroom whether you integrate it with your lessons or not! Get a hands-on experience of the value of social technology. Understand the pitfalls and potential of Facebook, Twitter and texting in the class. Begin developing your own best-practices to deal with issues of privacy, attention and connection. Generate creative ideas on how to integrate social technology with lessons. **Please bring along a wireless enabled device such as a Smartphone or laptop.** //** Bio **// //Cher Cunningham.// Cher has been creating websites and using online marketing strategies since 1996. She offers workshops to business people in marketing, online communication, and social media. She has been teaching at Georgian College since 2010.
 * B8. Title: Social Media in the Classroom **
 * Facilitator: Cher Cunningham **


 * B9. Title: Digitize Assignment Submissions using Blackboard**

Alissa is the Instructional Technologist at Georgian College who provides faculty support for the educational technologies available within the college. She is also part time faculty with the School of Computer Studies and has over ten years of industry experience as a Computer Networking and Engineering Technician. Prior to coming to Georgian College she held positions at the Simcoe County District School Board and CTV News.
 * Facilitator(s): Alissa Bigelow**
 * Photo(s): T Drive**
 * Description** - This session will provide faculty with hands on experience creating ‘Assignment’ items within Blackboard that will enable students to submit their assignments electronically. Faculty will be provided with the opportunity to create an Assignment item, and time permitting, view and grade a student submission via the Blackboard Grade Center.
 * Bio**(s):

Aboriginal Studies and Pre-health sciences successfully launched the Aboriginal pre-health program in 2011. The focus of this program was to increase the Aboriginal participation in health care education. This session will highlight the extraordinary partnership that resulted in student engagement and a unique community of learning. Through experiential learning, participants will undergo activities that celebrate Aboriginal ways of learning in health care. Participants will have an opportunity to explore how they may incorporate some ideas across programs in their own discipline. Kim has taught chemistry in Health & Wellness since 2004. She has a BSc, BEd and MEd in international education. In 2009, she participated in a focus group called ‘Indigenous Voices Café’ with a mandate to increase Aboriginal participation in health sciences. She has been teaching Chemistry to the Aboriginal section of Pre-Health for 2 years. Barry is the Coordinator of the Pre-Health Sciences program and has been involved in several Georgian College and CTL initiatives including the Course Design Institute and the ONCAT Credit Transfer project. In 2012, he was a recipient of the Teaching Excellence Award.
 * B10**. **Title:Aboriginal Studies and Pre-health Science: An Innovative Partnership**
 * Facilitator(s):** Kim Getty and Barry Weese
 * Photo(s):**
 * Description:**
 * Bio(s):**

Description: A USB tablet is an inexpensive accessory that gives another dimension to your instruction, bringing many “smart board” like capabilities to a normal laptop or podium computer. In this session, we will discuss possible uses of the Bamboo tablet, the software that comes with it, and some of the common software that integrates well with the tablet for presenting material to the students. We will see how the tablet can be used with PowerPoint, Microsoft OneNote, Windows Journal, and Windows Paint, to highlight, annotate, trace, draw, and otherwise make your lessons much more interactive. Participants will break into groups and be given an opportunity to experience for themselves how a Bamboo works on a laptop computer.
 * B11. Title:** **Spice up your teaching with a Bamboo tablet**
 * Facilitator(s): Don Gibson**
 * Photo(s):**

Bio(s): Don began teaching part-time at Georgian College in Owen Sound in 2005, primarily working with Marine and Power Engineering students. His focus has been in the Math and Applied Sciences, but he has also instructed blueprint reading, fluid power, and computer applications. Don accepted a full-time faculty position at Georgian in 2011.

Photo //**Description:**// Based on the principles of cooperative learning and recent brain research, Whole Brain Teaching (WBT) uses strategies and techniques to engage students of all abilities to learn within a fun and energetic atmosphere. A significant quantity of modern brain research demonstrates that we learn best by seeing, saying, hearing and doing. This workshop will not only introduce participants to the concept of WBT, but, more importantly, it will focus on specific ways that this approach can be used to enhance learning in all subject areas. Through interactive activities, participants will be encouraged to recognize the impact our teaching methods have on student engagement and motivation. //**Bio(s):**// Maurice is an instructor in the Developmental Services Worker program in Owen Sound. He has facilitated workshops on various topics - from music therapy to Applied Behaviour Analysis. He has over 25 years of teaching experience at all levels from pre-school to University and has worked as a behaviour therapist for individuals struggling with autism.
 * B12: Title: Engaging ALL students: An Introduction to Whole Brain Teaching**
 * Facilitator: Maurice Azanno**