19th Annual IOP Conference
Saturday, May 14, 2016
8:30am – 1:30pm
Teaching is demanding and complex work, made more difficult if we try to do it in isolation or without sharing and exploring our understandings together. In order to better understand and improve our practice, many of us engage in classroom, program or institution-based investigations focusing on the what, the how and the why of our practice.
On May 14, 2016, UBC hosts the 19th Annual IOP Conference where practicing teachers, university educators, graduate students and student teachers from different educational contexts (schools, universities and colleges) come together to share their questions, investigations and understandings about their practice.
The IOP conference stresses dialogue among participants; presentations are intended to provoke and inform discussion. These exchanges typically fall within the following areas of inquiry:
- the preparation of practitioners
- the ongoing education of practitioners
- the focus on classroom practice
- the context of practice (e.g., social, political and cultural analysis of practice)
- researching practice (e.g., teacher inquiry/action research)
The call for proposals is now closed - thank you to all who submitted! The committee will begin reviewing proposals soon, and we'll be in touch with authors by March 31.
In UBC’s Faculty of Education, 2015-16 marks the Year of Alumni. The 19th Annual IOP Conference welcomes proposals related to this theme!
Submissions & Timeline
Submit your proposal to present using the online submission form:
- Call for Proposals opens: Tuesday, December 1
- Submission Deadline: Friday, March 4
- Presenters Notified by: Friday, March 31
- Early Bird Registration: Friday, April 15
When organizing IOP, the committee has a limited number of rooms and often more applications to present than can be accommodated. The varying formats (presentations, roundtables, posters) and time allocations provide the committee with some flexibility to maximize the number of proposals accepted. Please consider which format best suits your needs but also indicate whether others are acceptable should the committee not be able to meet your first choice.
IOP is intended to foster dialogue and discourse. In order to do that, we request that presenters limit their delivery and allow time for discussion. All sessions will be chaired and the Chair will enforce time limits. If you submit a proposal to IOP, the assumption is that you have accepted the time limits for presentation outlined below.
In the spirit of IOP, if you are chosen to present your work at the conference, we hope that you will also attend other presentations offered at the conference.
We suggest that all those who present their work at the conference provide a simple one-page summary of their work for distribution at the conference (20 copies should suffice).
- We want challenging, relevant, interactive presentations that showcase how you have been investigating some dimension of teaching practice.
- Session time should be divided equally between provoking discussion by providing access to your understandings, and providing opportunity for others to discuss your conclusions.
- Individual presentations are allotted 20 minutes. The formal aspect of the presentation (e.g., PowerPoint) should last for a maximum of 10 minutes, with 10 minutes for discussion.
- Panel/group presentations are allotted 40 minutes. The formal aspect of the presentation (e.g., PowerPoint) should last for a maximum of 20 minutes, with 20 minutes for discussion.
- Proposals: maximum of 350 words.
- You have a critical question you would like to discuss with other practitioners and you are willing to initiate and moderate a conversation, perhaps based on your own experience or research.
- IOP roundtables are intended to encourage sharing and networking among participants interested in a specific theme or issue. Roundtables are not intended to include lengthy or formal presentations. The idea is to introduce a topic briefly and informally — and then to invite participants to share what they may be doing and thinking in relation to that topic.
- For example, a presenter could introduce a topic by raising one or two questions and/or providing some background information on a one-page handout. The introduction should last no longer than five minutes, leaving 15 minutes for conversation.
- The poster format is ideal for the visual presentation of research results, a program of research or research activities of a group.
- Poster sessions will be organized in two 15-minute time slots, where presenters are available to answer questions.
- For information on creating an effective poster, visit: www.ncsu.edu/project/posters.
2016 registration is now open!
Registration fees include the conference, refreshments and a delightful lunch, plus an opportunity to win an assortment of door prizes!
Registration fees are paid through our secure online payment gateway via credit card or accepted interac cards (BMO, RBC, ScotiaBank, TD CanadaTrust). Please note we are unable to accept Visa Debit cards.
Early Bird Rates
Early Bird rates apply to full payment of fees received on or before . If you do not wish to make your payment online, you may select to pay "in-person" on the registration form. To receive the Early Bird rates, you must submit fees in cash (personal cheques are not accepted) at the PDCE Office (Scarfe, room 1304) and are required to bring the exact amount (no change is available on site).
- All payments made after April 15 will be at the regular full rate and must be paid at the registration table on May 14 (they will not be accepted in the PDCE Office).
NOTE: the registration and payment page will open in a secure Faculty of Education ePayment site.
All participants and conference presenters are required to register and pay fees.
Early Bird Fees - ends April 15
- Regular Rate | $25
- Student Rate | $15
Regular Fees - begins April 16
- Regular Rate | $35
- Student Rate | $25
- There is a 20% handling fee for cancellation of registrations received in writing (email) on or before Friday, April 22.
- No refunds will be issued for cancellations received from Saturday, April 23 onward.
If you require assistance with registration, contact email@example.com or call 604.822.2013.
Join us for the 19th Annual IOP Conference!
We'd like to highlight the following to reminders for all IOP Participants:
- Arrive early or on time for all sessions, particularly after the poster presentation and nutrition breaks.
- Stay for the full session, it’s important to encourage and support all presenters!
|8:30-9:00||-||Registration (Scarfe Lobby) & Refreshments|
|9:00-9:40||-||Session A - Presentations|
|9:45-10:00||-||Session B - Posters (2nd floor corridor) & Refreshments|
|10:05-10:45||-||Session C - Presentations|
|10:45-11:00||-||Session D - Posters (2nd floor corridor) & Refreshments|
|11:05-11:45||-||Session E - Presentations|
|11:50-12:30||-||Session F - Presentations|
|12:35-1:30||-||Catered Lunch, Door Prizes, & Conference Evaluations|
Open House - UBC's Michael Smith Laboratory
IOP participants are invited to attend an Open House for Science Creative Literacy Symposium (SCLS) at UBC's Michael Smith Laboratory - tour the SCLS lab with a hands-on introduction to some of the SCLS activities.
The open house will take place after the IOP Conference closes on Saturday, look for information at the registration desk.
- This event is generously organized for IOP participants by the presenters of Science Creativity Literacy Symposium: Impact on Students’ Perceptions of Science and Creativity.
Session A | Presentations | 9:00 - 9:40
Susan Grossman, Pam Kalas, Latika Raisinghani
Investigating the Impact of Community-Based Experiences on Students’ Learning: A Case of Biology 121
Chantalle Fuchs, Lori Ford
Fostering Academic Success among Chronically Ill Students: Identifying Supportive Solutions among Teachers
Jovana Durica, Kathleen Walsh
From Zero to Hero: Research Based Small-Group Interventions for Children Struggling with Mathematics
Natalie LeBlanc, Adrienne Boulton
Visual Inquiry in Art Teacher Education: A Non-Linear, Rhizomatic Process of Learning
Sokyee A. Low, Robyn McClure
Investigating student use of emotion regulation strategies
Positive Pedagogues: Architecture for Well-being in the Classroom
Mashael Alharbi, Angela Rutakomozibwa, Stella Maris Namae
Crossing the Bridge: Reflection on Pedagogical Transformation of Graduate Students Life to classroom delivery
The Testimony Project
Session B | Posters | 9:45 - 10:00
Posters in Main Corridor, 2nd Floor | Refreshments in Room 209
How can assessment promote self-directed learning?
Using mathematics to understand history
Proactive character education using C3I practices
La Trinidad Mangmang
Maternal/child separation and reunification: effects on pedagogies and practices
Joanna Cannon, Anita Hubley, Julia O'Loughlin, Nancy Norman, Alayna Finley, Lauren Phelan
Using Technology Tools in Research and Practice with Students who have Special Needs: Examples and Highlights from a Local Research Study
Randip Gill, Shelley Hymel, Angela Low, Lindsay Starosta
Promoting Mental Well-Being through Social and Emotional Learning in Schools: The SEL Resource Finder
Sonja Saqui, Michele P. Cheng
Effective Strategies to Support Students with Anxiety in the Classroom
Session C | Presentations | 10:05 - 10:45
Joanna Cannon, Anita Hubley, Nancy Norman, Julia O'Loughlin, Lauren Phelan, Alayna Finley
Collaboration across Research and Teaching: Attributes Necessary in Forming an Interdisciplinary Team
Dr. Nabi Bux Jumani, Ms. Fouzia Ajmal, Dr. Samina Malik
Perspective Transformation through Professional Development: Experiences of University Teachers in Pakistan
Implications of Organizational Strategies in Problem Solving
Innovative use of collaborative video annotation system in physics teacher education
Teaching Aboriginal Art in the Elementary Classroom
Nikki L. Yee, John MacCormack
Reconciliation in the Classroom: Using BC's re-designed curriculum to support Indigenous and non-Indigenous students
Ryan Deschambault, Reginald D'Silva
Taking stock of international students’ academic literacy experiences in a year-long study abroad program
Joel Heng Hartse, Saeed Nazari
Duoethnography: Provoking Ideology and Curriculum in Dialogic Voices
Teaching Persian New Year, Norooz, in Waldorf Classroom Setting
Teaching Perspective-Taking in Kindergarten
Session D | Posters | 10:45 - 11:00
Continuation of Session B above; second opportunity to view posters
Posters in Main Corridor, 2nd Floor | Refreshments in Room 209
Session E | Presentations | 11:05 - 11:45
Claire Rushton, Carrie Froese, Alison Nasato, Allison Tufaro
The outdoor classroom: taking learning and purposeful play outside rain or shine
Wendy Traas, Yvonne Dawydiak, Curtis Wiebe
Hands on, minds on: Using collections and a makerspace to develop literacy for 21st century learners
How can we get more women interested in Computer Science?
Using Digital Games to Engage Science Students: The Case of Minecraft
Session F | Presentations | 11:50 - 12:30
Latika Raisinghani, Janice Valdez, Tathali Urueta-Ortiz, David Ng, Marie-Claire Shanahan
Science Creativity Literacy Symposium: Impact on Students’ Perceptions of Science and Creativity
Navneet Hans, Carol Lin, Vivian Lam, Margaret Early, Margot Filipenko, Jeannie Kerr
Pedagogy and Power: Addressing Dialectical Diversity in the Elementary Classroom
Supporting Students with Special Needs in the Transition out of High School
Darcie-Anne Bailey, Marley Morton
Exploring the Roles and Perceptions of School Psychologists
Local Outdoor Learning - Rewinding teaching practices
Lunch | 12:35 - 1:30
IOP Conference Lunch - served in Room 209
Download the IOP 2016 Presentation Schedule (v2, 4/25/16)