padlet.
com/l_brun/PME801Group3
PME 801 (Group 3) - Skype Meetings
The purpose of this padlet is to create space wherein we can work through the Collaborative Inquiry
process as a group in real-time
LINDSAY BRUN FEB 12, 2018 06:04PM
LINDSAY BRUN MAR 05, 2018 07:02PM
Creation of Final Proposal Brief
Creation of a nal brief, negotiating implications and ndings
from literature review and data interpretation.
JENNIFER CROSSON MAR 05, 2018 06:46PM
Need:
Alternative ways to show learning.
Evidence: students are unable to produce quality written
assignments.
M KOT MAR 05, 2018 07:02PM
Next Steps (for meeting on March 8, 2018)
- each member will contribute to future recommendations for
safe space in learning as presented in our nal  document.
LINDSAY BRUN MAR 05, 2018 07:02PM
STAGE FOUR - CELEBRATING AND
SHARING
M KOT MAR 08, 2018 01:56PM
Works Cited: Megan's Research
Holley, Lynn C., & Sue Steiner. "Safe Space: Student
Perspectives on Classroom Environment." Journal of Social
Work Education, vol. 41, no. 1, 2005, pp. 49-64.
Kisfalvi, Veronika., & David Oliver. "Creating and Maintaining a
Safe Space in Experiential Learning." Journal of Management
Education, vol. 39, no. 6, 2015, pp. 713-740.
Ontario Leadership Strategy (2013-14). Ideas into Action: For
Schools and System Leaders. Bulletin #3. Winter 2013-14.
M KOT MAR 09, 2018 03:38AM
Interpreting the Data: Relational Trust and
Safe Space
a) What does the data tell us about the problem?
- The classroom is a transitional space; where students
transform unconscious knowledge to explicit knowledge
articulated between and amongst others (Kisfalvi and Oliver
714).
- Teacher attention to identity was one important means in
which con ict management to difference of opinion was
dialogued.
b) What are the assumptions we make about students and
their learning?
- Often times we equate silence with acceptance of the
current learning - situations occurring in the classroom. (i.e.,
Who is more likely to occupy space in learning? Who is
allowed to speak? How does everyone speak?)
c) What are some things we could do to deal with this?
- Silence: Silence may be a productive response to a power
dynamic going on in the classroom. In order to channel
silence as such, the teacher must also have a re exive attitude
to that moment (Kisfalvi and Oliver 734).
-  Silence enacted by the student is an alternative
representation of response, one that is not created by the
teacher but rather evinced by the student: silence speaks back
to the expectations of how students should participate.
d) What are the strengths and weaknesses you see based on
the data?
- Re exivity is not discrete but ongoing
- Technology as a means to create new ways to encourage
thinking in the classroom
KEVIN C MAR 09, 2018 03:13AM
Interpreting the Data: Participation
Paradox and Safe Space
 a) What does the data tell us about the problem?
- students generally wish to have their comments and ideas
validated and discussed in the traditional classroom
 - personal experiences in marginalized groups who face
barriers are more aware of the risks in discussing dif cult
topics
- effective learning environments showed that students would
respect others, take risks in learning about peers, and support
colleagues while encouraging deeper thinking.
 b) What are the assumptions we make about students and
their learning?
- shows critical aspects in how educators view the traditional
classroom and how students learn or view safe spaces
- the absence of con ict in a classroom is often viewed as a
safe classroom, when in fact may very well be the opposite
- the lack of challenge or con ict poses discomfort or
dysfunctional atmospheres
- educators need to manage con icts, as opposed to
prohibiting it
c) What are some things we could do to deal with this?
- educators must understand our own classroom, expertise,
and trade-offs of introducing safe spaces
- educators must not neglect a student's background and how
their views intertwine with bias
- they should understand that discomfort and con ict as
necessary when addressing issues
- the management and re ection of these dif culties become
crucial in the progression of student learning
d) What are the strengths and weaknesses you see based on
the data?
- safe spaces are directly intertwined with social constructs
and the progression of modern day society
- how students gain their bias and perspective of these
dif cult topics are dependent on such a large variety of
aspects, that is becomes unpredictable
- as time moves forward, this data becomes less reliable, at a
much faster pace
DEBBIE MAR 05, 2018 07:08PM
Works Cited: Debbie's Research
OECD (2016), PISA 2015 Results (Volume I): Excellence and
Equity in Education, PISA, OECD Publishing, Paris.
http://dx.doi.org/10.1787/9789264266490-en 
C., Blythe, H. and Carpenter, R. (2016), Why the Revised
Bloom's Taxonomy Is Essential to Creative Teaching. The
National Teaching & Learning Forum, 26: 7–9.
doi:10.1002/ntlf.30095
Baguley, M., Midgley, W., & Kerby, M. (2013). Creativity and
collaboration in the education sector. International Journal of
Pedagogies & Learning, 8(1), 53-54. Retrieved from
https://search-proquest-
com.proxy.queensu.ca/docview/1470865278?accountid=6180
 
Folorunsho, A. (2014). Instructional models for english language
learners as contributors to elementary teachers' effectiveness
(Order No. 3665442). Available from ProQuest Dissertations &
Theses Global. (1640913403). Retrieved from https://search-
proquest-com.proxy.queensu.ca/docview/1640913403?
accountid=6180
 
Sindhi, Swaleha A. "Creating safe school environment: role of
school principals." The Tibet Journal, vol. 38, no. 1-2, 2013, p.
77+. Academic OneFile,
http://link.galegroup.com.proxy.queensu.ca/apps/doc/A3555
58883/AONE?u=queensulaw&sid=AONE&xid=40d9e32e.
Accessed 17 Feb. 2018.
 
Greene, K., & Mitcham, K. (2012). From the Secondary Section:
Community in the Classroom. The English Journal, 101(4), 13-15.
Retrieved from http://www.jstor.org/stable/41415466
 
Inlay, L. T. (2016). Creating a culture of respect through the
implicit curriculum. Middle School Journal, 47(2), 23-31.
10.1080/00940771.2016.1102600
Svihla, V. (2010). Collaboration as a dimension of design
innovation. CoDesign, 6(4), 245-262.
10.1080/15710882.2010.533186
 
Barre , B. J. (2010). Is "Safety" Dangerous? A Critical
Examination of the Classroom as Safe Space. e Canadian
Journal for the Scholarship of Teaching and Learning, 1 (1). h
p://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.9 
Gayle, Barbara Mae Dr.; Cortez, Derek; and Preiss, Raymond
W. (2013) "Safe Spaces, Di cult Dialogues, and Critical inking,"
International Journal for the Scholarship of Teaching and
Learning: Vol. 7: No. 2, Article 5. Available at:
https://doi.org/10.20429/ijsotl.2013.070205 
Ward, N. L., Woods, L. N., Crusto, C. A., Strambler, M. J., &
Linke, L. H. (2011). Creating a safe space to learn: The
signi cant role of graduate students in fostering educational
engagement and aspirations among urban youth. Community
Psychologist / Division of Community Psychology of the
American Psychological Association, 44(1), 33–36.
 
http://www.ascd.org/publications/books/109003/chapters/
Fostering-a-Healthy,-Safe,-and-Supportive-Learning-
Environment@-How-HP~HP-Schools-Do-It.aspx
Allen, T. (2000). Creating Community in Your Classroom.
Education Digest, 65(7), 23.
JENNIFER CROSSON MAR 09, 2018 05:51AM
Works Cited: Jennifer's Research
Brinegar, K. (2010). I Feel Like I’m Safe Again: A Discussion of
Middle Grades Organizational Structures from the Perspective
of Immigrant Youth and Their Teachers, RMLE Online, 33:9, 1-
14.
https://doi.org/10.1080/19404476.2010.11462072
Gayle, Barbara Mae Dr.; Cortez, Derek; and Preiss, Raymond
W. (2013) "Safe Spaces, Dif cult Dialogues, and Critical
Thinking", International Journal for the Scholarship of Teaching
and Learning: Vol. 7: No. 2, Article 5.
Available at: https://doi.org/10.20429/ijsotl.2013.070205
Holley, L.C., & Steiner, S. (2005). Safe space: Student
perspectives on classroom environment. Journal of Social
Work Education, 41 (1), 49-64.Stengel, B.S. & Weems, L.
Questioning Safe Space: An Introduction. Springer
Science+Business Media B.V. 2010 
Stud Philos Educ (2010) 29:505–507 DOI 10.1007/s11217-010-
9205-8  Interpreting Data: Cultural Sensitivity,
McMillan, J.H. & Hearn, J. (2008). Student Self Assessment: The
Key to Stronger Student Motivation and Higher Achievement.
Educational Horizons, v.87.nl.p. 40-49.
Parris, H., Estrada, L. & Honigsfeld, A.M. (2016). ELL Frontirers:
Using technology to enhance instruct for English Learners.
Thousand Oaks, CA: Corwin.
Robertson, K. Preparing ELL’s to be 21st Century Learners.
Colorin Colorado. org
http://www.colorincolorado.org/article/preparing-ells-be-
21st-century-learners
Wang, C., Quach, T., Hue, H., and Rolston, J. (2009).
Understanding English Language Learners’ Self-Regulated
Learning Strategies: Case Studies of Chinese Children in U.S.
Classrooms and Home Communities, New Perspectives on
Asian American Parents, Students and Teacher Recruitment, p
73-99. Information Age Publishing.
LINDSAY BRUN FEB 23, 2018 03:25AM
Works Cited: Lindsay's Research
Hughes, Janette Michelle (2017) "Digital making with “At-Risk”
youth", International Journal of Information and Learning
Technology, Vol. 34 Issue: 2, pp.102-113, https://doi-
org.proxy.queensu.ca/10.1108/IJILT-08-2016-0037 
LeMoine, Karen, and Labelle, Judy. What Are the Effective
Interventions for Building Resilience among At-risk Youth.
Brampton: Peel Public Health, 2014.  Canadian Electronic
Library/desLibris. Web. 20 2 2018. 
Lichtinger, Einat, and Judith Leichtentritt. "Self-Regulation
Programs for at-Risk Youth: Are Teachers Affected Too?"
Journal of Education for Students Placed at Risk (JESPAR) 21.2
(2016): 104-17. Web. 20 Feb. 2018
McGee, John J., and Fan-Yu Lin. "Providing a Supportive
Alternative Education Environment for at-Risk Students."
Preventing School Failure: Alternative Education for Children
and Youth 61.2 (2017): 181-7. Web. 20 Feb. 2018
McMillan, James H., and Daisy F. Reed. “At-Risk Students and
Resiliency: Factors Contributing to Academic Success.” The
Clearing House, vol. 67, no. 3, 1994, pp. 137–140. JSTOR, JSTOR,
www.jstor.org/stable/30188771.
JENNIFER CROSSON MAR 09, 2018 07:10AM
Empowering and Safe Spaces
a) What does the data tell us about the problem?
-students bene t greatly from being taught self-regulation
skills as it affects positive self-ef cacy which motivates
students to perservere on challenging tasks (Wang, Quach et
al).
-developing a school culture that fosters tolerance, diversity,
understand and respect will enable ELL learners to feel safe in
expressing themselves, and challenge opinions that expand
collaboration and PBI (Tai, H. C., 2016).
-PBI in technology will empower ELL students and promote
collaboration (Parris,H. Estrada,L. & Honigsfeld, A.M., 2016)
b) What are the assumptions we make about students and
their learning?
-self-regulation skills are challenging to teach to ELL students
due to limitations in language and understanding.
-creating safe spaces for ELL students could further confuse
or create challenges due to limited language, delayed
processing and misunderstandings that might not be
contained within the safety of the classroom/school.
-technology will be challenging for ELL students due to
limited language but will motivate students to be engaged in
PBI that will further increase language skills.
c) What are some things we could do to deal with
assumptions?
-teach ELL students how to monitor their own learning
through using strategies.
-provide feedback surveys to assess school climate.
-develop a school culture that fosters tolerance, diversity,
understanding, respect through providing training to
staff/students.
-engage administration and district in CI to address safe
spaces in schools.
-engage in problem solving with community at parent nights.
d) What are the strengths/weaknesses based on data?
-limited academic studies on ELL students and technology.
However, data examined does support the assertion that
technology allows students to show their learning in other
ways.
-corresponding to Megan and Kevin's points technology and
communication styles are evolving, therefore evidence is
constantly changing.
-as students gain self-regulation skills, are afforded and
become comfortable in communications in safe spaces and
through technology, self-ef cacy perceptions will change so
regular monitoring will be needed.
DEBBIE MAR 09, 2018 03:38AM
Interpreting Data: ELL Success and Safe
Space
a)  What does the data tells us about the problem?
Yes, in general classroom strategies and program development
needs to be reassessed to include culturally sensitive
responsive language. 
-ELL’s perform below the norm for their age groups by at least
1-2 years.  
-According to the OECD Canada does an above average job of
showing equity between native English speakers and ELL. 
-Developing interpersonal and intrapersonal skills amongst
students.
b) What are the assumptions we make about students and
their leaning? Are smaller patterns contained within the
themes? If so, what are they? 
Teacher education is key to ensuring that ELL’s are in
environments that foster growth.  
-Being in an environment that places importance on one
language over another is not bene cial to the learning of any
of the students. 
c)   What are some things we could do to deal with
assumptions? Upon closer inspection, what evidence isn’t a
good t?
English speakers sense that their native language is more
important than the language of the non-native speakers.  This
could cause imbalance in the way that ELL’s see themselves,
furthering the issues of self-concept and ability. 
-Teachers not having the right pedagogical skills to teach the
required competencies are not able to foster a good learning
environment.
d)  What are the strengths/ weaknesses based on data?
Upon closer inspection, what evidence best represents each
theme identi ed? 
Overall learning is the knowledge and understanding of our
global world and its issues.  
-Understanding each other inter-culturally through shared
values of human dignity and respect.  
-Showing empathy and respectful interactions are skills that
all students could bene t from.  
-There are some improvements from rst to second
generation ELL’s over the spectrum of education. 
Improvements need to be part of daily practices within
classrooms.
M KOT MAR 05, 2018 07:04PM
Next Steps (for meeting on March 4, 2018)
- Re ect upon data application to shared vision, revisiting our
sphere of concern. 
- Interpret perceptual and demographic data, making
inferences and conclusions on our shared vision. 
LINDSAY BRUN MAR 10, 2018 11:55PM
Interpreting the Data: At-Risk Youth &
Safe Space
a) What does the data tell us about the problem?
- At-risk youth can be successful academically through the
development of resiliency. Important coping skills are
developed through this process (McMillan & Reed 137).
- Students need a group of supportive individuals to provide
space for them to develop resiliency (LeMoine & Labelle 1).
b) What are the assumptions we make about students and
their learning?
- Assumption that students who suffer from a dif cult home
life may not be willing to learn.
 - In reality, at-risk students who are able to build resilience
demonstrate intrinsic motivation and self-con dence 
(McMillan & Reed 138).
c) What are some things we could do to deal with this?
- Within the school system, we can create opportunities for
students to connect with peers and trusted adults outside of
the classroom through various clubs and sports teams.
- Teachers and coaches often take on caregiver roles to build
trust and welcoming environments to foster the development
of resilience (McMillan & Reed 138).
d) What are the strengths and weaknesses you see based on
the data?
- Strengths: develop sense of self-ef cacy, increase in self-
con dence and self-esteem, goal setting, community
activities, connecting to school community. 
- Weaknesses: feelings of disconnectedness affect motivation
of at-risk youth  (McMillan & Reed 140).
LINDSAY BRUN MAR 10, 2018 11:51PM
STAGE THREE - INTERPRETING THE DATA
KEVIN C FEB 23, 2018 03:26AM
Works Cited: Kevin's Research
 Gayle, Barbara Mae, et al. “Safe Spaces, Dif cult Dialogues,
and Critical Thinking.” International Journal for the Scholarship
of Teaching and Learning, vol. 7, no. 2, Jan. 2013,
doi:10.20429/ijsotl.2013.070205.  person's work condition by others' effort, is involved in
LINDSAY BRUN MAR 05, 2018 07:04PM
Demographic Data: At-Risk Youth & Safe
Space
Journal articles used to examine the following:
- At-Risk factors contributing to academic success
- Effective interventions for building resilience
- Self-regulation programs for at-risk youth
- Digital making with at-risk youth
JENNIFER CROSSON MAR 10, 2018 05:57AM
Perceptual Data: Cultural Sensitivity &
Safe Space
Journal articles used to investigate:
 -Safe spaces that enhance critical thinking.
-Self-Regulation skills that build self-ef cacy for ELL
classrooms.
-Fostering cross cultural diversity through understanding,
respect, attitudes and perceptions.
-Empowering student perceptions through collaboration and
technology.
KEVIN C MAR 05, 2018 07:04PM
Perceptual Data: Participation vs
Assessment & Safe Space:
Literature Review
 - Case Study and Discussion Article documenting
participation paradox in safe space learning
- Article uses practical and theoretical applications in
promoting discussion of controversial topics while managing
con ict within a safe space environment
M KOT MAR 05, 2018 07:04PM
Perceptual Data: Relational Trust & Safe
Space:
- Case study exploring student de nitions of safe and unsafe
spaces in learning; teachers and students as co-creators in
knowledge
- Journal article on active listening and witnessing in what
makes a safe space for learning
- Ontario Teaching Policy; how relational trust - one's
teachers working together to create safe space
DEBBIE MAR 10, 2018 05:45PM
Demographic Data and School Process
Data: ELL success and Safe Spaces
OECD(Organisation for Economic Co-operation and
Development).
PISA - Programme for International Student Assessment
Journal articles are also used to support the importance of:
- Cultural sensitivity 
- Relational trust
- Attending to Social-Emotional that enhances learning.
- Effective Support by fostering relationships
- Current approaches, and examining data of how students Process Account:
outcomes are affected
Whatsapp group meeting (ongoing) - Feb 8th start date

Google Doc - collaboration

ELL Mind Map | Lucidchart
Feb 8th created
LUCIDCH ART

Skype meeting Feb 15th - 6:45pm - 8:30pm

Skype meeting Feb 22nd - 6:00pm - 7:30pm

Skype meeting March 4th - 6:00pm - 7:30pm

Skype meeting March 8th - 6pm

LINDSAY BRUN MAR 05, 2018 07:04PM

Data Collection on Various Aspects of Safe M KOT MAR 05, 2018 07:06PM
Space Next Steps (for meeting on February 22,
Each group member was responsible for collection of   2018)
demographic and 
- Review literature on safe space discourse (i.e., safe space and
perceptual data connected to the shared vision to create safe
education) and dialogue its applicability in relation to the
spaces.
Facilitator's Guide and our professional experience. 
- Research on safe space should then be used to contribute to
According to the Facilitator's Guide, demographic data is
resolution ideas of our shared vision. 
intended to "provide the over-arching context" while
- Continue synopses of lit review on google doc, sharing new
perceptual data refers to information collected for the
information and ideas. 
purpose of "big picture...improvement... in a variety of ways"
- Follow up discussion via padlet
(19). 

M KOT MAR 05, 2018 07:05PM

M KOT FEB 22, 2018 01:19PM
STAGE TWO - COLLECT THE EVIDENCE
Sphere of Concern: Safe space
Sphere of In uence: We can all collaborate (as teachers,
educators, mentors, etc) together, relating our professional
experiences to literature on safe space, extending knowledge
to our collaborative inquiry.

Safe space is a space for conversation and transformation; a

site where students play at managing dif cult situations
before these events come to fruition in the real world.
Discomfort is allowed but also productive; ways in which safe
spaces are created must be re exive- an awareness to how we
shape our own and interpret others' responses (Kisfalvi and
Oliver 722-723).

KEVIN C FEB 20, 2018 11:12PM

Purpose Statement
The purpose of this inquiry is to identify or explore ways to
KEVIN C FEB 16, 2018 04:33AM
create safe spaces in the elds of education and learning.
Issues?
Safe space
KEVIN C MAR 05, 2018 06:42PM
Time management
Intrinsic motivation LINDSAY BRUN FEB 16, 2018 04:33AM

Student focus Priorities:

Clear guidelines
- providing safe space for students, colleagues, team members
and peers is important to create a common ground to allow
DEBBIE MAR 05, 2018 06:46PM for learning to occur 
- this issue is broad enough to encompass many situations
Need: that educators encounter on a daily basis
Clear guidelines - all work environments require a safe space for the
individuals to be productive in their learning process
Evidence:
Unable to produce with varied amounts of support, not
relating to what is being asked LINDSAY BRUN FEB 16, 2018 04:33AM

C) Prioritize
M KOT MAR 05, 2018 06:41PM

Need: LINDSAY BRUN FEB 16, 2018 04:33AM

Safe space to negotiate their thinking

B) Identify Common Issues

Evidence: employees LINDSAY BRUN FEB 16, 2018 04:33AM

fall silent when they experience discomfort or challenges in
their work (i.e.,  not being able to meet speci c work A) Identify Student Learning Needs
deadlines, their transactional performance had errors, etc)

M KOT MAR 05, 2018 06:43PM

Timeline:
KEVIN C MAR 05, 2018 06:46PM
Feb 15th to 17: Framing of  problem/shared vision (Stage 1)
Need:
Time management Feb 18th to 24: Critical review of literature/collecting evidence
(Stage 2)
Evidence:
Music students nd dif culty in implementing proper Feb 25th to March 2: Analyze and implement resolutions
independent practice time, along with other school work and (Stage 3)
real life responsibilities
March 4 to 10: Report writing (Stage 4 )

LINDSAY BRUN MAR 05, 2018 07:05PM

LINDSAY BRUN MAR 05, 2018 06:46PM
STAGE ONE - FRAMING THE PROBLEM
Need:
Maintain focus to engage in meaningful discussion 

Evidence:
Students require teacher prompts to guide their analytical
discussions on literature

LINDSAY BRUN MAR 05, 2018 06:43PM

Works Cited: Group Research

LINDSAY BRUN FEB 16, 2018 04:35AM
Learning Forward Ontario. (2011) Collaborative Inquiry: A
Facilitator's Guide. Retrieved from
Determine a Shared Vision http://misalondon.ca/PDF/collabpdfs/Collaborative_Inquiry
_Guide_2011.pdf LINDSAY BRUN FEB 20, 2018 11:12PM

Shared Vision
Scardamalia, M., & Bereiter, C. (2014). Knowledge Building and
How can the Collaborative Inquiry: Facilitators Guide be
Knowledge Creation. In R. Sawyer (Ed.), The Cambridge
applied to create safe spaces (both in the classroom and in the
Handbook of the Learning Sciences (Cambridge Handbooks in
workplace)?
Psychology, pp. 397-417). Cambridge: Cambridge University
Press. doi:10.1017/CBO9781139519526.025

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