What does it mean to be a lifelong learner in the teaching profession? In this episode of Popular Pedagogy, newly appointed Associate Dean of Teacher Education, Holly Ogden, reflects on the power of relationships, curiosity, and growth in teaching and learning. She shares insights from nearly 25 years in education and discusses how these experiences will shape her vision for teacher education at Queen's University. _______________________________________________________________________________________

Dr. Holly Ogden (PhD, Queen’s University) is Associate Dean, Teacher Education and an Assistant Professor at the Faculty of Education, Queen’s University. Holly is a teacher, researcher, and musician who has taught in the ConEd, BEd and Professional Master of Education programs. Holly began her career teaching grades one through six with the Limestone District School Board and her classroom experience informs her research interests. She lives in Sydenham with her husband and two children.

This episode explores how integrative thinking helps students navigate tensions instead of choosing between opposing ideas. Nogah Kornberg shares practical tools like the pro-pro chart and a five-stage problem-solving journey that builds creativity, empathy, and critical thinking. The conversation highlights how embracing “creative friction” in classrooms can empower students to generate innovative solutions to real-world challenges.

Resources

• I-Think website
• I-Think Challenge Kits
• I-Think Case Studies
• Creating Great Choices by Roger Martin and Jennifer Riel
• Email: connect@i-thinktogether.org

About Nogah Kornberg

As strategist, facilitator and coach, Nogah’s work sits at the intersection of thought leadership and action. She is a trusted partner to leaders and educators navigating complex, system-level challenges. As Co-Executive Director of I-Think, she creates solutions that translate aspirations into lasting impact.

Nogah wrote the first textbook in Integrative Thinking, I-Think Facilitator Notebook. She also led the team designing I-Think’s first board game, I-Think Different: About Social Media, the Well-being Mini Kit and Challenge Kits. With school boards, Nogah has designed School Improvement Frameworks used by every leader in the Board, worked with Indigenous Education Teams to co-create their strategy and identify areas for action, and facilitated the Vision, Mission and Strategy with students for Central Technical School. She is currently working on a podcast with them.

Nogah received her Bachelor of Education and Master of Education from the Ontario Institute for Studies in Education, University of Toronto. She holds a Honours Bachelor of Arts from Trent University in History and Indigenous Studies.

In this episode of Popular Podagogy, host Chris Carlton sits down with educator Heidi Siwak for a thought-provoking dive into what students really think about artificial intelligence. Drawing on insights from over 5,000 Ontario students from Grades 6-12, the conversation explores everything from AI as a tool for inclusion and creativity to concerns about trust, surveillance, and bias. The big takeaway: students aren’t just passive users of tech. They want guidance, ethical guardrails, and a real say in how AI shapes their learning and future.

Resources

• AI Student Voice Report
• I-Think AI Challenge Kit
• I-Think

Heidi is an award-winning Ontario educator passionate about fostering student voice and agency and equipping students with the skills they need to shape the future of AI. As a Teacher-Coach at I-Think, Heidi has guided over 5000 Ontario students and their teachers through I-Think’s Artificial Intelligence Challenge and leads I-Think’s AI Readiness workshops for educators and parents, helping schools and families navigate the AI era. Heidi’s work as an educator has been featured in articles, books, and podcasts. She is an experienced conference presenter and TEDx speaker. Heidi has an MEd in Education Leadership and Policy with 25+ years of K-8 teaching at the Hamilton-Wentwork District School Board and at the Ontario Ministry of Education. Heidi is an alumna of Mila-Quebec Institute for Artificial Intelligence Summer School on Responsible AI and Human Rights, 2025.

In this episode of Popular Podagogy, host Chris Carlton dives into the complex world of sex education with Dr. Jacob DesRochers, an expert in sex education. They explore how educators can thoughtfully address sexual health, identity, and religious diversity in classrooms. This conversation offers insights on how teachers can create safe, inclusive spaces for students to make sense of their experiences while bridging the gap between school curriculum and diverse home values.

• Let's Talk about Sex (and Faith): Teaching about sexuality and health across religious and political lines Jacob's 2019 article in EdCan

Jacob DesRochers (he/him), PhD is a researcher and educator focusing on the complex interplay between sexuality, gender, culture, and religion in education, particularly within K-12 settings. He is the Research Associate with the Queen’s-Weeneebayko Health Education Program in Queen’s Health Sciences, where his work supports community-grounded approaches to Indigenous health education and curriculum design. His doctoral research, supported by the Social Sciences and Humanities Research Council of Canada, examined how K-12 sexuality education curricula can intentionally engage religious diversity despite often seeking distance from religion. Jacob’s broader scholarship critically explores the political and moral panics shaping public debates and policies surrounding human rights protections, discrimination, and educational inclusion.

Jacob was the lead research assistant on Dr. Lee Airton’s project “Gender Expression” under Construction: How School Boards are Shaping Ontario’s Newest Human Rights Category (2018–2020) and later supported the launch of Gegi.ca, the first bilingual platform designed to help students and teachers in Ontario address discrimination based on gender identity and expression. Jacob collaborates with organizations, universities, and student groups to develop policies and educational initiatives that address gender and sexual violence prevention through trauma-informed and justice-oriented frameworks. He also serves on research ethics boards for Queen’s University and Canadian Blood Services. His scholarly commitments center on community-engaged research that interrogates how systems of power shape educational policy, practice, and everyday experience.

In this episode of Popular Podagogy, host Chris Carlton speaks with Dr. Jacqui Getfield about what student success really means and how educators can create truly optimized classroom conditions. Drawing on critical race theory and lived experience, Dr. Getfield emphasizes the power of intentional collaboration between home and school, especially for Black, Indigenous, and disabled students.

Read Jacqui's article in The Knowledge Forum, "Black Students in Special Education: Contradiction or Conundrum?"

Jacqui Getfield, PhD is founder of a grassroots organization, Mothers United in Mediating Mutual Alliances (MUMMA). Her research focuses on race and disability within family engagement in home-institution partnerships. Her PhD dissertation is titled, “Prescriptive Partnerships: Black Mothers of Disabled Children and Educators in Ontario’s Public School System.” Dr. Getfield theorizes and analyzes through the lens of critical race theory. An adjunct faculty member at York University, she has delivered online public lectures and keynote speeches at universities in Canada and the USA. A diversity, equity, inclusion, accessibility, and belonging (DEIAB) consultant, Dr. Getfield has facilitated DEIAB workshops at charities, non-profit organizations, churches, etc. Dr. Getfield has 25 years of professional experience in education, health, research, and corporate communications in Canada. Currently, she is project manager of the Caribbean African Regenerative Medicine (CARM) project. She is a volunteer board member of the North York Senior Centre (NYSC) and the Black Legal Action Centre (BLAC).

In this episode of Popular Podagogy, host Chris Carlton has a conversation with Dr. Amy Burns, Dean of the Faculty of Education at Queen’s University. Together, they explore how teacher candidates can thrive during their practicum by taking care of themselves, adopting a learning mindset, and building meaningful relationships with mentors and students. Dr. Burns shares practical strategies for navigating challenges, seeking feedback, and getting involved beyond the classroom—all while reminding future teachers to “engage with the joy” in the experience.

In this episode of Popular Podagogy, host Chris Carlton chats with Dr. Sandy Youmans about why early math really matters—and how we can help kids stop “hating math” and start feeling confident with numbers. From foundational numeracy skills to mixing direct instruction with playful, real-world learning, Sandy breaks down what strong early math teaching actually looks like in Canadian classrooms. With a parent perspective (and some great at-home math ideas) thrown into the mix, this conversation makes a compelling case for building math confidence early—because it turns out kids don’t hate math, they hate feeling bad at it.

Resources

• AIM Collective (Assessment and Instruction for Mathematics) – A Canada-wide network of researchers and educators focused on strengthening elementary math education
• Math Cognition Lab (Carleton University) – Research lab hosting the AIM Collective and leading work on early numeracy and number development
• Beyond 1-2-3: Early Mathematics Education in Canada – Book co-edited by Dr. Sandy Youmans
• earlymath.ca – Website hosted by Dr. Youmans with resources related to early mathematics education
• TIMSS (Trends in International Mathematics and Science Study) – International assessment of math and science achievement (Grades 4 and 8)
• Young Mathematicians – Online math resources for educators and families
• Erikson Early Math Collaborative – Organization supporting early math learning and instruction
• DREME Network (Stanford University) – Research network focused on early math development
• Measuring Penny by Loreen Leedy – Children’s book highlighting measurement concepts through everyday experiences

What does it really take to support teacher candidates in the classroom? In this episode of Popular Pedagogy, Dr. Amy Burns—Dean of the Faculty of Education at Queen’s University—shares insights from her decades as a K–12 educator and leader in teacher preparation. From building reflective spaces to turning challenges into learning opportunities, this conversation highlights how associate teachers can make practicum experiences transformative for both mentors and future educators.