Reflections of Havergal: 1994-2019

The Havergal Chairs for Teaching & Learning From 1998 to 2018

1998–99: Larry Tayler • using the HyperStudio program for teaching grammar

2007–08: Sandra Langdon • implementing learning strategies and working individually with students who have difficulties with attention, memory and language

1998–99: Ruthanne Wrobel • using the Enneagram for teaching and learning

2008–09: Seonaid Davis • developing the Junior School curriculum

1999–2000: Barb Taylor • researching and implementing the Inquiry method of teaching and learning

2009–10: Not applicable 2010–11: Linda Goldspink • developing the executive function

2000–01: Barb Macintosh • rethinking community service leadership

2011–12: Kari Macer • bridging the Junior School and the Senior School through the Middle School Guidance Program 2012–13: Helen Carayannis and Nicole Davies • designing strategies and approaches to build self-efficacy in Grades 4, 5 and 6 students 2013–15: Jennifer Goldberg • investigating effective methods of providing assessment feedback to students; view a summary of her findings at Feedback that Works

2001–02: Jean Sheppard • developing creative thinking skills

2002–03: Edite Sammons • using the AIM Approach for French Teaching in the Junior School

2003–04: Karen Mackasey • refining the Grade 8 Math Program

2004–05: Louise Cholette-Rees • developing the AIM Approach for the teaching of French in the Middle School

2015–18: Laura McRae • creating a thinking classroom

2005–06: Lindsay Norberg • using classroom data to study instructional practice

2016–17: Andy Lucacescu • exploring the difference between mathematical “thinking” and mathematical “doing” in both teacher practices and student understanding of mathematics

2006–07: David Sumner and Nick Szymanis • developing a senior-level interdisciplinary course

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