Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 28 Program Implementation Assumption #4: Sessions are Aligned with School Curriculum and Customizable Regarding the question of alignment, a common theme among the research consulted on field trips and guest speakers highlighted that they should be aligned with school curriculum to yield maximum positive effect (DeWitt and Storksdieck, 2008; Education and Employers, 2019; Behrendt and Franklin, 2014; Laursen et al., 2007). Regarding customizability, the section above already described the importance of customization in the context of cultural relevance. Additionally, the need for customization is reflected in established educational approaches, such as the complementary concepts of Universal Design for Learning (UDL) and Differentiation described in the Government of Ontario's Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013). "The differentiation method in education is grounded in the understanding of students' diverse cognitive abilities and prior knowledge, requiring tailored instructional strategies that create supportive learning environments and accommodate individual needs…"(Goyibova et al., 2025, p. 2; see also Tomlinson, 2014). The effectiveness of this approach is outlined in Goyibova et al., whose review of differentiation approaches across diverse national contexts concluded that "In order to address the varying needs of students, foster inclusion, and improve academic performance, differentiation in education is crucial" (2025, p. 1). Tomlinson (2014) similarly describes the various facets of differentiation, also highlighting the importance of tailoring instruction to student interests and preferred approaches to learning. Zhang et al. (2020) conducted a research synthesis on a related approach known as Personalized Learning (PL), which they concluded was generally associated with positive student outcomes (including performance, engagement, attitudes towards learning, and cognitive skills), while at the same time acknowledging that more research was needed and that various definitions and theoretical frameworks active in the field created complexity. Although a thorough examination of these different approaches is beyond the scope of this evaluation, it is clear that the need to adapt instruction to student contexts, needs, and interests is well accepted and enjoys significant empirical support. Relatedly, the literature also supports Connected North's focus on making connections with students' lived experiences. Harackiewicz et al. note that when students can link course topics to their own lives, identity, and goals, they develop greater interest in those topics: "On their own and in their own terms, students generate connections between course topics and their lives— helping them appreciate the value of their coursework and promoting a deeper level of engagement" (2016, p. 224). Toulouse's 2016 report, What Matters in Indigenous Education echoes the importance of this personal connection in an Indigenous context. Program Implementation Assumption #5: Sessions are High Quality As noted above, "high quality" sessions are defined broadly in this evaluation. At the most basic level, quality refers to the accuracy and relevance of the information being conveyed. The evaluators contend that this is self-evident and does not require specific support from the literature, and is inherently linked to Connected North's emphasis on engaging subject matter experts as Content Providers.