Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 45 required to achieve optimal interactivity. One teacher emphasized that achieving the right fit depends in part on strategic session selection by teachers and ensuring that the type of session is well matched to the needs of a given class. Another pointed to some variation across presenters, though noting that issues were the exception rather than the rule. Looking specifically at the write-in responses to the teacher survey, a large number (100% positive) of comments on session interactivity reinforced a strong sense of satisfaction with this feature. At the same time, some comments that referenced interactivity did not necessarily confirm that sessions were always optimally interactive. For example, one teacher noted that "the moments that stand out are when students are engaged in the session by making remarks and asking questions," a reflection that could be interpreted as implying that interactivity varied across sessions. However, only a small number of responses to the separate question about what teachers would like to see more of mentioned a desire for increased interactivity—offering a counter-signal that provides some confidence that sessions generally met expectations for interactivity. Importantly, several interviewed teachers stressed that more interactivity is not always better; finding the right level requires insight and skill on the part of the Content Provider. For example, one teacher described a session in which the level of interactivity was too intense for her class, reinforcing Content Providers' own observations about the delicacy involved in tailoring sessions to the needs of each individual classroom. Implementation Assumption #4: Sessions are Aligned with School Curriculum and Customizable Evidence is strong for the curricular alignment and customizability of Connected North sessions. Staff described the substantial work involved in mapping sessions to diverse provincial and territorial curricula and in developing or sourcing new sessions when gaps were identified. Content Providers similarly emphasized intentional alignment with curriculum and the ongoing refinement of sessions based on teacher and student feedback, while also highlighting the importance of adapting content to grade level, local context, cultural protocols, and real- time classroom needs. Teachers' perspectives reinforced these themes: most reported that the variety of available sessions met their curricular requirements, and many described how they integrated sessions into their lesson planning or used them to complement cultural or land-based "When students are reciprocating with conversation and answering questions, and all jumping up and all trying to get to answer questions and we're having to shut our classroom door because our noise level is so high…It's because they're engaged. I think that is a testament to the whole program." -Teacher interviewee Strong Positive Sentiment High Volume of Relevant Evidence H M M L L L H Teacher Survey - Content Analysis Teacher Survey - Univariate Analysis Teacher Interviews Content Provider Survey - Content Analysis Content Provider Interviews Connected North Staff Interviews Evidence Base