Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 48 that subject, and then made use of it, so that the connection becomes much stronger, and the knowledge is more permanent of a nature…" At the same time, other teachers described the synergies that emerged when a session was well aligned. A few teachers described how sessions could help address contextual gaps in students' background knowledge that made certain topics difficult to teach in remote settings. For example, one teacher recounted how they struggled to teach students in their remote school about pioneers in Canada because the concepts were so far removed from the students' lives. The teacher viewed Connected North sessions as providing access to contextualized, immersive representations of subject matter, including period-appropriate tools and materials, which helped make abstract content more concrete and supported students' understanding. Another teacher described using a Connected North session to wrap up a learning unit: "My students felt like they were geniuses, because it was an amazing way to wrap up the year...It was great, they were so excited they were all raising their hand. They knew every answer to every question. So it was a really good assessment to see if we had taught the learning outcomes that we had for the numeracy strand. And so that part made it still a really engaging session." A few teachers discussed how they used Connected North sessions to complement and elevate other cultural activities and learning. One teacher noted how "…having Connected North, and then having the people that are coming in person, and the elders and stuff working with the students as well... it like quadruples the impact of each of those sessions…;" while another teacher described how the inquiry enabled by Connected North dovetailed with their land-based curriculum: "And so as much as we're doing some learning on the land, there's a whole bunch of learning that happens before we go out on the land, and then there's a whole bunch of learning that happens after. And so it's very cyclical. And so the learning before and after is where I find that Connected North supports us a lot." Turning to customizability, a few teachers described how they selected Connected North sessions to support student interest, and how having a variety of options helped ensure they could connect with their unique class. For example, one teacher described how they would find a few sessions that aligned with their curriculum, then engage students in choosing which ones to book: "They can be excited about it. And whenever I've done that it's made this session a lot better; and the students are buying into it a lot more, because it's something that they're interested in already." Some other teachers described how Connected North developed or customized sessions for them. For example, one teacher described how Connected North supported them when their class "Yes, a lot of the topics are very complementary to curriculum to give a further learning or even a different way of learning essential content. Interactive games, small hands on tasking and asking essential questions that are coming from a live online instructor. Differentiation at its finest." -Teachers' Survey Respondent "I think that my students really appreciated their time with the elders and actually being outdoors over the open fire and stuff more because they had gotten to do the Connected North session ahead of time." -Teacher Interviewee