By Josée Beaudoin, collaborator at the Network School (ÉER)
Participated in the project: Caroline Moore and Nancy Laflamme, teachers at the Envol specialized school as well as Peggy Rail, EER file holder and educational advisor at the CSS des Premières-Seigneuries.
With the collaboration of Marie-Claude Nicole, director of the ÉER.
Caroline Moore and Nancy Laflamme, two special education teachers in the small school L’Envol, at the CSS des Premières-Seigneuries in Quebec, transformed an end-of-year outing into a structured learning approach for their students with intellectual disabilities average, aged 12 to 16. As a starting point? Participation in the activity SOS Bats offered by the Network School (ÉER) in collaboration with Sépaq. Note that this school is part of the EER budget measure intended for small primary and secondary schools throughout Quebec.
Beyond the end of year release, notable learnings
To go beyond the initial intention which was to go on an outing to the Granby Zoo, the teachers chose an EER activity that was related to the theme. Then, in collaboration with the EER file holder and educational advisor at the CSS des Premières-Seigneuries, Peggy Rail, they integrated digital technology to enrich the educational experience of their classes, following the expectations of the CAPS program (for Compétences focused on social participation). They carefully planned the process which took place from March to June 2024 and put in place adequate supervision with the specialized education technicians (TES) and other school stakeholders (see at the end of this article for planning).
Note that network activity SOS Bat offers a set of activities carried out in collaboration with extracurricular partners such as Sépaq, whose specialists introduce students to the world of this animal, in particular through a videoconference activity. The network activity aims to lift the veil on the animal and its capacity to adapt (PFEQ link in science and technology: anatomy, diet, modes of locomotion, habitats, adaptations).
Caroline and Nancy also wanted to integrate several dimensions of digital competence through this activity, more particularly the exploitation of the potential of digital technology for learning, the development and mobilization of technological skills and the production of content. As their students have heterogeneous profiles in terms of literacy (some cannot write) and in terms of use of digital devices, the required educational differentiation proved essential throughout the project.
Cell phones in class, tablets and Book Creator
Different digital tools were put forward during the project. The teachers observed innovative uses among their students and were able to appreciate varied skills, even among non-writing students. The strategies deployed by the teachers allowed students to develop their information literacy, to better master the codes of web navigation and even to introduce others to interesting links to explore. Using a tablet and a digital application, a collaborative travel diary was created by the classes. For teachers, the integration of digital technology has proven conclusive, by adapting the tool environment. For example, students first wrote manually before moving on to writing on screen.
Ultimately, the teachers observed better use of digital technology among their students in specialized classes, with practices that they can model for other activities, such as the development of ethical citizenship, digital hygiene, but also skills to experience cultural and scientific mediation through questions asked to extracurricular speakers. In 2025, we want to continue on another subject to really benefit from an end-of-year school trip.
Overview of activities carried out by classes
Introduction to the animal world:
- Discovery of learning elements of the living world
- Presentation of different animal species
- Using visual aids, interactive stories and games to introduce students to the animal world, with a focus on bats
SOS bats network workshop:
- Participation in the ÉER SOS Bates-souris workshop virtually
- Use of digital resources to show the different species of bats and their particularities
Preparing for the visit to the Granby Zoo:
Virtual exploration of the Granby Zoo site: Use of digital media to help students understand and anticipate the experience of the visit (site map, activity schedule, photos of the animals, etc.)
Visit to the Granby Zoo:
- Organize a visit to the Granby Zoo adapted to the specific needs of students
- Use of digital media to provide additional information on the animals encountered during the visit and to photograph them
- Visit the cave where the bats are found and compare reality with what you learn in class
Practical activities:
- Creation of practical activities adapted to the level of students, such as making drawings, collages or models representing bats
- Classification of animals according to different categories (birds, mammals, reptiles, fish, insects)
- Classification of animals according to certain characteristics (hair, feathers, scales, habitat, mode of locomotion)
- Description of an animal’s lifestyle (habitat, diet, reproduction, predation, camouflage)
- Encouragement to ask questions and express their ideas about animals
Creation of a digital travel diary:
- Use of simple digital tools to create a virtual travel diary, bringing together students’ discoveries
- Inclusion of photos, videos and drawings made by students during the project
Virtual exhibition:
- Virtual presentation of student work, accessible to parents and other classes
- Integration of photos, videos and student narrations about zoo animals and bats
Resources needed:
- Access to digital tools such as tablets, computers or mobile devices as well as television at the school entrance for the presentation of students’ travel diaries
- Collaboration with specialized educators
- Internet connection for virtual tours and online exchanges
- Registration for the SOS bat workshop at the Network School
- Funding for the visit to the Granby Zoo (transport, zoo entrance tickets)
This project leads students to discover the characteristics of bats and to develop their knowledge in rich, concrete and varied contexts in which learning by trial and error as well as manipulation are favored. It also aims to create an experience meaningful and stimulating education by integrating the skills of the CAPS program, while using digital technology in an appropriate way to enrich students’ learning and promote their social participation.
