ARTICLES

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Tiffany Poirier Exemplary PracticesBig Questions in the Classroom

Published in Exemplary Practices – Prime Minister’s Awards for Teaching Excellence, 2014

Tiffany is the featured teacher on the government of Canada’s Exemplary Practices magazine published as a part of the Prime Minister’s Awards for Teaching Excellence program. In her article, Tiffany describes the three unique teaching practices for which she was nominated for her award: The Teaching Coats Project, Community of Inquiry, and Personal Interest Projects.

Download now as pdf: Exemplary Practices 2014

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imgresTeaching with Heart

Published by Jossey-Bass, May 19, 2014

Available now at Amazon.com, Chapters, and other fine book retailers.

In this book edited by Sam M. Intrator and Megan Scribner (with forward by Parker J. Palmer and introduction by Taylor Mali), Tiffany contributes personal memories from her teaching career to a chapter on “Relentless Optimism”.  Her story revolves around the transformation of her student,  nine year Jonathan, who discovers a hundred creative worlds within himself through doing a  “Personal Interest Project”.

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slide16The Teaching Coats Project

Published by Courage & Renewal, May 23, 2013

In this article for Couragerenewal.org, the foundation grown from the work of author and education activist Parker J. Palmer, Tiffany describes her journey creating a professional development program called The Teaching Coats Project.  The project involves educators in arts-based inquiry into their own identities as teachers and learners through creating their own magical “Teaching Coats”.  These unique coats are collages of teachers’ own identities, rich with stories, quotes, sketches, found objects, etc.

Read the article here.

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1 (1)The Teaching Coats Project

Published by the University of British Columbia – C.I.R.C.L.E., 2012

Read it here: http://ow.ly/GmfN3033bGE

Tiffany created this research paper in partial fulfillment of the requirements for the degree of Master of Education. The data collected included participants’ stories, written statements, interview transcripts, and photographs of Teaching Coats. The data was analyzed around a central theme of teacher identity and explored through five interrelated themes: teacher identity as a contextually embedded and co-constructed social phenomenon, teachers’ need for self-awareness, the complexity of clarifying boundaries between one’s personal and professional identity, teacher authenticity, and transformation. This study offers a rationale for how The Teaching Coats Project, as an example of an arts-based professional development opportunity, may foster teacher identity by providing a framework for independent exploration and/or participation in a practice-based community of inquiry.

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slide123Do Kids Need Philosophy?

Published by Teacher Newsmagazine, Nov./Dec. 2009

This is an edited reprint of an article originally published by The Tyee.  Read the article here.

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slide152How to Foster Young Philosophers

Published by The Tyee, September 9, 2008

A second article in the series “Teacher Diaries”, Tiffany welcomes you to her classroom, where kids are never too small to think big.  She outlines a rationale for introducing children to the process of philosophical inquiry and busts ten myths.

Read the article here.

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slide131Let’s Teach Kids Philosophy

Published in Synergy Magazine, January 4, 2008

Tiffany’s article, originally published by The Tyee, is reprinted in Synergy Magazine for their new year issue.  Read the article here.

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slide161Let’s Teach Kids Philosophy

Published by The Tyee, November 27, 2007

In this first article the series “Teacher Diaries”, Tiffany explores reasons why children benefit from learning to do philosophical dialogue with their peers in a classroom setting.

Read the article here.