Teaching

My teaching philosophy holds intersectional inquiry-based learning at its core. My students and I participate in active and creative teaching strategies in order to engage with history learning in anti-oppressive ways, and in order to create a community of learning. Through on- and off-campus learning (see Indigenous Walks – one of our favourites), we delve into issues of gender and sexual diversity, the environment, anti-racism, and Indigenous education. Students learn how to plan inquiry-based lessons, field trips, and workshops, and in recent years have created multimedia projects around issues they care about.

Students/colleagues in a recent Intermediate History course – November, 2018.

Courses

Bachelor of Education Program
University of Saskatchewan

ECUR 382 – Methods in Elementary Social Studies

In this course, teacher candidates are introduced to approaches for designing culturally relevant, inquiry-based learning for elementary social studies. Through thematic lenses, teacher candidates develop theoretical frameworks that guide their social studies pedagogical development, and cultivate skills in selecting, applying, and differentiating teaching strategies, content, and assessments for diverse elementary learners. Focus is also placed on the interpretation and integration of treaty education outcomes and civic education outcomes into the social studies provincial curricula. 

ECUR 383 – Social Studies in the Early Years

In this course, teacher candidates are introduced to approaches and experiences for observing children’s interests and designing inquiries and project-based learning in social studies for Prekindergarten to Grade 3. Attending to the contexts of family, community, and school, teacher candidates will develop a repertoire of teaching strategies to nurture children’s values and attitudes, knowledge and understanding, and skills and processes to strengthen self-identity and active and responsible citizenship. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning.

ECUR 386 – Methods in Secondary Social Studies

In this course, teacher candidates are introduced to major concepts and current research in history, civics, and social science education. Emphasis is placed on guiding teacher candidates to develop theoretical frameworks that inform their social studies pedagogical development, and to cultivate skills in applying differentiated, culturally relevant, and inquiry-based teaching strategies, content, and assessments for diverse secondary learners. This course also centers a critical examination of Saskatchewan social sciences curricula and the integration and application of treaty education outcomes and civic education outcomes.


Bachelor of Education Program
University of Ottawa

PED 3183 – Teaching History at the Intermediate Division (2017 & 2018)

Introduction to the teaching history at the intermediate division (Grades 7, 8, & 10). Students learn about the impact of history on the whole learner; individualized instruction; theoretical framework and pedagogical implications; critical examination and interpretation of relevant curriculum guidelines. Students are involved in the development of programs; analysis and application of specific teaching strategies and techniques unique to the discipline; and evaluation procedures and techniques.

PED 4183 – Teaching History at the Senior Division (2016 & 2018)

Introduction to the teaching history at the senior division (Grades 11 & 12). Students learn about the impact of history on the whole learner; individualized instruction; theoretical framework and pedagogical implications; critical examination and interpretation of relevant curriculum guidelines. Students are involved in the development of programs; analysis and application of specific teaching strategies and techniques unique to the discipline; and evaluation procedures and techniques.


Teaching Assistant Appointments

Winter, 2019 | EDU 5199: Synthesis Seminar
Education Graduate Program, Faculty of Education, University of Ottawa

Fall, 2018 | EDU 5221: Historical Narratives & the History of Education
Education Graduate Program, Faculty of Education, University of Ottawa

Fall, 2018 | PED 3112: Teaching in the Primary Division
Bachelor of Education Program, Faculty of Education, University of Ottawa

Fall, 2014 | PED 3102: Schooling & Society
Bachelor of Education Program, Faculty of Education, University of Ottawa


Workshops

In addition to classroom teaching, it is important to me that I collaborate with colleagues to offer extra-curricular learning opportunities to students – in particular around social justice and civic engagement – and to work through our ideas together. Below is a selection of workshops I have helped to create and facilitate.

Bergen, J. & Jones, RJ. (2019, February). History will be intersectional or it will be lies: Resources for teaching 2SLGBTQ+ Histories. Workshop presented at the Faculty of Education Partners Reflecting on Inclusive, Diverse Education (PRIDE) Professional Learning Conference.

Bergen, J. (October, 2018). Teaching controversial issues in history education. Invited workshop in PED 3183: Teaching History at the Intermediate Division course. Professor: Dr. Heather McGregor.

Mclean, L., Tippett, C., Bergen, J., & Baroud, J. (2017, October). What is Citizen Science? Approaches to learning and teaching Citizen Science in the classroom. Workshop with participants of the Citizen Science project, University of Ottawa Teacher Education program, Ottawa, ON.

McLean, L., Crowe, T., Bergen, J., Rottmann, J., Baroud, J., Baranek, S., Creelman, J., Demers, J., Enns, M., & Jobin, F. (January, 2017). Collaborating in a time of democratic change: Research and practice towards youth civic engagement in hybrid places. Workshop at the International Congress for School Effectiveness and Improvement (ICSEI) Conference, 2017. Conference Stream: Connecting Research, Policy, and Practice. Ottawa, ON.

McLean, L., Crowe, T., Bergen, J., Rottmann, J., & Baroud, J. (November, 2016). Doing Democracy: A partnership project. Noon-hour Colloquium hosted by the Centre for Research on Educational and Community Services (CRECS), University of Ottawa, Ottawa, ON.

Bergen, J. (October, 2016). Student-driven history: Critical incidents as inclusive pedagogy. Invited workshop in PED 3183: Teaching History at the Intermediate Division course. Professor: Dr. Lorna McLean.

McLean, L., Fizet, C., & Bergen, J. (April, 2016). Historical civic identities: Youth voices, critical incidents, and pedagogy. Workshop at the National Meeting of Past Recipients of the Governor General’s History Award for Excellence in Teaching, University of Ottawa, Ottawa, ON.

Bergen, J., Truong-White, H., & Cloutier, G. (March, 2016). Community service-learning, children’s voices, and arts-based methods: Three case studies in participatory research. Workshop presented at the Jean-Paul Dionne Symposium, University of Ottawa, Ottawa, ON.

Bergen, J., Truong-White, H., & Butler, J. (March, 2015). Teaching for social justice: The complexity of the un/conventional. Workshop presented at the Jean-Paul Dionne Symposium, University of Ottawa, Ottawa, ON.

McLean, L., Truong-White, H., & Bergen, J. (2015, October). Democracy 101. Workshop for the participants of the Citizenship Education Project, University of Ottawa Teacher Education, Ottawa, Ontario.