Math in Action
Math in Action takes in-depth look at the teaching and learning at a Toronto school, where educators work to engage students in mathematics through real-world situations and explorations. Learn how staff identify and address the needs of their students by creating partnerships between school, home and the community.
Math in Action
Culturally Responsive: Educator Mindset and Action
It is important that all students feel safe, accepted, and inspired to succeed in a…
Educator Mindset and Action
Math Lives Here: Helping Social Justice Take Flight
Knowledge Building: Theory and Practice
In 2015, Quest explored the theme of Deep Learning in a Digital World. In this workshop, hear Dr. Marlene Scardamalia speak to knowledge building theory, while students and teachers reflect on knowledge building practices.
Knowledge-building Theory: Marlene Scardamalia
Knowledge-building Practice: Students and Teachers Reflect
Teaching and Learning in a Digital World
In 2015, Quest explored the theme of Deep Learning in a Digital World. Hear from this year’s expert speakers including Michael Fullan, Carol Campbell, Alec Couros, Jennifer Corriero, Will Richardson and George Couros as they explain what deep learning in a digital world really entails.
Student Achievement Resources: Fall 2015 Package
The resources include new videos and online tools, guides and monographs designed to support Achieving Excellence: A Renewed Vision for Education in Ontario.
Dr. Jean Clinton: Learning, Trauma and Resilience
Thoughts on Teaching and Learning Mathematics: OAME 2015
Chris Suurtamm - Mathematical Thinking for Every Learner
Nora Newcombe - Spatial Reasoning
Marian Small - Substantive Math Learning
Damian Cooper - Essential Assessment Concepts
Ron Lancaster - Architecture and Mathematics
Joan Moss - Mathematics for Young Children
Connie Quadrini - Mathematics for All Students
Promising Practices in Mathematics Learning and Teaching
Spatial Reasoning in Number Sense and Numeration
Supporting Students with Special Needs
Scaling Up or Down
Composing and Decomposing
Related Junior Resources - Visualizing
Related Junior Resources - Proportional Reasoning
Related Junior Resources - Scaling Up or Down
Related Junior Resources - Composing and Decomposing
Related Junior Resources - Non-Verbal Reasoning
Related Junior Resources - Manipulating Objects
Related Junior Resources - Comparing Objects
Conversations for Learning
In this video resource, we follow a classroom inquiry as students investigate a range of global issues that are of interest to them. By using multiple sources of information, they seek to understand diverse perspectives and what actions might be appropriate to tackle problems. They dig deep for meaning, question their sources and try to come to a clear understanding through conversations with their peers. Students come to the dialogue ready to participate in an intellectual exchange, willing to listen with an open mind and possibly create newer, stronger knowledge.
Growing Student Voice
Lucy West on Learning Through Dialogue
Reading the World in a Grade 3 Classroom
In this classroom you will see technology used extensively as a learning tool. The teacher’s pedagogy promotes diverse learning orientations, student self-regulation, metacognitive strategies and thoughtful student discourse.
From Read-Aloud to Independent Writing
Setting Students up for Success
Becoming Independent Thinkers
Learning Beyond the Classroom
Honouring Student Voice in Mathematics
This resource profiles a teacher and her Grade 5/6 as they work through a three-part mathematics lesson. The students reflect on how they have supported each other as a community of learners in developing their understanding of mathematics.
Plan for the Math by Doing the Math
Fostering a Community of Learners
Student Voice and the Three-Part Lesson
The 6 C’s
The 6 C’s approach — what we might call leading from the middle continues to be cultivated and spread throughout the province, including establishing clarity of each of the six clusters and how to develop the skills and dispositions in question.