Explicit Teaching in Problem-based Mathematics
Explicit Teaching in Problem-based Mathematics offers a re-imagining of what it means to engage in “direct” instruction. Rather than a separate pedagogical approach, explicit instruction is an integral part of problem-based learning and instruction. Animation and video are used to feature educator moves that support students to “notice things they would not otherwise see.” Think uncovering. Think making visible.
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
Leaders in Mathematical Thinking
Resource Pages: Supporting the Curiosity of K-3 Educators
These pages support K-3 educators and leaders in furthering their learning about 4 specific topics: Play-and-Inquiry-based Learning, Pedagogical Documentation, Knowing your Learner in the Reading-Writing Environment and Talk in the Classroom.
Knowing your Learner in the Reading-Writing Environment
Talk in the Classroom
Kindergarten Matters: Planned, Purposeful, and Playful Talk
Life as a Kindergarten teacher can sometimes be lonely and isolating! But a new style of Kindergarten network focused on improving student achievement through collaborative inquiry is bringing Kindergarten teachers together from one family of schools for both personal support and professional learning.
Successful Practices in the Education of Black Students
To make the most of this webcast, please download and print the viewing guide found to your right.
The Context for the Literacy and Numeracy Secretariat’s LNS focus on Equity of Outcomes.
The government of Ontario has made improvement in making publicly funded education the centerpiece of its mandate. This commitment begins with improved student learning and achievement in literacy and numeracy.