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Tag Category: 2012

Creating the Conditions for Learning Mathematics: Overview

St. Thomas Aquinas Secondary – Introduction

St. Marguerite D’Youville- Introduction

Inquiry

Inquiry-Based Learning

Multi-Media Texts

Reading Response

Reflective Thinking

Critical Thinking

Literacy Techniques: Treasure Words

Blog Critique

Text Analyzer – Introduction

Writing Conference

Vivid Verbs

Shared Writing

Descriptive Language

Building Sentences

Word Study

Opposites

Writing: Labels

Unfamiliar Words

Synonyms

Inquiry: Gathering Data

Prefixes

Rich Tasks – Introduction

Allan Luke: Vocabulary

Phonemic Awareness

Alphabetic Awareness

Running Record: Informational Text

Running Record: iPad

Running Record: Benefits

Learning Stations: Feedback

Descriptive Feedback

Visualization

Student-Teacher Reading Conference

Thumbs Up

Student Self-Assessment

Bump It Up Wall

Michael Fullan – Next Steps

Michael Fullan – Networks

Michael Fullan – Six Secrets

Michael Fullan – Building Relationships of Collaboration

Michael Fullan – Trust

Michael Fullan – Change

Michael Fullan – Learning is Work

Michael Fullan – Leadership in Ontario Schools

Michael Fullan – Targets

Michael Fullan – Principalship

Michael Fullan – Self-Assessment

Michael Fullan – Insights that Lead to Action and Improvement

Michael Fullan – Theory of Action

Michael Fullan – Top Performing Schools

Michael Fullan – The Digital Dimension

Michael Fullan – Innovative Pedagogy

Michael Fullan – Current Practice

Michael Fullan – Transparency

Michael Fullan – Leadership Qualities

Michael Fullan – Teamness

Michael Fullan – The Growth Mindset

Michael Fullan – Leadership: A Current View

Allan Luke – Critical Literacy

Allan Luke – Digital Culture

Allan Luke – Diverse Ways of Seeing the World

Allan Luke – Rich Tasks

Allan Luke – Assessment

Allan Luke – Second Wave Issues

Allan Luke – Hot and Cool Curriculum

Allan Luke – Adaptive Teaching

Allan Luke – Differentiated Pressure and Support

Allan Luke – It’s About Repertoire

Allan Luke – Pedagogically Focused Leadership

Allan Luke – Second Wave Change

Allan Luke – Innovative Assessment

Allan Luke – Teaching: An Art and a Science

Allan Luke – Assessment for Learning

St. Thomas Aquinas – Conclusion

Building Staff Accountability

Buffering Staff from Distractions

Monitoring Progress

Staffing the Instructional Program

Developing the Organization – Allocating Resources

Developing the Organization – Connecting Outside

Facilitating Collaboration

Collaborative Cultures

Modelling Values

Stimulating Growth

Providing Support

Communicating the Vision

High Expectations

Short-Term Goals

Shared Vision

External Accountability

Internal Accountability

Building Trust

Modelling Values

Stimulating Growth

Providing Instructional Support

Allocating Resources

Connecting Outside

Collaboration

Distributing Leadership

Monitoring Student Progress

Instructional Support

High Expectations

Shared Vision

Does a Circle Have Sides?

Taking Up Work

Measurement

Set Up for Measurement Activity

Opening Routines

Promoting Collective Responsibility

Actively Oversee the Instructional Program

Providing Teachers with the Opportunity to Observe Effectively

Providing Adequate Preparation Time for Teachers

Observing Instruction and Giving Feedback

Connect the School to the Wider Environment

Help Families Support Their Children

Involve Staff in Important School Decisions

Leadership Opportunities for Staff

Resources to Support Collaborative Work

Personal Professional Learning

Respond to Individual Staff Members’ Unique Needs and Expertise

Recognize Accomplishments of Staff

Staff Learn From Each Other

John Hattie: Content Knowledge

John Hattie: Class Size

John Hattie: Diversity as an Asset

John Hattie: Learning Intentions and Success Criteria

John Hattie: Challenging All Students

John Hattie: Magnitude of Growth

John Hattie: Targets and Benchmarks

John Hattie: Visible Learning

John Hattie: Know Thy Impact

John Hattie: Explicit Instruction

John Hattie: Teaching Reading

John Hattie: What is Knowledge?

John Hattie: Teachers as Change Agents

John Hattie: Next Steps for Student Achievement

John Hattie: Sustainability

John Hattie: Principals as Change Agents

John Hattie: Instructional Leadership

Avis Glaze: Career Development

Avis Glaze: Educators as Futurists

Avis Glaze: Student Voice

Avis Glaze: Technology

Avis Glaze: Equity of Outcomes

Documenting the Learning

Authentic Problem Solving

Lucy West – Culture of Classroom Discourse

Blogging

Skyping

Providing Peer Feedback

Working at Learning Stations

Experiencing Texts of All Types

Focusing on Social Justice

Building Empathy

Establishing Classroom Norms

Understanding Learning Skills

Independent Writing

Guided Practice: Reading Digital Text

Guided Practice: Reading Informational Text

Shared Reading

Consolidating Student Thinking

Developing Student Thinking

Activating Student Thinking

Foundational Beliefs

Selection Process and Building of Trust

Concluding Thoughts – Introduction

Introduction – Background

Teacher Reflections – Student Voice

School-wide Impact – Classroom Culture

Concluding Thoughts – Reflections

Concluding Thoughts – Professional Learning

Alignment and Spread

The Buzz: From Student Work to Teacher Practice

Board Supports and Structures

Extension and Spreading of SWST Practice

System Thinking and Actions

Introduction – Impact on System Thinking

The 25 Steps Story

Uncovering Student Thinking

Spreading the SWST Learning

Moving Students Through the Achievement Levels

Implications for Leaders

Building Relationships with Principals

Introduction – The Power of ‘Co’

The Iterative Cycle

It’s Just About the Work

Making Thinking Visible

The SWST-like Stance

Introduction – An Open-to-Learning Stance

A Researcher’s Perspective

History

Change in Practice

Teacher Reflections – Big Ideas

Classroom Blog

An Inclusive Approach

School Wide Impact – Collaboration

How Conversations Help Us Learn

A Call to Action

Media Literacy

Sharing Ideas

Justifying the Big Idea

Negotiating Meaning – Building Background Knowledge

The Importance of Documentation

Determining the Big Idea

The Impact on Student Achievement

SWST Moderation

The Power of Networking

Origin of Suppositions

Introduction – Theories of Action

Ken Leithwood: Collaborative Processes Matter

Avis Glaze: Excellence with Equity

Avis Glaze: Poverty is not Destiny

Avis Glaze: Narrowing the Gap

Avis Glaze: Education Can Make a Difference

Avis Glaze: Principals as Community Leaders

Avis Glaze: Essential Skills for Future Principals

Avis Glaze: School Leaders

Ken Leithwood: Leadership Challenges

Ken Leithwood: Leadership for the Future

Ken Leithwood: Principals’ Professional Development

Ken Leithwood: Leadership Rather Than Leaders

Ken Leithwood: Politics of Leadership

Ken Leithwood: Prescription vs. Autonomy

Ken Leithwood: An Integrated Model of Leadership

Ken Leithwood: Ontario Leadership Framework

Ken Leithwood: Collaborative Inquiry

Ken Leithwood: Principal as Co-Learner and Enabler

Ken Leithwood: Fostering Innovation

Ken Leithwood: From Great to Excellent

Ken Leithwood: Establishing Conditions for Learning

Ken Leithwood: A Theory of Action

A Digital Innovation in Feedback

Avis Glaze: Essential Skills for Principal Leaders

Avis Glaze: From Technical to Social

Avis Glaze: Leaders Are Leaders

Avis Glaze: Responsibilities of Leaders

John Hattie: Impact and Leadership

Ken Leithwood: Creating Enabling Conditions

Ken Leithwood: Nothing Will Stand in Your Way

Ken Leithwood: Principal Influence

Optimism, Efficacy and Resilience

Asking Why

Avis Glaze: Our Common Humanity

Avis Glaze: Student Voice

Big Picture Thinking

Four-Sentence Research Model

How Structures Can Liberate

Ken Leithwood: Autonomy And Responsibility

Ken Leithwood: Big Puzzle

Ken Leithwood: Challenges Leaders Face

Ken Leithwood: Differentiated Support

Ken Leithwood: “Don’t go to Abilene!”

Ken Leithwood: Effective Distributed Leadership

Ken Leithwood: Family Path

Ken Leithwood: Finding the Balance

Ken Leithwood: Learning Our Way Forward

Ken Leithwood on Self-Efficacy

Ken Leithwood: Personal Resources

Ken Leithwood: Relational Trust

Ken Leithwood: The Exercise of Influence

Learning Stance

Michael Fullan on a Current View

Researchers Sharing Insights

Self-Efficacy

The AHA Moment

The Notion of An Idea

When PLTs Lose a Member

Building Relationships

Culture and Relationships

Early Reading Insights

HWDSB PLT

Ken Leithwood on ‘Getting Us There’

Ken Leithwood on PLCs and Expectations

Making Sense of the Work

Math Collaboration

PLT and School Connections

PLTs and Their Impact

Primary Math Class

The Power of Collaboration

Types of Learning Teams

Alignment Through a Math Project

Grand Conversations

Influencing Others

Ken Leithwood: PLTs as a Source of Advice

Ken Leithwood: Updating the OLF

Spreading Ideas

Spreading Ideas by Working Together

De-Privatization

Digital Entry Points for Students

Extending Learning Beyond the School Day

From Idea to Reality

How the Commons was Named

Meeting Students Where They Are

Michael Fullan: A Digital Dimension

Principal as Digital Networker

Rainy River DSB: Use of Digital Applications to Support Collaboration

Teachable Moments

What is the Commons?

Why the Commons?

Dilemmas Principals Face

The Answers Are in the Room

The Social Design of Lessons

What Does Good Look Like?

How to Spread Good Ideas

Ken Leithwood: Leaders and Purpose

Ken Leithwood: LSA Goal

Ken Leithwood: LSA Theory

Ken Leithwood: Single Goal

Making Thinking Visible

Michael Fullan: Leader as Learner

PLT Learning Discussions

PLT Shares Why Working Together Matters

The Essence of an Effective Principal Learning Team

The Power of Relationships

Using Resources Wisely

Why Working in a PLT Matters

A Principal and Teacher Discuss Assessment

A Principal Shares Student Feedback about Math

Another Perspective, Another Look

Connecting Math Problems to the Real World

Discovering Student Voice

FoS SO Talks about the Impact of PLTs

John Hattie: Homework and Its Value

John Hattie Talks about Learning Intentions

Ken Leithwood: Intellectual Engagement

Michael Fullan: Students Owning the Work

Michael Fullan: Transparency

Student Feedback Loop

Students Informing Practice

Taking the Lead from Students

Lucy West: Making Meaning

Lucy West: Culture of Classroom Discourse

Lucy West: Student Voice

Lucy West: Questioning

Math Talk, Conferencing and Professional Learning

Analysis of Consolidating Student Thinking

Analysis of Activating and Developing Student Learning

Thinking About Today’s Lesson

Analysing Yesterday’s Lesson

Sharing the Writing Plans

Introduction

Introduction

Introduction

Introduction

Questions to Think About

Nudging Works

Decisional Capital

Social Capital

Human Capital

What Matters?

Drivers or Dynamos

Competence-Based Learning

Families

Wisdom: Yesterday vs Today

Is Learning a Big Enough Goal?

What are the Basics for the Future?

Focus on the Reason for Using the Technology

Technology: New Possibilities

What is the Goal of Education?

Digital Wisdom

How Has Education Changed?

Ken Leithwood: Collective Learning

St. Marguerite D’Youville: Conclusion

Conclusion

l’art de l’écoute

Poser des questions pour comprendre

Ensemble, nous sommes plus intelligents

Avoir le droit à l’erreur

Nous sommes des apprenants

Développement de modes de pensée collaboratifs

Passer de la parole aux actes

Obstacles à la discussion

Culture de la discussion en classe

Collaboration

L’art de questionner

Qu’est-ce qui importe vraiment?

Au nom de la vérité

Tâches riches

Harmonisation de l’évaluation

Évaluation

Questions relatives à la deuxième vague de réformes

Cartographie de l’ensemble du curriculum

Adaptation au niveau de l’école

Souplesse et rigueur du curriculum

C’est une question de registre

Leadership axé sur la pédagogie

Méthodes d’évaluation efficaces

Évaluation au service de l’apprentissage

Prochaines étapes

Six secrets

Établir des relations de collaboration

Confiance

Changement

L’apprentissage est le travail

Conclusion

Modèle des quatre ressources

Motivation

Temps pour la lecture

Discussion responsable

Communication orale

La lecture aux cycle préparatoire et primaire- Évaluation (premiere)

La lecture aux cycle préparatoire et primaire- Conditions

La lecture aux cycle préparatoire et primaire- Introduction

Lucy West – Making Meaning

Lucy West: Barriers to Talk

Lucy West – Culture of Classroom Discourse

Lucy West – Student Voice

Avis Glaze: Character Development

Avis Glaze: The Society We Want

Avis Glaze: Education for Democracy

Allan Luke – Literacy Across the Curriculum

Lucy West – Why Feedback?

Lucy West – Questioning

Lucy West – Types of Talk

Lucy West – Talk Task Feedback

Lucy West – Collaboration

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