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Tag Archives: 2014

Tag Category: 2014

Leaders in Education Thought: Mathematics K-12 – Audio Only

Principal as Co-Learner

Architecture and Mathematics – audio only

Games Support Understanding and Fluency

Goals

The New Pedagogy

Technology

Revolution

Whole System Change

Barriers

Ethical Entrepreneurialism

Effective Leadership

Relationality: Cultural Exchanges

Critical Engagement with Technology

Generational Skills

Culturally Relevant Teaching

Cultural Ways of Knowing

Cultural Engagement

When Narratives Are Missed

Knowing our Elders

Equity and Social Justice Issues

Culturally Relevant Strategies

Demand and Engagement

The Pedagogical Tool Kit

Basic Skills Approach

Inter-cultural Connections

Valuing What We Do Not Know

Australian Study on Indigenous Education

The Vision

The Global Fourth Way

The Ontario Challenge

Introspection around Values

Ways of Change

We are All Instructional Leaders

Role of the Principal

Navigating the Tension between Educator and System Directed Learning

Learning Alongside Students and Colleagues

Digital Ethics

Critical Literacy

Rethinking the Curriculum

Current Cultural Complexity

Education Plus

Focused Innovation

Deep Learning

From Planning the Math to Doing the Math – Content Knowledge and Algebraic Reasoning

“Chapter One Problem”: Getting Started in the Classroom

First Language and Social Identity

Learning Math Vocabulary in Context

Flexible Groupings: Small Picture Perspective

No Flying Elbows: Building a Talk Community

Communicate with Parents About Mathematics: Extending Understandings

What Language Do You Dream In? Don’t Make Assumptions

We Are All Teachers of English Language Learners

Frame a Challenge of Practice

Who Owns the Learning?

Connect the Dots Across the School: Supporting Families and Educators

Consolidation: Math Circle

“A Different Kind of Success”: More than a Mark

That Community Feeling: Safe, Authentic, Transparent

Flexible Groupings: Big Picture Perspective

This Researcher’s Perspective

Language and World View

What do your Indigenous students want?

Challenges and Barriers to Learning

Challenges and Barriers

Challenges with the Research

Creating Possibilities for Indigenous Pedagogy

Factors Contributing to the Project’s Success

Partnerships in Sharing Indigenous Knowledge

Promoting First Nations, Metis and Inuit Education

Research Project Limitations

Significant Learning

Students’ Self-Confidence

The Listening Stone

Basket Making

Birch Bark Biting

Coming Together to Learn

Curriculum Connections

Estimation

Indigenous Knowledge

Coming Together to Learn Together – A Historical Perspective

Nominalization and Verbification

Prisms and Pyramids

Spatial Reasoning

Quantity Sense

Supporting Mathematics Learning

Ten Frames

Visual Models

Ordering Print Materials from ServiceOntario

Ken Leithwood – Coming Together

Carl Bereiter – Words of Wisdom

Marlene Scardamalia – Principles of Knowledge Building

Teachers talking about Knowledge Building

Marlene Scardamalia – Knowledge Building Forum

Marlene Scardamalia – Knowledge Building/Creation in Schools

Marlene Scardamalia – Learning to Live with Complexity

Marlene Scardamalia – Whats compelling about knowledge creation?

Marlene Scardamalia – Concurrent, Embedded and Transformative Assessment

Marlene Scardamalia – Students as Curriculum Designers: Deep Constructivism

Marlene Scardamalia – What does a Knowledge Creation Classroom look like?

Marlene Scardamalia – The Work of The Institute for Knowledge Innovation and Technology

Marlene Scardamalia – What does it take to become a Knowledge Creating Society?

SIM Conference in Barrie

Cohort Tracking

All Students Can Learn

EQAO: Designing Questions

Secondary Mathematics – Issues of Access and Success

Putting EQAO in Context

Discourse about “The Basics”

Relationships

Silence

Aboriginal Education for all Students

Seven Stones

Deficit Model

Relationships

Community Involvement

Diverse Ways of Knowing

Listen First

Valuable and Long-lasting Teaching

Indigenous Cultures

Champions of Aboriginal Education

Countering the Myths

Aboriginal Knowledge for all Students

Understanding Language

Cultural Identity

Promising Practices

Respect Diversity

Historical Similarities

Mathematics

Family Engagement

A Sense of Belonging

Identity and Culture

Building Content Knowledge

Beware of Assumptions

Balancing Confidence and Humility

Be an Imperfect Leader

Find the Still Points in a Turning World

The Genius of Leadership

Leaders Embrace Complexity

Other Ways of Doing

Optimism: “This is Your Time!”

Leading with Your Ears

Question Evidence

Relationships: Communication is Key

Resilience: “Walk into the Wind”

Why Would Someone Follow You?

Ontario: Moving Forward

Worry About Complacency

Relationships: “Balance Power and Love”

Grade 8: Glimpses of Incorporating Technology when Solving the Movie Theatre Problem

Medium Ideas

Self-Organized Learning

Self-Organized Learning Environment

The Power of Math Inquiry

What is achievement?

Grade 6: Problem Solving with Technology

Math Curriculum: What teachers need to know

The Need for Powerful Tools: Formal and Informal Understanding in Math

The Power of Collaborative Learning

Pushing Our Own Thinking: Teaching and Learning Math

Enhancing Problem Solving with Technology

Responding to Students

Doing Computations with Understanding

The Multiplication Landscape

Big Ideas, Strategies and Modelling

Basic facts or conceptual understandings? A False Dichotomy

What is numeracy?

Studying Co-Constructed Negotiated Learning: Spiral Story

Assessment For, As and Of Learning through Pedagogical Documentation

Living with Questions in an Inquiry Stance

Building Relationships Between Contexts and Perspectives

Deepening Our Understanding: Constructing Working Theories About Measurement

Deepening our Understanding: Constructing Working Theories About Patterning

Reflections on Learning: Karyn Callaghan

Re-imagining the Learning Environment

Noticing and Naming Learning

The Instructional Core

Seeing Children’s Working Theories in Action

The Power of Wait Time

Integrated Learning In Mathematics

Communicating Understanding

Constructing Theories about Quantity, Spatial Sense and Algebraic Thinking

Constructing, Testing and Re-constructing Theories

Deepening Our Understanding: Literacy and Mathematics Behaviours in Block Play

Deepening Our Understanding: Literacy and Mathematics Behaviours at the Water Table

Reflections on Learning: Vivian Vasquez and Jerome Harste

Re-imagining Assessing for Learning: Pedagogical Documentation

Re-imagining Literacy and Mathematics Behaviours

Re-imagining the Learning

Re-imagining Engagement

Revisiting Pedagogical Documentation

Negotiating Learning

Re-thinking Literacy Structures

Literacy and Mathematics Behaviours Throughout the Day

Giving Meaning to the World

Skills in a Technological Society

A Tool, Not a Rule

The Art of Mathematics

Creativity and Mathematically Interesting Problems

Deepening Our Understanding: Co-inquiring at the Light Table

Deepening Our Understanding: Co-inquiring at the Water Table

Reflections on Learning: Lucy West

Representing: Purpose guides the way

Re-imagining Learning Through an Inquiry Stance

Being in an Inquiry Stance

Leadership Matters

The Inquiry Process in Action

Provoking an Inquiry Stance in Mathematics

Co-constructed Negotiated Learning

Noticing and Naming the Learning

Communicating Understanding Through Writing

Making Connections to Build Working Theories

Provoking an Inquiry Stance

Co-constructed Inquiry

Is knowing obsolete?

Changing Classrooms

Deepening Our Understanding: Co-learning in Play

Deepening Our Understanding: Supporting Children’s Writing Using Technology

Deepening Our Understanding: Supporting Children’s Writing

Computational Fluency

Problem Solving: An Inquiry Approach

Productive vs Unproductive Struggle: Understanding Student Thinking

Curiosity, Content and the Correct Answer

The Impact of Assessment

Multimodal Learning

Hands on Mathematics

The Art of Math

Reflections on Learning: John Hattie

Re-imagining Children’s Thinking

Think about Why

Re-imagining Teaching and Learning

Re-imagining Learning Materials

Co-construction

Reading and Writing Connections

Small-Group Learning About Numbers

Explicit Learning About Concepts of Print

Inviting the Children Into New Learning

Planning for Small-Group Shared Reading

Assessment “Good for All Students”

A Shift in Thinking and Action

Rethinking Reporting in a Technical Age

Culture of Engagement and Curiosity

Rethinking Quantitative and Qualitative Assessment

Beyond “Do You Know It?”: The Achievement Chart

Introduction

Mental Math: Thinking Flexibly with Numbers

Mathematical Success: A Conceptual Approach

Learning Beliefs in Mathematics

STEM Implications

Math Perceptions: Dispelling the Myth

Mindsets and the Learning of Math

Mindsets and Mistakes

Shifts in Math Education

Timed Learning and Math Anxiety

Why is numeracy important?

The Numberline: Model And Equivalence

Models: Powerful Tools for Thinking

It Starts with Student Curiosity

Embracing Technology

Knowledge Building Helps Classrooms Grow

Indicator 6.4 – Grades K-6 (Part 1)

Indicator 6.4 – Grades K-6 (Part 2)

Indicator 6.4 – Grades 7-8

Indicator 6.4 – Professional Learning

Indicator 6.3 – Grades K-6

Indicator 6.3 – Grade 7-12

Indicator 6.3 – Professional Learning (Part 1)

Indicator 6.3 – Professional Learning (Part 2)

Indicator 6.2 – Professional Learning (Part 2)

Indicator 6.2 – Professional Learning (Part 3)

Indicator 6.2 – Professional Learning (Part 1)

Indicator 6.2 – Grades K-12 (Part 3)

Indicator 6.2 – Grades K-12 (Part 2)

Indicator 6.1 – Professional Learning (Part 3)

Indicator 6.1 – Professional Learning (Part 2)

Indicator 6.1 – Professional Learning (Part 1)

Indicator 5.4 – Grades 9-12

Indicator 5.4 – Professional Learning

Indicator 5.4 – Grades 7-8

Indicator 5.4 – Grades 4-6

Indicator 5.4 – Grades K-3

Indicator 5.3 – Professional Learning

Indicator 5.3 – Grade 7-12

Indicator 5.3 – Grades K-6

Indicator 5.2 – Professional Learning

Indicator 5.2 – Grades 9-12

Indicator 5.2 – Grades 7-8

Indicator 5.2 – Grades 4-6 (Part 2)

Indicator 5.2 – Grades 4-6 (Part 1)

Indicator 5.2 – Grades K-3

Indicator 5.1 – Professional Learning

Indicator 5.1 – Grades 9-12

Indicator 5.1 – Grades 7-8

Indicator 5.1 – Grades 4-6

Indicator 5.1 – Grades K-3

Indicator 4.7 – Grades K-3

Indicator 4.7 – Professional Learning

Indicator 4.7 – Grades 9-12 (Part 2)

Indicator 4.7 – Grades 9-12 (Part 1)

Indicator 4.7 – Grades 7-8

Indicator 4.7 – Grades 4-6

Indicator 4.6 – Professional Learning

Indicator 4.6 – Grades 9-12 (Part 2)

Indicator 4.6 – Grades 9-12 (Part 1)

Indicator 4.6 – Grades 7-8

Indicator 4.6 – Grades 4-6 (Part 2)

Indicator 4.6 – Grades 4-6 (Part 1)

Indicator 4.6 – Grades K-3 (Part 2)

Indicator 4.6 – Grades K-3 (Part 1)

Indicator 4.5 – Grades 9-12 (Part 3)

Indicator 4.5 – Professional Learning

Indicator 4.5 – Grades 9-12 (Part 2)

Indicator 4.5 – Grades 9-12 (Part 1)

Indicator 4.5 – Grades 7-8

Indicator 4.5 – Grades 4-6 (Part 2)

Indicator 4.5 – Grades 4-6 (Part 1)

Indicator 4.5 – Grades K-3 (Part 2)

Indicator 4.5 – Grades K-3 (Part 1)

Indicator 4.4 – Professional Learning (Part 2)

Indicator 4.4 – Professional Learning (Part 1)

Indicator 4.4 – Grades 9-12

Indicator 4.4 – Grades 7-8 (Part 2)

Indicator 4.4 – Grades 7-8 (Part 1)

Indicator 4.4 – Grades 4-6 (Part 2)

Indicator 4.4 – Grades 4-6 (Part 1)

Indicator 4.4 – Grades K-3

Indicator 4.3 – Professional Learning (Part 2)

Indicator 4.3 – Professional Learning (Part 1)

Indicator 4.3 – Grades 9-12

Indicator 4.3 – Grade 7-8 (Part 2)

Indicator 4.3 – Grades 7-8 (Part 1)

Indicator 4.3 – Grades 4-6 (Part 3)

Indicator 4.3 – Grades 4-6 (Part 2)

Indicator 4.3 – Grades 4-6 (Part 1)

Indicator 4.3 – Grades K-3 (Part 3)

Indicator 4.3 – Grades K-3 (Part 2)

Indicator 4.3 – Grades K-3 (Part 1)

Indicator 4.2 – Professional Learning

Indicator 4.2 – Grades 9-12 (Part 2)

Indicator 4.2 – Grades 9-12 (Part 1)

Indicator 4.2 – Grades 7-8

Indicator 4.2 – Grades 4-6

Indicator 4.2 – Grades K-3

Indicator 4.1 – Professional Learning

Indicator 4.1 – Grades 9-12

Indicator 4.1 – Grades 7-8

Indicator 4.1 – Grades K-3

Indicator 3.4 – Professional Learning (Part 2)

Indicator 3.4 – Professional Learning (Part 1)

Indicator 3.4 – Grades 9-12

Indicator 3.4 – Grades 7-8

Indicator 3.4 – Grades 4-6

Indicator 3.4 – Grades K-3

Indicator 3.3 – Professional Learning

Indicator 3.3 – Grades 9-12 (Part 2)

Indicator 3.3 – Grades 9-12 (Part 1)

Indicator 3.3 – Grades 7-8 (Part 2)

Indicator 3.3 – Grades 7-8 (Part 1)

Indicator 3.3 – Grades 4-6

Indicator 3.3 – Grades K-3

Indicator 3.2 – Professional Learning

Indicator 3.2 – Grades 9-12

Indicator 3.2 – Grades 7-8

Indicator 3.2 – Grades 4-6

Indicator 3.2 – Grades K-3

Indicator 3.1 – Professional Learning

Indicator 3.1 – Grades 9-12 (Part 2)

Indicator 3.1 – Grades 9-12 (Part 1)

Indicator 3.1 – Grades 7-8 (Part 2)

Indicator 3.1 – Grades 7-8 (Part 1)

Indicator 3.1 – Grades 4-6

Indicator 3.1 – Grades K-3

Indicator 2.5 – Professional Learning

Indicator 2.5 – Grades 9-12

Indicator 2.5 – Grades 7-8

Indicator 2.5 – Grades 4-6

Indicator 2.5 – Grades K-3

Indicator 2.4 – Professional Learning

Indicator 2.4 – Grades 9-12 (Part 1)

Indicator 2.4 – Grades 9-12 (Part 2)

Indicator 2.4 – Grades 7-8

Indicator 2.4 – Grades 4-6 (Part 2)

Indicator 2.4 – Grades 4-6 (Part 1)

Indicator 2.4 – Grades K-3

Indicator 2.3 – Professional Learning (Part 2)

Indicator 2.3 – Professional Learning (Part 1)

Indicator 2.3 – Grades 9-12

Indicator 2.3 – Grades 7-8

Indicator 2.3 – Grades 4-6

Indicator 2.3 – Grades K-3 (Part 3)

Indicator 2.3 – Grades K-3 (Part 2)

Indicator 2.3 – Grades K-3 (Part 1)

Indicator 2.2 – Professional Learning (Part 1)

Indicator 2.2 – Grades 9-12

Indicator 2.2 – Grades 7-8 (Part 2)

Indicator 2.2 – Grades 7-8 (Part 1)

Indicator 2.2 – Grades 4-6 (Part 1)

Indicator 2.2 – Grades K-3 (Part 2)

Indicator 2.2 – Grades K-3 (Part 1)

Indicator 2.1 – Professional Learning (Part 3)

Indicator 2.1 – Professional Learning (Part 2)

Indicator 2.1 – Professional Learning (Part 1)

Indicator 2.1 – Grades 9-12

Indicator 2.1 – Grades 7-8

Indicator 2.2 – Grades 4-6 (Part 2)

Indicator 2.1 – Grades 4-6

Indicator 2.1 – Grades K-3 (Part 2)

Indicator 2.1 – Grades K-3 (Part 1)

Indicator 1.7 – Professional Learning

Indicator 1.7 – Grades 9-12

Indicator 1.7 – Grades 7-8

Indicator 1.7 – Grades 4-6

Indicator 1.7 – Grades K-3 (Part 2)

Indicator 1.7 – Grades K-3 (Part 1)

Indicator 1.6 – Professional Learning

Indicator 1.6 – Grades 9-12

Indicator 1.6 – Grades 7-8

Indicator 1.6 – Grades 4-6 (Part 2)

Indicator 1.6 – Grades 4-6 (Part 1)

Indicator 1.6 – Grades K-3 (Part 2)

Indicator 1.6 – Grades K-3 (Part 1)

Indicator 1.5 – Professional Learning

Indicator 1.5 – Grades 9-12

Indicator 1.5 – Grades 7-8

Indicator 1.5 – Grades 4-6 (Part 3)

Indicator 1.5 – Grades 4-6 (Part 2)

Indicator 1.5 – Grades 4-6 (Part 1)

Indicator 1.5 – Grades K-3 (Part 3)

Indicator 1.5 – Grades K-3 (Part 2)

Indicator 1.5 – Grades K-3 (Part 1)

Indicator 1.4 – Grades 9-12

Indicator 1.4 – Grades 7-8

Indicator 1.4 – Grades 4-6 (Part 2)

Indicator 1.4 – Grades 4-6 (Part 1)

Indicator 1.4 – Grades K-3

Indicator 1.3 – Professional Learning

Indicator 1.3 – Grades 9-12

Indicator 1.3 – Grades 7-8

Indicator 1.3 – Grades 4-6

Indicator 1.3 – Grades K-3

Indicator 1.2 – Professional Learning

Indicator 1.2 – Grades 9-12

Indicator 1.2 – Grades 7-8 (Part 2)

Indicator 1.2 – Grades 7-8 (Part 1)

Indicator 1.2 – Grades 4-6 (Part 2)

Indicator 1.2 – Grades 4-6 (Part 1)

Indicator 1.2 – Grades K-3

Indicator 1.1 – Professional Learning

Indicator 1.1 – Grades 9-12

Indicator 1.1 – Grades 7-8

Indicator 1.1 – Grades 4-6

Indicator 1.1 – Grades K-3

Assessment for Learning

Marian Small: Making Assessment Work

L’importance de comprendre les procédures

L’importance de motiver chaque élève

L’importance de la formation des enseignants

Le perfectionnement professionnel

Le leadership

Leadership transformateur

Une culture scolaire toxique

Bon à excellent

Équipes de formation de leaders

Changement culturel

Changement technique

Gestion des frustrations

Éducation ou assimilation

Changement organisationnel

Syndrome de l’imposteur

Monitorage

Monitorage des critères d’évaluation

Interruptions intentionnelles

Biais frappant

Du moi au nous

Une culture scolaire saine

Le pendant

L’avant

L’après

Mot de bienvenue (le monitorage)

What is Developmental Dyscalculia?

Transforming Classroom Culture

Math Talk: Implications

Professional Learning: Key Features

Professional Learning: Research Supported

Learning and Technology: Benefits and Challenges

How do we know?

Early Years: Challenges

Experiencing Applied Mathematics

Early Years: Interventions

Thoughts About Inquiry

Professional Learning: The Role of the Principal

Math Talk: Negotiating Meaning and More

Gender

Professional Learning: Scaling Up

Activation and Accessibility

Early Years: Learning Through Task Based Interviews

Anxiety, Neuroscience, and Mind Sets

Math Talk: Math Talk Guidelines

Professional Learning: Efficacy

Learning and Technology: Information to Experience, Consumption to Production

Implications

Representing Fractions: Linear Models

Equivalent Fractions: Grade 4

Professional Learning in Mathematics

Improper and Mixed Fractions: Grade 4

How Concepts Develop

Student Reflections

Building a Collaborative Team

Fractions as Division

The Textbook

Representing Fractions: Visualization

Comparing and Ordering Fractions: Estimation and Benchmarks

The Language of Fractions

Equivalent Fractions: Grade 5

Representing Fractions: Area Models

Improper and Mixed Fractions: Grade 5

Improper and Mixed Fractions: Grade 6

The Written Diagnostic

Representing Fractions: How Concepts Develop

Content Knowledge for Teaching

Equivalent Fractions: Grade 6

The Curriculum

Representing Fractions: Set Models

Comparing and Ordering Fractions: Student Strategies

The Big Ideas

The Oral Diagnostic

Unit Planning as a Division

New Capacities

Stronger Smarter Schools

Professional Development

Student and Teacher Roles

Closing the Gap

What is the purpose of schooling?

Beginning with Students

Engagement

Authentic Tasks

Twenty-first Century Learning

Earlier is Not Better

Genuine Involvement of Indigenous Families

Major Findings of Stronger Smarter Schools

Up the Intellectual Ante

Default Mode

Attendance

Deficit Thinking

Inclusive Education

Culturally Responsive Practice

Developing Critical Literacy

Critical Thinking and Literacy

Cultural and Main Stream

Different Ways of Knowing the World

One Size Does Not Fit All

Mainstream and Cultural Pedagogy

Principals

Complex Challenges

An Asset Model

Indicator 6.2 – Grades K-12 (Part 1)

Indicator 4.1- Grades 4-6

Ken Leithwood: Impact of Family on Student Achievement

Ken Leithwood: Fostering Academic Emphasis

Doug Clements: Early Math Learning

Intentional Play-based Learning

Intentional Instruction

Integrated Concrete Concepts

Learning Trajectories

Using Student Exemplars

Grade 8: Group F

Grade 7: Group I

Grade 7: Group K

Grade 7: Group J

Grade 7: Group L

Grade 7: Group M

Grade 8: Group B

Grade 8: Group A

Grade 8: Group C

Grade 8: Group G

Grade 8: Group D

Grade 8: Group E

Manipulatives and Multiple Representations

Attitudes about Mathematics

The Curriculum – Understanding Developmental Growth in Curriculum Expectations

The Curriculum – Understanding the Mathematics Curriculum

Student and Teacher Efficacy

A Mini Lesson: Making the Mathematics Explicit

Introduction with Mary Jean Gallagher

The Three-Part Lesson: Consolidating the Important Ideas

The Benefits of Technology: Infused Learning

Exploring Mathematics through Investigations

Assessing Mathematical Thinking through Observations and Conversations

The Value of Technology: Twitter as a Vehicle for Professional Learning

The Value of Technology: Twitter for Activating Student Thinking

Technology for Discovering New Frontiers

Technology and Collaboration

Developing and Taking an Inquiry Stance

Proportional Reasoning in Grade 8: Overall Assessment and Next Steps for the Unit and for High School

Proportional Reasoning in Grade 7

The Three-Part Lesson: Activating Student Thinking

Flexibility: The Three Parts of a Lesson Blur

Assessment for Learning

Proportional Reasoning in Grade 6

Exploring Mathematics through Wondering

Questioning the Moment: Glimpses of Grade 8 Students Solving the Movie Theatre Problem

Estimating and Making Sense of Numbers

Proportional Reasoning in Grade 8: Analyzing the Thinking

The Three-Part Lesson: Selecting Engaging Problems – Different Directions

The Three-Part Lesson: An Overview

The Three-Part Lesson: Selecting Engaging Problems – Contextual and Non-contextual Problems

The Three-Part Lesson: Selecting Engaging Problems – A Variety of Solutions

Engaging Students in the Mathematics

Creating a Collaborative Culture

Proportional Reasoning in the Primary and Junior Grades

Reflective Thoughts

The Importance of Practice

The Three-Part Lesson: Finishing the Thinking and Planning for Consolidation

Assessment and Technology

Growth Mindsets in Mathematics

Questioning in the Moment

Puzzles and Games

The Challenges of Technology

Computational Fluency

The Strands

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