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Tag Category: 2013

Mot de la fin (le monitorage)

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 – Professional Learning

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

The Challenge

Professional Learning Community

Structures

School Based Spread

The Hub Work

Research Perspectives

Upper Canada

St. Clair

Windsor

Halton

Greater Essex

Dufferin Shared Vision

Shift in Collective Culture

What We’re Learning

The Learning Stance

Nature of the Work

Shift in Our Thinking

Impact on Professional Practice – SWST

Impact on Professional Practice – PLC

Impact on School and System Culture

Impact on School Culture

The Researcher Lens

Professional Learning Adult

Professional Learning Leadership

Efficacy and Ownership

Goal Setting

Learning from Our Mistakes

Special Education

Halton Catholic District School Board

London District Catholic School Board

System Thinking

Researcher’s Perspective

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

Fixed Mindset Practice

Celebrate Mistakes

Assessment and Growth Minds

The Brain

Growth Mindsets

A Growth Mindset in Math Class

Develop a Growth Mindset

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

Introduction

Student Engagement – Student Reflection

Poem: “I come from a home…”

L’avant

L’après

Student Engagement – The Performance

Student Engagement – Teacher Reflection

Mot de bienvenue (le monitorage)

Classroom Discourse

Evidence-based Instruction

Creating the Conditions for Demand

Commitment, Reflection, Prescription

Personalization and Precision

Leader Learning Teams

Cultural Change

Explicit Instruction

A Heuristic Approach

Good to Great

Me to We

Dynamic Language Development

Theory of Action

Intentional Interruptions

Teacher Talk

Assessment-informed Instruction

It’s About Learning Needs

Imposter Syndrome

Turn your window into a mirror

Can all children learn?

Background Information

Plan, Act, Assess, Reflect

Intrinsic Predeterminations

Transformative Leadership

Reflection not Perfection

Teachers Matter

Oral Language Potential

Monitoring

Vividness Bias

What Counts as Professional Learning?

Inquiry-based Teaching and Learning

Education or Assimilation

Instructional Language

The Right Inch

Zone of Proximal Development

Organizational Change

A Toxic School Culture

Oral Language Teaching Foci

A Healthy School Culture

Purposeful, Dynamic Talk

Responsive Teaching

Monitor Success Criteria

Creating the Conditions for Demand

Effective Professional Learning

What is learning?

Illusory Superiority

Technical Change

Managing Frustration

Models with Mathematical Legs

Open Questions and Contexts

What is Developmental Dyscalculia?

Transforming Classroom Culture

Math Talk: Implications

Professional Learning: Key Features

Explicit Teaching

Assessment

Instructional Ideas

Evaluation and Collaboration

Professional Learning: Research Supported

Bringing Math to Life

Learning and Technology: Benefits and Challenges

The Mathematician’s Way

How do we know?

Early Years: Challenges

Experiencing Applied Mathematics

Many Models for Learning

Feedback

Models for Thinking

Early Years: Interventions

Thoughts About Inquiry

Professional Learning: The Role of the Principal

The Power of the Number Line

Success Criteria

Nurturing Creativity

A Primary Task

Math Talk: Negotiating Meaning and More

Gender

Proficiency

Professional Learning: Scaling Up

Another Primary Task

Instructional Big Ideas

Activation and Accessibility

Early Years: Learning Through Task Based Interviews

Explore Ideas Creatively

Administrators

Introducing Models

Anxiety, Neuroscience, and Mind Sets

Math Talk: Math Talk Guidelines

Skills, Estimation, and Practice

Professional Learning: Efficacy

Learning and Technology: Information to Experience, Consumption to Production

A Junior Task

Naming

Implications

Representing Fractions: Linear Models

Equivalent Fractions: Grade 4

Comparing and Ordering Fractions: Visualization

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

Analyzing and Interpreting Students’ Thinking

Setting the Context for Inquiry

Reflections on the Study Group’s Organizational Framework

The Public Research Lesson

Goals of Inquiry, Study, Action

Organizing for the Public Research Lesson

Next Actions in Classroom and Schools

Examining the Public Research Lesson

Presentations and Conversations

Indicator 6.2 – Grades K-12 (Part 1)

Indicator 4.1- Grades 4-6

Using Maps to Tell The Importance of Place

Using Questions To Uncover Story

Using Metaphor to Deepen Understanding

Using Visual Arts to Tell Story

Using Video To Tell Story: Interview

Using Video to Tell Story: Image Composition

Using Poetry to Explore Identity: David Booth

Using Drama to Explore Identity: David Booth

Taking Learning on the Road

Planning for Learning on the Road

Providing the Spark: Jowi Taylor

Planning for Inspired Instruction

Something I’d Like to Say

Field Guide Notebooks with a View

What Makes for Success? How Do I Know?

Beginning with the End Culminating Tasks

Planning For Inquiry

Getting Started

Ken Leithwood: Impact of Family on Student Achievement

Ken Leithwood: Fostering Academic Emphasis

Doug Clements: Early Math Learning

Doug Clements: Integrated Concrete Concepts

Doug Clements: Intentional Instruction

Doug Clements: Intentional Play-Based Learning

Doug Clements: Learning Trajectories

Intentional Play-based Learning

Intentional Instruction

Integrated Concrete Concepts

Learning Trajectories

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

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

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