Friday, 15 October 2021


 How Can Teachers Maximize Engagement Among Multilingual Students?

This is an excellent article for ESL educators.

It also connects you to other excellent links.

Click Here for: Jim Cummins on Strategies 

Also added to the ESL/ELD Tab, October 15th, 2021.


Saturday, 21 August 2021


Levels of Thinking and Questioning

Knowledge of Blooms Taxonomy 

This is one of the most important strategies you can implement in your classroom.

It sets out the levels of thinking that you want to involve your students in.

"Bloom’s taxonomy has been actively used by teachers from K - 12 to college instructors for over five decades. Yet it is still just as important today as it was  in the 1950s.

  • Bloom’s Taxonomy is essential because it helps educators identify achievable learning goals and develop plans to meet them.
  • The Bloom’s Taxonomy framework allows educators to assess learning on an ongoing basis, encouraging students to reflect on their progress."  
            From the Attached Website: Top Hat Blog

Level 1 - Remember Level Questions:  these are lower level questions 

Level 2 - Understand

Level 3 - Apply 

Level 4 - Analyze

Level 5 - Evaluate 

Level 6 -  Creativity Level Questions: These are the highest level questions and tasks

Click here for: Bloom's Taxonomy

Also found on the High Yield Strategy Tab August 2021

Sunday, 1 August 2021


This is one of my favourite presenters who speaks on this topic.


- get rid of the zero in assessment 

- eliminate the concept of the average. 

   It just does not make sense in the 21st Century working world

- Use a 1 / 2 / 3 / 4 grading scale 

   Percentage grades do not make mathematical sense. 

- the focus on assessment is motivate students to "get the work done". 

His work is supported by the MOE.  

Check out his video.

Click Here: Eliminate Toxic Grading Practices 

Added to this website August 1, 2021

Also added tom the Assessment and Evaluation Page

Thursday, 29 July 2021


Check out this website and it's graphics.

Very interesting links and reflections.

Plus explore this site to see what is happening in the Philippines. 

Click here for: EDUCATING THE WHOLE CHILD in the 21st Century.

Added to this website: July, 2021

Also added to the PD - 21st CENTURY EDUCATION TAB


Tuesday, 27 July 2021

ELL & FNMI - No Longer Use These Terms 

ELL and FNMI are acronyms that have been used in Ontario and appear in our Ministry documentation and School Boards. 

 They should be updated to today’s standards. 

“Recent racial justice speakers encourage us to avoid using acronyms and to make every effort to use the full phrase of the group we are identifying”. These short forms “take away from honouring the identity of the person or group.” 

“Typically, the people who use these acronyms are coming from a position of authority or power and are often not part of the perceived minority.” (Social Justice Speaker. 2021)

For this website the following changes to terminology will take place: 

This will be changed to First Nations, Inuit, and Metis (or Indigenous) 

ELL / ELLs: 
These acronyms will be changed to English language learner/s. 

The preferred term today is Indigenous 

The terms ESL and ELD: These refer to programs so these acronyms will still be used.

Also included under  the ESL Tab. 
Posted to this website July 2021. 

Monday, 17 May 2021



A pathway towards inclusive education?

A discussion on inclusive education 


This article aligns with recent international approaches to inclusive education and argues for a broadened understanding of the term. 

The article not only sets out the thesis of intersectionality, but calls for the adoption of an intersectional lens in inclusive education in order to identify the interaction of multiple factors that lead to discriminatory processes in schools towards different student groups. 

Inclusive education means opening access to a wide range of educational and social opportunities for all children, not only those with disabilities or identified special education needs. 

The current system, in which children possess one identity marker, does not provide the support children need. Furthermore, it also reinforces inequalities not only within the education system, but also within society at large.

Click Here to Read the Article: Intersectionality

Also posted to Diversity Tab

Added to this webpage: May 17, 21


Monday, 25 January 2021

 Professionally Speaking - June 2020



This excellent article highlights great strategies that I love to see included in all classrooms.  

Pareen Gill is doing amazing work in her classroom.  

Check out her work in the article below. 

- Collaborative group work that includes co-operative education 

- An inclusive caring environment 

- Student lead interviews 

- Positive Growth Mindset

- Having an Attitude of Gratitude 

- Teaching character education across the curriculum

- Spirit Assemblies 

- Self Regulation through understanding the brain 

- and more!!


Also posted to the High Yield Strategies Tab on January 25, 2021.


Tuesday, 3 November 2020


This is the Special Education Plan 2017-2018  for the Halton District School Board.

Have a look to see what one looks like. 

Please Click Here: Halton Special Education Plan

Also found under the Special Education Tab.


Thursday, 15 October 2020



Here is what a Toronto Tech firm has started!!

Check out this short video 

25 Boards in Ontario have signed up.

Check out the TECH TEAM that has started this at:

Click Here For: The Virtual Campus

Also located under the following Tabs:

 Online Education and Technology 

& Blogs and Articles that Inspire 

Wednesday, 14 October 2020

Enhancing Social-Emotional Engagement in Online Classes

An excerpt from the article Published on September 5, 2020
By: Camille Rutherford
Vice-Provost, Strategic Partnerships, Brock University

The theoretical constructions of social and emotional engagement have many overlapping elements. In reviewing the relevant literature (Fredricks, Blumenfeld, and Paris, 2004) noted that these terms refer to the same features, which describes students’ positive and negative emotional reactions toward teachers, classmates, academic works, as well as a sense of identification with and belonging to the school, value school outcomes, and feel as though they are supported by their peers and teachers (Fredricks, Blumenfeld, and Paris, 2004) 

Connecting with their peers is an essential element of social-emotional engagement and collaborative learning where it is demonstrated by the effort of students to contribute to class discussions, work with other students, and engage in other class activities (Kuh, 2003). Learning is enhanced when it is collaborative and social, not competitive, and isolated. 

In addition to the fact that working with others often increases involvement in learning, having the opportunity to share one’s ideas and responding to others’ improves thinking and deepens understanding (Chickering & Ehrmann, 1996). 

Social-emotional engagement also includes a focus on how the learning tasks are related to the broader social context (Kahu, 2013). Studies have shown that students will tend to invest more effort and achieve more when their assignments are perceived to have personal importance to them (Colla├žo, 2017).

Having a positive relationship with their peers can be essential to the creation of learning communities where students are at ease with one another so that they may work collaboratively, freely share opinions and respond constructively to the ideas of their peers. 

These conditions are a necessary prerequisite for the critical thinking that supports learning to occur (Chickering & Gamson, 1987). 

Thus, to encourage students to be socially and emotionally engaged in their learning, instructors will need to ensure that their online courses include the following NSSE-related tasks that require students to:

- Ask questions or contribute to course discussions
- Connect ideas from your course to their prior experiences and knowledge
- Connect their learning to societal problems or issues
- Ask another student to help you understand course material
- Explain course material to one or more students
- Work with other students on course projects or assignments
- Include diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course 
     discussions or assignments
- Try to better understand someone else's views by imagining how an issue looks from his or 
     her perspective
- Evaluate what others have concluded from numerical information
- Understand people of other backgrounds (economic, racial/ethnic, political, religious, 
   nationality, etc.)
- Have discussions with people from a different race or ethnicity
- Have discussions with people from a different economic background
- Have discussions with people with different religious beliefs
- Have discussions with people with from different religious beliefs
- Have discussions with people with different political views

Unlike in large lecture halls, online learning can make it easier for students to ask questions and contribute to discussions, where raising your hand in the presence of hundreds of your peers can be very intimidating. 

A core element of most learning management systems are discussion forums that facilitate discussions amongst hundreds of students. Dynamic online discussion tools, that allow for audio or video posts like Flipgrid and VoiceThread can provide more students with behavioural engagement opportunities than would have been possible in a traditional classroom. Online discussions enable students to ask questions, have discussions with others that are different from themselves, so that they may better comprehend someone else's views by imagining how an issue looks from his or her perspective and understand people of other backgrounds.

Collaboration tools like Google G-Suite and Microsoft’s Office 365 mitigate the complexity of having students work with other students on course projects or assignments this is vital as collaboration is key to promoting engagement in the online classroom (Robinson & Hullinger, 2008). Thus, it is essential for instructors to design online opportunities for students to have meaningful interactions with peers and afford richer opportunities for collaborative learning (Paulsen & McCormick, 2020).

Even before the current level of ubiquitous access to social media tools, Chickering & Ehrmann (1996) identified the potential of online learning to promote authentic problem solving and the applications to academic learning to real-life situations. The public nature of social media provides instructors with unique and innovative opportunities to foster authentic and highly relevant learning experiences. 

Online tools that facilitate brainstorming and authentic problem solving like OpenIDEO and Tricider enable students to apply what they are learning to consequential issues that may have local, national, or global implications. As a consequence, it is paramount that instructors create online learning tasks that students will regard as being socially relevant (Furlong & Christenson, 2008). 

By integrating the types of experiences that facilitate social-emotional engagement into their courses, instructors can support learning that moves beyond the private learning spaces of the ivory tower and permit students to benefit from learning from noted experts and practitioners outside of their campus community (Rutherford, 2010).

Also posted to the Online Learning and Technology Page - Part A