SPECIAL EDUCATION PLAN  - Halton DSB

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.

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 THE FUTURE OF EDUCATION 

THE VIRTUAL CAMPUS IS HERE!

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:   https://www.adaptika.tech

Click Here For: The Virtual Campus

Also located under the following Tabs:

 Online Education and Technology 

& Blogs and Articles that Inspire 

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 (Collaço, 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

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Using Technology to Foster Cognitive Engagement 
& Deep Learning

Published on September 14, 2020

Camille Rutherford
Vice-Provost, Strategic Partnerships & International at Brock University

Regardless of how engaging an instructor is, deep learning does not occur when students passively listen to lectures. 

The development of deep understanding cannot occur if there isn’t an appropriate level of cognitive challenge that requires learners to engage in the application, analysis, synthesis, or evaluation of information (Paulsen & McCormick, 2020). 

In contrast to passive, lecture-based learning, students are often more engaged in active learning tasks that require them to partake in cognitively challenging, problem-based learning (Collaço, 2017).

 For deep learning to occur, instructors must include an appropriate level of cognitive challenge in their courses. 

Indicators of deep learning and cognitive engagement can include asking questions for clarification of ideas, persistence in difficult activities, flexibility in problem-solving, and the use of learning strategies that connect new ideas to existing information (Collaço, 2017). Aligned with the NSSE survey, the inclusion of the following tasks in online courses will serve to facilitate cognitive engagement:

- Learn something that changed their understanding of an issue or concept

- Connect ideas from your course to their prior experiences and knowledge

- Apply facts, theories, or methods to practical problems or new situations
- Analyze an idea, experience, or line of reasoning in depth by examining its parts
- Evaluate a point of view, decision, or information source
- Form a new idea or understanding from various pieces of information
- Reach conclusions based on their analysis of numerical information (numbers, graphs, 

      statistics, etc.)
- Use numerical information to examine a real-world problem or issue (unemployment, 

     climate change, public health, etc.)

- Think critically and analytically
- Analyze numerical and statistical information
- Solve complex real-world problems
- Be an informed and active citizen

- Acquire job or work-related knowledge and skills

In their review of how technology could be used successfully in conjunction with the seven principles of good undergraduate teaching, Chickering & Ehrmann (1996) remarked that learning online could be used to promote the application of learning to real-life situations and problem-solving.  The promise of using technology to engage students has greatly increased since this statement was made. 

The public nature of most social media resources like Twitter, Reddit, and Wikipedia can be used to support the application of facts, theories, or methods to practical problems or new situations, evaluate a point of view, decision, or information source, and form new ideas or understanding from various pieces of information. 

Governmental open data portals, the GitHub Open Data site or other scientific data sharing repositories like the ones recommended by the journal Nature can challenge students to think critically and analytically as they analyze numerical and statistical information in the pursuit of solving complex real-world problems, acquire work-related knowledge and skills as they become informed and active citizens. 

Authentic learning opportunities, such as these, can stimulate intrinsic motivation and encourage students to focus on learning rather than grades. Intrinsically motivated students prefer a challenge and are more likely to persist when faced with difficulty (Fredricks, Blumenfeld, and Paris, 2004).

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

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 Teaching Online At York University 

A resources site for university instructors

Click Here for: Teaching Online At York University

This link is also posted to the the Online Instruction and Technology Tab

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 ONLINE INSTRUCTION

When to Teach Online Classes Live 

and 

When to Let Students Learn on Demand

Click here for this article: Live or On Demand Online Instruction

Also posted to the Online Instruction and Technology Tab

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ONLINE TEACHING

THINGS TO CONSIDER

Relationships and  Building An Online Community

A PDF POSTER & PowerPoint

By: Dr. Nicola Simmons

Click here for the PDF: Things to Consider Before You Teach Online

Click here for the brief Powerpoint on: Developing An Online Community - Relationship Building

Also posted to the Online Instruction and Technology Tab

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IN MEMORIUM

THIS ENTRY IS A TRIBUTE TO 

THE LATE SIR KEN ROBINSON

AUGUST 21st, 2020

He was a renowned education reformer whose 2006 TED talk on  

"CREATIVITY IN EDUCATION" remains the most watched

  TED talk in history. 

Every "New Teacher Candidate" I have taught since 2008 and my last school staff know how much a loved Sir Ken Robinson and his presentation titled:  “Do Schools Kill Creativity?”  

His passing was a shock not only to me but to all educators who had met Sir Ken through his 2006 presentation which we all still hold close to our hearts today. 

He has made an incredible difference in pointing out how kids are smart and how their program should be differentiated.  

He coached students for success through their strengths. 

I believe he will go down in history with other influential educators such as John Dewey. 

I send condolences to his family and thank them for sharing him with the world of education.   I am still in shock to read that he has left us at the age of 70. Gone far to soon. 

Please Check Here for:  A TRIBUTE TO SIR KEN

Also Found at: 

https://www.washingtonpost.com/education/2020/08/25/tribute-late-sir-ken-robinson-renowned-education-reformer-whose-2006-ted-talk-remains-most-popular-ever/

Also posted to the Educational Leaders and Inspirational Educational Articles Tab

Many of his articles and videos were previously posted to this Tab.

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 ONLINE INSTRUCTION 

THE FOCUS AT McMASTER

Focusing on Instructional Design Support, Applied Learning, and Online Teaching 

By: The Centre for Continuing Education, McMaster University, Hamilton, Ontario

Click Here For This Article: Online Learning and Instructional Design

Also posted to Online Learning And Technology In Education

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 ONLINE INSTRUCTION

A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor

Check out this article here: Online Learning.  A New Pedagogy

Also posted to Online Instruction And Technology In Education

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 TEACHING ONLINE

The New Normal

Five Key Lessons Learned from Faculty and Instructors Who

Moved Their Courses Online as a Result of the COVID-19 Pandemic

Click Here For: Lessons Learned About Teaching Online

Also posted to Online Instruction And Technology In Education

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ONLINE TEACHING STRATEGY SITE

This site was developed by one of my colleagues at the Faculty of 

Education, Brock University.  It was created by Dr. Nicola Simmons, who

is an award winning Assistant Professor.  Her focus has been to develop 

"OPEN SOURCE RESOURCES" that everyone in education can access.

Our "IT" specialist, Nicholas Contant created this site.

Brock University’s Faculty of Education Online Teaching Group is a 

community of educators teaching blended and fully online courses. 

More to come! 

Please check back regularly for updated content.

Click Here For> Online Teaching Group Webpage

Also posted to Online Instruction And Technology In Education

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SIR KEN ROBINSON ON ASSESSMENT

How should we design assessments for future ready students ?

Click Here For: Sir Ken Robinson On Assessment

Also located here at:

https://www.youtube.com/watch?v=kW-6h0eKqbc

Placed under the Educational Leadership Tab

Placed under the Assessment Tab

Posted in July 2020

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The Indigenous Principles of Learning

Introducing British Columbia's

First Nations

Principles of Learning

and the application of these concepts to Canadian education.

By: Dr. Martin Brokenleg

Click Here for: The Indigenous Principles of Learning

This was his presentation of the Circle of Courage

at the Truth and Reconciliation Commission hearings

held May 17 2013 in Williams Lake.

Also posted to the Indigenous FNMI Tab:  July 2020.  

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Creating environments for Indigenous youth 

to live & succeed

 | Tunchai Redvers | TEDxKitchenerED

Indigenous youth experience the highest rates of negative instances such as suicide,

yet are the fastest growing demographic in Canada.

This has been at the heart of the of the work of Tunchai Redvers, co-founder of We Matter, a national non-profit organization committed to Indigenous youth empowerment, hope and life promotion.

Click here for:  Tunchai Redvers

Posted to the Indigenous FNMI Education Tab

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2019 - ANNUAL REPORT ON ONTARIO SCHOOLS 

PEOPLE FOR EDUCATION

1200 principals are surveyed for this research report on Ontario Schools !

These are the survey results 

Click Here for: 2019 Annual Report on Schools 

Here are some of the sections in the report:

• The evolving role of school libraries
• 
  
• Special education
• 
  
• Indigenous education
• 
  
• Career and life planning, guidance, and streaming
• 
  
• Technology in the classroom
• 
  
• Fees and fundraising

Url: https://peopleforeducation.ca/report/2019-annual-report-on-schools-what-makes-a-school/#chapter6

Also posted to: Blogs and Articles July 2020

And Posted in Part to the Technology Tab

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50 MORE REASONS 

WHY SMART PHONES CAN BE A GREAT RESOURCE 

IN THE CLASSROOM

When the right classroom routines and conditions are established, 

the SMART PHONE is a handy resource.

Here is another list of reasons that outlines how they can be a great classroom resource. 

Click here for: Smart Phones in the Classroom.  

Posted to this webpage July 2020

Also posted to Educational Leadership Tab

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THE EVOLUTION OF WORK and EDUCATION

CAREERS ARE CHANGING 

HOW WE EDUCATE STUDENTS IS CHANGING 

Our MINDSET of what we are training students for is undergoing a paradigm shift.

This is not new thinking.  

The pandemic in 2020 has changed how we do things and has us reflecting on how we best educate students for the future.  

What will the new future look like?

Where are we headed and how?

This article has a great graphic called "The Evolution of the Employee".  

It is important we look at this as  teachers and educators at all levels of the system. 

We must discuss what the graph is teaching us and reflect in how it is impacting our education system.

Plus we need to think about  how we personally should change our best practice for the education systems of today and tomorrow. 

How is this influencing our career goals?

Click here for > The Evolution of the Employee

Posted to this webpage July 2020.

Also posted to the Inspiring Leaders Tab

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INDIGENOUS EDUCATION RESOURCE

This is a wonderful resource: 

A Sacred Journey: A Guide to Understanding and Supporting Aboriginal Students 

My TELL students at the Continuing Teacher Education Centre, Faculty of Education, Brock University, are studying cultures and languages of the students in our schools.  

I have found  these Links at the University of Saskatchewan's Library to support them with their FNMI research.

Check them out!!!

The First Link below will take you to this PDF document at that library:

A Sacred Journey: A Guide to Understanding and Supporting Aboriginal Students

The Second Link will take you to the online Library at the University of Saskatchewan.

It is very interesting too. 

https://iportal.usask.ca/index.php?sid=471577458&id=24496&t=details

Also posted to the Indigenous Education tab on this website July 2020

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DIFFERENTIATED INSTRUCTION

Content / Process/  Product 

 Readiness / Interest / Learning Profile 

The key elements of differentiated instruction are: 

Content, Process, Product 

Check out this research by Strickland for more.

Click here for: Differentiated Instruction

Posted to this website July 2020

Also posted to Strategies for the New and Seasoned Teacher and Diversity and Differentiation Tabs

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Teaching Strategies 

By: EduTopia

Scaffolding and Collaborative Learning 

EduTopia is an online magazine that presents great professional development articles 

Check these article out

Don't miss the articles that follow.

Click here for: Scaffolding 

Click here for: Collaborative Learning Strategies 

Published to this webpage July 2020

Also added to Strategies for the New or Seasoned Teacher 

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INNOVATION IN ACTION 

REAL WORLD MATH CONNECTIONS 

Watch this fabulous 5 minute video on how to implement 

- hands on tasks in Math

- inquiry learning 

- growth mindset in action

Strategies that can be applied across the curriculum

ClicK Here: Innovative Math Class Video

Added to this webpage July 2020

Also added to Strategies for the New or Seasoned Teacher 

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Dr. CATHY MIYATA'S BLOG AND HER

SOCIAL DISTANCING "STORY TELLING  UNIT" FOR JUNIOR STUDENTS

Dr. Cathy Miyata has been a life long friend and academic colleague 
It is no suprise to me see her share out this amazing unit to Junior Teachers 
at this time of social distancing during the Spring of 2020. 

Cathy writes:

Dear Teachers and Homeschooling parents, 

We understand that emergency remote teaching and learning is a challenge.  We want to help.  My student, Sarah Freeman, and I have prepared a remote unit for you based on the Ontario curriculum expectations for Language and Drama. It features personal and traditional storytelling as a means of building community, self confidence and self expression. 

This 10 module unit includes 16 original videos, many hyperlinks to sites and traditional stories from around the world, and 3-4 activities for each module. You can assign the entire unit or pick and choose whichever modules you think are more suitable for your students and children.  All modules are student friendly and can be read by them independently.  The unit was designed for students in grades 4-6 but the unit is very family friendly so siblings and parents can also be involved. 

We know how much you care for your students and how hard you are working. Parents, we know how hard this is for you, especially if you are also working from home while trying to cope  with disengaged children. We hope this unit relieves you of some of this enormous burden. We also sincerely hope your students and children love doing this.. 

Please follow the links to her blog and drama unit below.


Click the link below for:

Teachers and Homeschooling Parents! 

A Remote Storytelling Unit for grades 4-6

Click the link below for: 

Dr. Cathy Miyata's Blog

Dr. Cathy Miyata's Business Profile 

Also posted to the above links under "Blogs and Articles that Inspire"