Friday, December 01, 2006
LEARN Video: http://www.learnquebec.ca/en/about/
Sunday, November 05, 2006
Katherine Wagner, Fall 2002
New research clearly correlates what teachers know and do with student learning. The value-added studies of Sanders and other researchers have been able to isolate teacher effects, independent of external variables such as socioeconomic status of students. With this new knowledge, student achievement can no longer be explained simply as a result of student and/or school characteristics. This has resulted in a heightened interest in teacher quality. "
"Analyzing Change in Education (ACE) is a national education survey project launched in January 2005 as a research initiative of the Society for the Advancement of Excellence in Education.
The initial phase of the ACE project was a baseline survey of over 4,000 Canadian parents and teachers on a wide range of education issues conducted in June 2005. A preliminary report published in November 2005 formed the basis of a series of stakeholder dialogues across Canada. A final edition of the report was released January 2006.
The raw survey data has been archived for access by other researchers upon application.
Further analysis of this data and sub-reports of a regional and topical nature are anticipated as well as follow-up surveys."
Sunday, October 15, 2006
The mission of the Labour Relations in Public Education Resource Centre is to offer research and analysis of labour-management issues which impact public education.The Teacher Quality section of this website has a lot of articles and links related to the situation of teachers in the classroom - from accountability to school reform. Though the website is intended for an audience of people involved with education labour issues, it has a lot of relevant content for consultants, researchers, and others in the field of education.
Its on-line library contains links to a wide range of resources classified by topic and format. Brief abstracts will assist in selecting the most useful material. The resources are regularly updated to offer an international perspective on emerging developments and models of interest for the Canadian context.
Labour Relations in Public Education http://www.lrpe.ca/
Teacher Quality Links http://www.lrpe.ca/B-quality.php
Technorati Tags: teacher, effectiveness, labour, education, accountability, misshampson, succeedtolearn
So what is the Society for the Advancement of Excellence in Education? Aside from collecting links to relevant articles and current research, they offer memberships and publish a newsletter. In there words, here's what they do:
The Society for the Advancement of Excellence in Education (SAEE) provides non-partisan education research and information to policy-makers, education partners and the public. Our mission is to develop new Canadian knowledge on school improvement and foster the understanding of its use... Our mission is to develop new Canadian knowledge on school improvement and foster the understanding of its use.A sample of some of the publications that are offered include:
Accountability for Learning: How teachers and school leaders can take charge
The book contains six chapters. The first four are directed specifically at teachers, the fifth offers advice for school districts, and the sixth addresses policymakers on how to construct coherent, bottom-up accountability systems.Technology: Wired for learning
Accountability for Learning encourages teachers to develop student-centred, more holistic accountability practices, focusing on the four-step process of observation, reflection, synthesis, and replication of effective teaching practices.
Tracking the trends by Katherine Wagner
To most Canadians, the introduction of technology to schools over the last decade has meant the acquisition of hardware - both computers and infrastructure.New Flexibility for School Success (Reflects the new Community Learning Centres initiative in Quebec)
However, the view that a computer in front of every child is the only measure of the successful integration of technology into K-12 education is rapidly fading in the face of research, further innovations and a growing recognition that simply tacking technology onto existing school systems and practices is not an effective approach.
Innovators in education are now thinking 'outside the box' of centralized district policies and contracts which stifle creative solutions. Decentralization gives community partners the power and flexibility to develop high performance schools.These are just a few of the types of publications that they have on offer. There are a number of free articles, book reviews, links, and so forth that are also helpful in leading the user to further resources. I was impressed with the depth of offerings, and will definitely be returning to this site.
Flexibility means building-level decisions to improve student achievement. It means collaboration to combine community services in new ways... Flexibility means new choices in learning environments for students, parents and teachers.
Society for the Advancement of Excellence in Education http://www.saee.ca/index.php
Accountability for Learning book http://www.saee.ca/policy/D_069_CCY_LON.php
Technology: Wired for learning http://www.saee.ca/policy/D_048_FFA_LON.php
New Flexibility for School Success http://www.saee.ca/policy/D_044_FBA_LON.php
Technorati Tags: education, excellence, accountability, articles, publications, schoolsuccess, misshampson, succeedtolearn
Friday, September 29, 2006
Announcing the first annual “K12 Online 2006″ convention for teachers, administrators and educators around the world interested in the use of Web 2.0 tools in classrooms and professional practice. This year’s conference is scheduled to be held over two weeks, Oct. 23-27 and Oct. 30- Nov. 3 with the theme “Unleashing the Potential.” The K12 Online 2006 blog has just gone live.
On the conference blog you will also find the web form we will be using for the submission of proposals. Everyone is encouraged to submit a proposal. More details are on the conference blog: www.k12onlineconference.org. The blog will be updated regularly with everything you need to know about the conference.Technorati Tags: k12online, k12online06, professionaldevelopment, skills, conference, education
Monday, September 18, 2006
One of the major concerns that I hear in my job is that school teams are not sure how exactly to proceed in the planning process. I am in the process of trying to design tools for educators and administrators that will help simplify the process of school success planning and implementation, amd I am obsessed by the design of web resources.
Currently, I am working on my webpage for our school board's portal, and I am trying to make decisions about what information it should contain, and how it should be organised. To begin with I would like to gather some of the tools that are already available online and make them available to users in a more logical and coherent manner, relative to the Success Plan document. I have already collected the tools and links for my own work; I would now like to make those tools available for the people that I am working with, but in a meaningful and useful way!
And then I came accross this site. Intended as a program for This site inspired me to plan a little bit more before I completely implement my design. I think I still have a ways to go before I come up with something that is truly useful. In the mean time, I will use this site as an example of effective design, in order to help me better understand what that means. From an instructional design perspective, this is a great site. Clear, concise, and easy to understand, the site conveys the information that it needs to without too much extraneous information.
DIBELS is a system for reading comprehension testing. The page has a clear title, followed by a simple graphic situating the reader. The graphic highlights the grade levels and time of year that is being addressed in this area of the site. The reader immediately sees suggested dates for testing, and that testing is expected to take place over a range of two years.
This information is conveyed very effectively through use of a simple table and a single colour to make it stand out from the rest of the page. Easy and effective, visually engaging - the reader can understand what is being communicated wihtout
DIBELS page sample 1. Calendar illustrates implementation period.
This is followed by a button in a contrasting colour. The button links to a video demonstration of the principles in action. Before any explanations are given, before the authors delve into terminology, the reader has a chance to situate themselves in process and gain a better understanding of what is being discussed. This gives them a framework in which to situate the rest of the content they will encounter.The reader is then given guidelines for administration of the test, and they are provided with a link to help them further refine their understanding. This prevents extraneous information from cluttering the page, and allows the reader to clarify their understanding of what is being said.
DIBELS page sample 2. Administration periods and technical info.
A brief desciption of the technical aspects of that particular test follows. I like the inline references to clarify for the reader why and how this test is effective. It provides a starting point for the reader to further research claims about the tool's efficacy.Finally, at the bottom of the page, is some simple iconography, consistent throughout the site. This adds some colour without being too distracting, and draws attention to the further resources that are available to users. I like the fact that the colours are consistent and unified.
DIBELS page sample 3. Graphics remain consistent throughout the site.
Overall, a great site in terms of design. Simple, logical and coordinated, and relatively straightforward. Lots of ideas for me to take into consideration as I continue to design my site.
The DIBELS Initial Sounds Fluency Page
Sunday, September 17, 2006
"K-12 school leaders in the US are seeking evidence-based and innovative solutions to improve student performance," says Beth Wray, the newly appointed CEO of Pearson Achievement Solutions. "Pearson Achievement Solutions…has a critical role in improving current student outcomes through systemic school change, customized content, and professional development."
Hmm. Sounds interesting - however, because of the focus on standardised testing in the US, how does this translate into practice? I am wondering who actually uses these services, and how do they fund them? When do they decide to use a service like this? Are most users being proactive or reactive to their situation? And how do you make a case for collecting and using data more actively in the school setting?I can't answer these questions, I pose them more as food for thought.I certainly agree with the use of research to inform practice, but I am wondering to what degree school boards and schools themselves rely on research to inform their practice. In terms of the increasingly varied demands placed on administration at the school level, it would make sense to rely on results that are readily available. Test scores can be tracked over the years, compared to other schools within the district or country, but these standardised scores don't tell the whole story about why or how a school is succeeding -- or not. This provides the opportunity for companies like Pearson to branch out into professional development and data management.
It can be difficult when seeking to change how things are done to make a case for why things should be changed. The Co-nect site had some interesting case studies that could be used with school teams or administrators to make a case for using data in schools. The case studies are offered for a number of different areas. Though they target a specific service, they can still be used as a model for how data can play a part in the typical school, and how teachers and administrators can re-think how they approach data.How does your school or school board respond to data? I would be interested to hear what is going on in the school setting.
Saturday, July 01, 2006
"The cities in which we live are dynamic, exciting places that are set to evolve more rapidly than ever in the immediate future. In response to this need for change, the movement for the development of Learning Cities, Towns and Regions is already in full swing. Across Europe in particular, governments are increasingly coming to recognize that such communities, and the opportunities they create, can hold the key to a brighter future for their citizens.
This book explores the mental and social landscape of the city of today and tomorrow; the way in which people think, interact, work together, learn and live with and among each other. Learning Cities, Learning Regions, Learning Communities has been written to address the urgent need for a guide to the principles and practices of lifelong learning for everyone working in the area - in the cities, towns and regions of every country. The topics covered include:
· An introduction to the idea of Learning Cities
· Policies and strategies for the Learning City, including examples form around the world.
· How to activate learning, involve stakeholders and encourage citizen participation in a Learning City or Region.
Written by one of the world's foremost thinkers in the field, this book is nonetheless highly readable and therefore easily accessible to anyone who wishes to understand the issues addressed. Workers in local, regional and national government, academics and students of lifelong learning, in addition to anyone with an interest in the future cities and communities will find this a truly invaluable resource and guide to a way of thinking that many see as the way to a better tomorrow.
About the Author
Norman Longworth has worked in schools, industry, universities and professional associations. A former President of the European Lifelong Learning Ini"
Technorati Tags: community learning centres, lifelong learning, community, clc, learning, education , misshampson, hampsonhowto
Friday, June 09, 2006
CLLRN stands for the Canadian Language and Literacy Research Network . Hosted by The University of Western Ontario, and considered to be part of the Network of Centres of Excellence. This means that they
meet funding criteria based on research excellence, the development of world-class researchers, the creation of research partnerships, and the application of research to foster economic and social development.
a non-profit organization with a mandate to improve and sustain language and literacy development for children in Canada by generating, integrating and disseminating bias-free scientific research and knowledge.This is what I love to hear... the dissemination of bias-free scientific research? Oh happy day! Of note, their website provides information particularly relevant to researchers interested in literacy, and there appears to be a heavy focus on early literacy. The site into five main areas, and contains relevant information for administrators, teachers and parents, from job postings to literacy resources.
When visiting the site, I felt a bit of information overload - there is so much interesting stuff, that I want to look at it all! It is hard to hone in on what is particularly relevent to your needs, as there is so much that could be useful. So, how do you narrow it down? My recommendation is to take a look at the navigation menus, and give yourself ample time to explore.
I was especially drawn to the Resources section.
This focus area catalogues online publications, proceedings and links to available resources from our partners. Practitioners, policy makers and media have access to a searchable guide of experts, who are qualified to comment on various language and literacy topics.Another area of interest is the Research section. The network truly focuses on making research findings useful to its audience. The section has areas that are particularly relevant for those that need to communicate research findings to a broader audience. Downloadable Communication Briefs are simple and to the point, and quite useful. The research is divided into five main themes, though you need to scroll down to fully reveal each of the themes on the sidebar at left. It is not obvious at first glance that the five themes are present on the page.
CLLRN Resources section
CLLRN Research section - scroll down to see the five areas
Technorati Tags: CANADA, literacy, research, resources, misshampson, succeedtolearn
Wednesday, June 07, 2006
June 18-20, 2006 Charlottetown, PEI
A bit late by the time I discovered it, though I thought it could be relevant to those who are interested.
More than seven million Canadian adults struggle with language and literacy problems every day. Targeting children in their early years of life is the best place to start. The Canadian Language and Literacy Research Network believes that Canada's future competitiveness depends on our children being able to communicate. By working as an integrated network, we help Canada's leading minds to discover evidence-based ways to help children.
The Early Childhood Learning Knowledge Centre will have an exhibit booth at the Canadian Language and Literacy Research Network’s 5th Annual Network Conference, where its latest products will be displayed and presented.
Technorati Tags: CLLRN, CANADA, conference, succeedtolearn, misshampson,
Monday, May 22, 2006
"Google Alerts are email updates of the latest relevant Google results (web, news, etc.) based on your choice of query or topic.
Some handy uses of Google Alerts include:
- monitoring a developing news story
- keeping current on a competitor or industry
- getting the latest on a celebrity or event
- keeping tabs on your favorite sports teams"
This could be an interesting tool to monitor updates on particular issues - however, I want to start out with small doses to make sure that I don't overload on information.
I am trying this out with another key word - educational technology - for my educatioanl technology blog. Another tool that could be helpful, as long as it is not allowed to become overwhelming.
Technorati Tags: googlelabs, googlealerts, update, monitoring, tracking, misshampson, succeedtolearn
Thursday, May 18, 2006
CCKM creates tools that make knowledge mobilisation easier and more effective by responding to the needs of users. The users are researchers who need protocols for bringing their findings to decision makers, and decision makers who need quick, convenient, and accurate reports of evidence. CCKM tools allow users to "drill up" or "drill down" on research evidence. For example, Research SPOTLIGHTS feature a sub-group of studies selected from a systematic Review of Evidence, whereas a Fact Sheet highlights the Review in just one page.For an example of a Review of Evidence, download the Single Sex Schooling Final Report.
Single Sex Schooling Review of Evidence
Technorati Tags: CCKM, CANADA, research, review, data, statistics, succeedtolearn, misshampson
weeks to provide Canadians with independent information about 'what
works' in learning. Each publication is approximately 2,000 words, and
focusses on a specific topical issue. All articles follow a consistent
format and provide links to sources of data and related research.
will be hosting its first annual symposium in Ottawa, May 31-June 1.
This event will bring together leaders from business, labour and
education, along with government representatives, to discuss workplace
learning and training.
Work and Learning Knowledge Centre's First Annual Symposium
Sunday, February 19, 2006
"Statistiques encourageantes concernant le décrochage scolaire
Selon un nouveau rapport de Statistique Canada, le taux de décrochage au secondaire a considérablement diminué depuis le début des années 1990. Les filles ont fait plus de progrès en cette matière que les garçons et le taux de décrochage chez les élèves qui vivent dans les régions rurales et les petites localités demeure plus élevé que dans les régions urbaines. Le rapport indique, qu'au Québec, les taux de décrochage ont atteint plus de 10 %, en moyenne, au cours des trois dernières années. Cependant, ces taux ont affiché une baisse par rapport à leur niveau du début des années 1990, alors qu'ils oscillaient entre 16 % et 17 %.
22 décembre 2005"
What is literacy in the knowledge age? How do children, youth and adults become literate? Discover the research, the policies and the practices that support literacy in Canada.
"Literacy is a serious public policy issue in Canada. The country lacks a national strategy to address the social and economic consequences of low literacy levels. This is particularly important for vulnerable groups. The Canadian Education Association offers its strategy for literacy in this policy brief."
The Promise and Problem of Literacy for Canada: An Agenda for Action
The Colloque national sur le livre et la lecture will take place on April 3 and 4, 2006. The objective of the conference is to increase awareness among elementary and secondary school staff, educational consultants, librarians, documentation technicians and volunteer parents of the essential role that reading plays in young people’s success.
Participants will receive the pedagogical support they need to adopt effective pedagogical strategies and to fulfill their role as mediators, guides and cultural brokers. The conference will also facilitate the sharing of experiences related to books and reading and the pooling of resources that participants can reuse in their schools.
Finally, this event will make it possible to establish partnerships among the various stakeholders so that the best possible resources are available to students.
Saturday, February 18, 2006
Action: Verify themes, prepare abstract, consider topic for presentation, and look into sponsorhip as per previous years
Look at a) and c) particularly
Wednesday 8 March 2006 12:00-6:00pm
Hyatt Regency, Vancouver
The Canadian Institute of International Affairs’ (CIIA) annual Youth Symposium brings together students and young professionals from across the country and young Canadians studying abroad to present, discuss, and debate their research and ideas on a topical international affairs issue in an environment of academic peers. The Youth Symposium is held in conjunction with CIIA’s annual National Foreign Policy Conference (NFPC) with symposium participants being offered travel and accommodation subsidies in addition to complimentary NFPC registration.
The 2006 Youth Symposium focuses on Development and Global Inequality and consists of three consecutive panels:
(a) Poverty and Security;
(b) Governance, Conflict, and Natural Resources; and
(c) Canadian Development Policy
Each session is composed of three or four panellists presenting their papers with a moderated discussion to follow; all symposium participants take part in all sessions. Symposium participants are selected on the basis of paper abstracts or statements of interest submitted in late January and early February.
Please see the call for abstracts below for information on where to submit your abstract or statement of interest and for travel and accommodation subsidy details.
We are grateful for the support of Scotiabank, the 2006 CIIA Youth Symposium’s title sponsor, and Paramount Resources Ltd., the symposium’s gold sponsor. Their generous contributions allow promising young scholars to share their research, to engage in discussion and debate in a novel forum of their academic peers, and to establish academic and personal networks that would otherwise not have been possible.
Action: Potential for presentations of successful endeavours within context of school success/NANS
Implementation Design Committee
Date(s) 13/2/2006 — 14/2/2006
Description: The seventh annual Symposium is organized by the Implementation Design Committee (IDC). The mandate of the IDC is to support school communities across the province in the ongoing implementation of Curriculum Reform. The annual Symposium is the major event in this endeavour.
Audience: Consultants, School Board Administrators
School Principals, Teachers
Friday, February 17, 2006
KINJA the PDF on PSE below, permalink my kinja in blog links
At Issue is a new series that explores current areas of debate within the educational community and the general public. It appears simultaneously in our magazine, Education Canada.
Issue 1 - September 2005
Educating for Citizenship (PDF, 68 KB)
Gina Lorinda Yagos
Issue 2 - January 2006
The Price of PSE: The View from High School (PDF, 94 KB)
Download Acrobat Reader."
Thursday, February 16, 2006
Are Students Ready for a Technology-Rich World?
Results of an OECD Study
School students who are established computer users tend to perform better in key school subjects than those with limited experience or a lack of confidence in their ability to perform basic computer functions, according to a new OECD report. The study “Are students ready for a technology-rich world?” provides the first internationally comparative data in this area, based on OECD’s PISA 2003 assessment of educational performance by 15-year olds. It backs up previous OECD analysis about the importance of computers in schools.
Nearly three out of four students on average in OECD countries - and in Canada, Iceland and Sweden nine out of 10 – use computers at home several times each week. In contrast, only 44% use computers frequently at school. In some countries, the discrepancy between home and school use is marked: Germany has the lowest percentage of frequent computer users at school among OECD countries (23%) but a high proportion of frequent users at home (82%). The relationship with student performance in mathematics is striking. Students who have used computers for several years mostly perform better than average. By contrast, those who don’t have access to computers or who have been using computers for only a short time tend to lag behind their class year.
The results of the study are available as a full report or as a Powerpoint which summarizes the findings.
February 21, 2006 - February 22, 2006
Victoria Conference Centre, BC
Look into the CSERI initiative
The fourth annual Canadian Education Statistics Council - Social Sciences and Humanities Research Council of Canada (CESC-SSHRC) Symposium will take place on February 21-22, 2006, at the Victoria Conference Centre in Victoria, British Columbia. At this year's symposium, the research teams funded through the second competition of the CESC-SSHRC Education Research Initiative (CSERI) will present their research on Learning Outcomes and Transitions. Participants will be asked to share ideas for effective dissemination of research outcomes among the policy and practitioner communities.
Professor Clermont Gauthier and the Centre de recherche interuniversitaire sur la formation et la profession enseignante are the recipients of the 2005 CEA Whitworth Award for Education Research
In Calgary, on October 11, 2005, CEA presented the 2005 CEA-Whitworth Award for Education Research to Professor Clermont Gauthier and to the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE).
The Selection Committee, comprised of education researchers and other leaders in the field – including Dr. John Willinsky, the recipient of the 2004 Whitworth Award – was unanimous in its decision to present the Award to Dr. Gauthier and the CRIFPE.
Clermont Gauthier is full professor of psycho-pedagogy in the Faculty of Education at Laval University. He holds the Canada Research Chair in the Study of Teacher Training and is a member of the Centre de recherche interuniversitaire sur la formation et la profession enseignante. With over two hundred written works, many of which have been translated into English, Spanish and Portuguese, and contributions to more than two hundred and fifty conferences, Clermont Gautier’s contribution to education through research is recognized in Europe, Brazil, Mexico and several African countries as well as in Canada.
The Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE) includes 95 full-time, associate and international researchers. It promotes collaborative research practices and methods that examine complex questions at many levels. It develops new avenues of research on teaching and teacher education. Four Canada Research Chairs are officially attached to the CRIFPE - Professor Claude Lessard, Canada Research Chair on Occupations in Education, Professor Thierry Karsenti, Canada Research Chair in Information and Communication Technology (ICT) in Education, Pro"
Wednesday, February 15, 2006
Leadership Strategies for School Success Part 2 - Create and Sustain a Learning Community in Your School
Centre for Educational Leadership, McGill University
Presenter(s) John Cyr and Diane Fyfe have over 70 years combined experience in education. The synergy of their different personal and professional styles produces a powerful experience that is highly praised by participants in their sessions. Each has been a teacher, principal, director and Director General and so truly understands the challenges faced by school leaders.
Description Today’s schools are places where everyone is engaged in learning. They develop community of learners where the staff always strives to achieve the vision, mission, goals and values of the school in the most effective ways. Everyone knows what counts in this school. How does it happen?
This seminar will give you some insights and strategies to create and sustain a culture of a community of learners in your school.
• to make your school mission, vision and goals come alive!
• to involve all your partners; students, staff, parents and governing board
• to generate professional dialogue with your teachers
• to add value to the legal framework e.g. I.E.P.
Audience School Principals
Fee $195 Part 1 / $275 Part 1 & 2
Contact name Catherine Hughes
Phone 514-398-6961 Fax 514-398-4529
Anne Davies website http://www.connect2learning.com/cci/
Sponsor: McGill University Professional Development
Presenter(s): Dr. Anne Davies, a Canadian educator recognized throughout North America for her cutting edge work on classroom assessment, is the author of numerous books and articles on all aspects of assessment for learning and reporting on learning. Go to www.connect2learning.com to find out more about Anne.
In this session Dr. Anne Davies will help participants think through ways to assess and collect evidence of learning with the ‘end in mind’ while ensuring that the classroom evidence collected is reliable and valid. This session leads participants through a practical process that builds teacher’s confidence while increasing the quality of the classroom collection of evidence of learning. Participants will leave with concrete ideas to use in their classrooms and ready to pioneer an education-related conversations in their schools.
Participants will consider:
- Ways to increase reliability and validity of classroom evidence of learning
- Strategies for collecting, organizing and selecting a range of evidence
- Involving students deeply in the assessment process to increase motiviation and accountability
Location Holiday Inn – Midtown
420 Sherbrooke St West, Montreal, QC H3A 1B4
Audience: Consultants, School Principals, Teachers
Level(s): Cycle II, Cycle III Secondary Cycle I - V
Registration Fee $195.00
Contact name: Donna Wilkinson
Phone 514-398-6961 Fax 514-398-7436
Event number 33065
IDC website www.qesnrecit.qc.ca/reform
Implementation Design Committee (IDC)
Description: A committee composed of directors of instructional or educational services; delegates from organizations representing teachers, school administrators, private schools; and MEQ representatives.
To develop implementation models appropriate to the specific characteristics of the English sector; to plan, coordinate and ensure delivery of services to schools; to monitor implementation of the QEP; to create mechanisms for feedback and to report on progress.
Activities & Resources for School Teams:
- Professional development events (Leadership Symposium, conferences, etc.), sharing of best practices
- Reform Web site, which includes calendar of events, support documents, professional development resources; contact names and numbers
- Development of a program evaluation framework to assist schools in assessing their progress in reform and school improvement
Contact: John Ryan (Québec)
Web URL: www.qesnrecit.qc.ca/reform
Educational Computing Organisation of Ontario
In Summer 2003, Think Literacy: Cross-Curricular Approaches, Grades 7 –12 was developed by a writing team, commissioned by the Expert Panel on Students at Risk (Literacy), to support teachers as they use reading, writing and oral communication approaches in their classrooms.
In Summer 2004, teams of subject experts wrote additional subject-specific examples to help teachers combine the teaching of reading, writing and oral communication skills with their subject content.
In Summer 2005, teams of subject experts again wrote additional subject-specific examples to help teachers combine the teaching of reading, writing and oral communication skills with their subject content.
The project was sponsored by:
CODE (Council of Ontario Directors of Education)
The site offers many documents related to literacy, for download in WORD and PDF formats.
Think Literacy: Cross-Curricular Approaches, Grades 7-12
Getting Ready to Read: Gathering and Evaluating Information from the World Wide Web
Engaging in Reading:Computerized Graphic Organizers
Reacting to Reading: Responding to Text (Spider Maps)
Developing and Organizing Ideas: Authoring a Website
Revising and Editing: Peer Editing
Generating Ideas: Using Digital Images
Developing and Organizing Ideas: Webbing and Mapping
:::Are they sponsorng the GOAL conf? Is THIS the GOAL conference?:::
Info about the 5e Colloque sur l’approche orientante
Conformément à la société qui se transforme et évolue, le monde de l’éducation vit à l’heure du renouveau pédagogique – et ceci est encore plus vrai pour l’ordre d’enseignement secondaire où la réforme prend effet cette année. L’ensemble de ces changements nous oblige à nous adapter aux nouvelles exigences de ce 3e millénaire qui nécessitent que nous passions de la
transmission de connaissances au développement de compétences. C’est pourquoi, le thème du
«Parce que le présent oriente le futur ! », est axé sur la réussite éducative par le développement de compétences transversales et disciplinaires.
Nous sommes maintenant passés de l’ère du savoir à l’ère du savoir-apprendre, du savoir-être et du savoir-agir. Dorénavant l’acquisition de connaissances n’est plus suffisante parce que les jeunes et les adultes doivent mobiliser, dans leur quotidien et tout au long de leur vie, une diversité de compétences.
Le Colloque 2006 sur l’approche orientante est donc un lieu privilégié pour prendre connaissance des approches novatrices, des nouveaux projets développés et des innovations en cours tant sur les plans théorique que pratique.
Gaston Leclerc, président de l’AQISEP et coordonnateur du Colloque 2006
- Tools for the guidance approach school
- Lots of entrepreneurship links
This could be a good resource to have printed to be distributed, or, it could be good to post to delicious, to be made available online.