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Upcoming Webcasts
Coming Soon
Understanding Geometric Figures through Drawing and Paper Folding
This webcast explores the study of 2-D geometry in the junior mathematics classroom. It offers glimpses into the acquisition of new learning by educators who worked with Dr. Akihiko Takahashi, an internationally acclaimed expert in Japanese lesson study, and it identifies some powerful strategies for increasing student understanding of the concepts and language of geometry. The mathematics study undertaken by educators and students in this video relates to the expectations of the Ontario curriculum. Specifically, Understanding Geometric Figures through Drawing and Paper Folding
Coming Soon
Leaders in Educational Thought: Michael Fullan, Allan Luke and Lucy West
This is the first release of an LNS series that will feature internationally respected thinkers in the field of education. Each person highlighted will share their thinking related to current issues in education.
Coming Soon
Primary Reading Discussion Paper Video Clips
Short video clips are included to support the key messages addressed in the Primary Reading Discussion Paper. Charts included in the print folder share the duration and description of each clip.
Recent Webcasts
May 17, 2012
Co-producing Learning: The Family Path
Co-producing Learning: The Family Path explores the potential of home-community-school collaborations to improve student learning. Experience and research tell us that parents who have confidence in themselves, in their children and in their school can make a difference in their children’s learning and achievement. When parents hold high expectations for their children – and have concrete information on how to help them – everyone benefits.
December 1, 2011
Les stratégies gagnantes
(This webcast is available in French only)
November 8, 2011
Kindergarten Matters: Intentional Play-Based Learning
Intentional play-based learning engages children in thinking creatively, exploring, solving problems, and sharing their learning with others. An integrated approach fuelled by the children's curiosity and desire to learn, intentional play-based learning builds literacy, numeracy, and inquiry skills in natural and authentic ways. Children leave Kindergarten as capable, motivated, and confident learners.
There are webconferences on this topic starting December 7, 2011. Details and registration.
November 4, 2011
Teaching Mathematics Through a Social Justice Lens
Teaching mathematics using numbers that matter empowers students to use what they know to make the world a better place. In this classroom, students develop mathematical concepts and skills in the context of problem-solving issues that exist in real life. They talk about social, economic, and political conditions that people are struggling with in different parts of the world as well as their responsibilities as global citizens.
November 3, 2011
Engaging Students in Mathematics
Using the structure of a three-part lesson in a classroom focused on accountable talk empowers and engages students to learn through solving problems collaboratively, creatively, and thoughtfully in a technologically rich environment.
November 3, 2011
Honouring Student Voice in Mathematics
This resource features practical approaches and ideas to foster the conditions for learning that promote student voice within the mathematics classroom. Respectful interactions, student engagement, meaningful student talk and dynamic groupings are highlighted as ways to foster a community of genuine math learners. Viewers walk with the teacher and the students as they engage in a three-part problem-solving lesson in which students uncover understandings relative to the planned learning goals. We see how constructive and meaningful working relationships help students give voice to their individual and collective thinking.
October 19, 2011
Disovering Voice
Students in this grade 7/8 classroom are highly engaged in their own learning. Through an integrated inquiry-based study that seeks to answer the questions of who has voice, and who is marginalized and why, students discover that they each have a voice that can be used to make a difference. They assume a critical stance as they examine history texts and media resources and interact with primary sources to understand how and why certain elements of society are marginalized. Students develop insight into what they as individuals can do to have a voice and help others make their voices heard. During this study students learn to engage in dialogue about important issues, challenge current thinking, and put their ideas forward with confidence. They apply their new learning to their own lives and to two authentic writing tasks.
September, 2011
Summer Institute for School and System Leaders 2011
Documents and downloads.
June 16, 2011
Leadership Matters: Open-to-Learning Conversations
Leadership requires educators to engage in open-to-learning conversations that are reflective, respectful, and at times – courageous. Many different terms have been used to describe these type of conversation such as open-to-learning conversations, courageous conversations, crucial conversations, hard conversations, and constructive problem talk. These open-to-learning conversations can arise and be nurtured through various collaborative processes that involve problem-solving and decision making. Throughout these processes, leaders demonstrate a commitment to continuous improvement and a collective focus on student learning.
This webcast also features the following authors and professors: Jennifer Abrams, Dr. Viviane Robinson, and Dr. Kenneth Leithwood. They share current understandings, research, and evidence-based information regarding why open-to-learning conversations can be so difficult, how open-to-learning conversations connect with the core business of teaching and learning, and how these type of conversations challenge our current thinking and actions.
June 10, 2011
Board Improvement Planning for Student Achievement
Two Ontario school boards – Ottawa Carleton District School Board and Hamilton Wentworth Catholic District School Board use the Board Improvement Plan for Student Achievement (BIPSA) to consolidate their thinking about student learning goals and to design their action plans. While each board's discussion is unique, you will notice their use of common planning processes such as a needs assessment and analysis, the identification of targeted evidence and ongoing monitoring strategies to maintain their focus. The conversation is rich, reflective and highly collaborative.
June 10, 2011
Conversations courageuses et ouvertes à l'apprentissage
En Français seulement.
June 1, 2011
Three Part lesson in Mathematics: Co-planning, Co-teaching and Supporting Student Learning
In preparing for a three part lesson on fractions, a team of teachers and support staff work collaboratively to design an appropriate and challenging problem that allows for student choice and can be solved in a variety of ways. The teachers "do the math" prior to the lesson. By solving the problem themselves, they are better able to anticipate potential student solutions and deepen their collective and personal understanding of the mathematics.
March 31, 2011
Snapshots of Effective Practice
This collection of video "snap shots" utilizes expert voices and classroom scenes to provide multiple views and exemplars of classroom practice.
March 4, 2011
Through the Eye of the Learner: From student work to teacher practice
When teachers work collaboratively, engage in focused inquiry and become students of teaching and learning, the effects on student learning and achievement are transformative.
Webcast Archive
Please check the archives section of this site for links to streaming video and additional resources from past presentations.
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