Webcasts

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Recent Webcasts

May 21, 2013
Leadership en mathématiques
En tant que leader pédagogique, la direction d’école joue un rôle important quant à la performance et à l’amélioration des élèves de l’école. Cette vidéo se veut un outil pour aider les directions d’école à exercer leur leadership pédagogique en mathématiques. Elle fournit des idées et des exemples pratiques qui visent l’amélioration du rendement des élèves.

November 8th, 2012
Conversations for Learning 
In this resource, you will see students in a primary classroom, engaged in deep conversations, thinking critically, articulating opinions, justifying them with evidence, building upon the ideas of others and being willing to change their opinion based on new information as they delve into the big ideas in the Ontario curriculum.

Students of Mystery: The Student Work Study Teacher Initiative
This resource will introduce you to the “Student Work Study Initiative”. Participants in this initiative will explain the origins, rationale and nature of SWST work, as well as the deep professional learning that has occurred as a result of this comprehensive way of looking at student work.  SWS teachers articulate what a SWST-like stance means and how it enables them to make student thinking “visible” for “students of mystery”. Their focus on the “why” we do what we do incorporates the triangulation of data and the use of technology as part of the formative assessment process. Viewing the Student Work Study teacher’s moderate their theories of action or “suppositions” allows us to understand the precision which characterizes their work. You will hear how they reference current research to clarify and extend their thinking.

SWS teachers, host classroom teachers, principals and superintendents speak to the benefits of collaboratively using the “SWST-like lens” in their work and the resulting impact on student achievement.

Creating the Conditions for Learning Mathematics
This resource allows viewers to observe students as they are learning. They also observe educators as they watch and examine the classroom footage and the student work from the lesson. Throughout this video, viewers have the opportunity to consider the mathematics that students learn within the Ontario Curriculum and how contexts set the stage for learning.  Included in this resource are print and video clips inclusive of material from Deborah Ball, Doug Clements, Alex Lawson and Lucy West, and as well as a number of articles and the Landscape of Learning for both addition and multiplication.

October 30, 2012
Principal Learning Teams
Principal learning teams offer educators an opportunity to engage in meaningful dialogue and focused inquiry that address issues that matter to their learning communities. This resource consists of a variety of vignettes that demonstrate professional learning that results in changes in practice and/ or beliefs.

October 23, 2012
Leaders in Educational Thought: Ken Leithwood, Avis Glaze and John Hattie
This is the second 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.

October 23, 2012
Reading the World in a Grade 3 Classroom
In this classroom you will see technology used extensively as a learning tool.  The teacher’s pedagogy promotes diverse learning orientations, student self-regulation, metacognitive strategies and thoughtful student discourse.  As a result, students engage seriously in their study, regulate their behaviour and know that their teacher has high expectations regarding what they can achieve.

September 14, 2012
Doug Clements: Early Mathematics
This webcast features Dr. Doug Clements, researcher, author and educator, speaking to mathematics in the early years.

September 10, 2012
Leadership in Mathematics
This webcast is available exclusively online. A K-12 project, this resource covers the elementary grade level with the secondary portion still under construction.

July 4, 2012
Maitres chercheurs en éducation : MIchael Fullan, Allan Luke et Lucy West
(This webcast is available in French only)

June 27, 2012
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.

June 18, 2012
La lecture aux cycles préparatoire et primaire
(This webcast is available in French only)

June 1, 2012
Les stratégies gagnantes - Partie 2
(This webcast is available in French only)

May 28, 2012
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.

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 - Partie 1
(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.

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
Discovering 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

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.