[an error occurred while processing this directive]
[an error occurred while processing this directive]
[an error occurred while processing this directive]
Webcasts for Educators:  Video-On-Demand, Podcast Downloads

Main Page |  Getting Started |  Webcast Archive |  Français

Archives of Past Webcasts

Choose from the links below to access archived footage from past webcasts. You may choose from streaming video, or save a copy using the audio or video downloads


All Children Can Achieve: A Focus on Equity of Outcome
March 8, 2007: Effective educators believe that all children can learn. Each child, each school, and each community has a unique identity which includes strengths and challenges. Understanding both and responding with skill and sensitivity allows the education system to support all students in reaching their full potential.

This webcast explores the current demographic realities that exist in Ontario, including socio-economic status and other related factors such as linguistic and ethno-cultural background. It will highlight how proactive educators committed to equity of outcome for all students are having a positive impact on student learning and well-being.


L'art de questionner en numératie
April 30, 2009: According to research, interaction between students is one of the basic requirements for acquiring knowledge and being successful in school. The mathematics class is a community that is appropriate for reflection, discussion and debates. The teacher poses a challenging mathematical problem and the students must solve it in a group format, share results and justify them.

In this webcast, you will see a teacher who asks her students questions taking into account the curriculum as well as explicit and differentiated teaching expectations. In addition, with these questions, the teacher integrates conversation and verifies her students' comprehension. The teacher is fully involved in the teaching and learning cycle. When watching this webcast, think about the questions and the carefully considered decisions of the teacher who guides her students on the road to success.

This webcast is only available in French.


Les blocs de littératie au cycle primaire
January 30, 2009: What does a primary cycle literacy block look like? Why create learning blocks? This webcast will help you find the answers to these questions and offers some tips on how to plan school and class schedules. In addition, you will have a chance to observe a first grade teacher and her students in action during a literacy block. In the classroom you will see several learning activities, including shared reading, modeled writing and independent writing.

This webcast is only available in French.


Board Improvement Planning for Student Achievement
June 10, 2011: 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.


Building Upon Our Successes
September 28, 2006: This webcast discusses strategies designed to meet the diverse needs of all students, including particular learners that may be "at risk" such as Aboriginal learners, black learners, English language learners, boys, and students in special education programs. It is intended to stimulate professional dialogue, collaborative problem-solving and action focused on improved student learning.


Character Development Initiative Symposium
October 15 and 16, 2006: Focused on developing the whole student as a learner, and becoming an active member of the school and broader community, this symposium aims to develop our collective knowledge and experiences in helping all students succeed.


Coaching for Student Success in Mathematics
June 28, 2007: What does it mean to coach for student success in mathematics? Coaching for student success isn't just about having a numeracy coach. It is about including everyone in contributing to the improvement of numeracy instruction and student learning and achievement in mathematics.

During this webcast, you will become familiar with some key notions of numeracy coaching from the experiences of Ontario classroom teachers, principals, consultants, superintendents, and math education researchers. These educators will offer several examples of effective instructional strategies that are applicable in classrooms and in job-embedded professional learning contexts.


Creating Capacity for Learning: Leading Learning Communities
Wednesday June 14, 2006: This webcast features Dr. Louise Stoll as she shares current research and evidence-based information regarding the power of professional learning communities.


Critical Literacy
November 29, 2007: Today's students live in the information age, saturated with enormous amounts of information that come to them instantly and in a multitude of formats. They must become critical consumers and users of information in order to be successful in school and beyond. Critical literacy allows students to be active participants as they respond to and create texts of all types. It provides students with a lens through which to look critically at written, visual, spoken, multimedia and performance texts, to challenge the intent and content, and to get the most enjoyment and deepest meaning out of text.

The student's classroom learning experiences must help them assume a critical stance when responding to or creating texts. They need to uncover how texts are constructed and how they work. Students need to understand what texts are attempting to do and they need to move toward taking an active, meaning-making stance toward texts.

This webcast will explore what critical literacy is, why it is essential, and what it might look like in an elementary classroom.


Culture and Pedagogy in Ontario French-Language Schools
December 18, 2006: The French-language school is a place of learning devoted to the academic success and personal growth of all its students. It plays a crucial role in the creation and preservation of a culturally rewarding space where young people can develop a strong sense of belonging within structured surroundings. This webcast introduces the seven principles of the Pedagogy and Culture project: identity building, fulfilling environments, oral communication, self-accountability, academic congruity, evidence for an emerging leadership, and assessment. It also details the historical perspective of the project.


Developing Inquiring Minds
October 15, 2010: The classroom environment in this grade 2 classroom is intentionally designed to help students develop into independent, articulate, thinkers and learners. The respectful culture of the classroom invites all students to participate in the teaching learning process. Each child feels valued as part of their learning community. They follow their own interests, formulate their own inquiry questions and select their preferred method of learning and sharing. In this classroom students seek and act on peer and teacher feedback, think about their thinking, work collaboratively and question respectfully. They are developing the habits of mind necessary for success in a rapidly changing world.


Differentiated Instruction: Continuing the Conversation
Wednesday, March 29, 2006: Featuring Dr. Jeffrey Wilhelm, Dr. Lyn Sharratt, Elizabeth Coelho and Camille Williams-Taylor. This webcast explores differentiated instruction as a means to achieve equity of outcome, and improved student achievement for all students.


Differentiating Mathematics Instruction
May 28, 2008: What does differentiating mathematics instruction mean to you? What differentiated instructional strategies have you used in your classroom? What are some challenges to implementing such strategies?

In a general sense, any differentiated instructional approach is based on the premise that instructional approaches should vary and be adapted in relation to the diverse students in the classroom so that students have multiple options for engaging with and making sense of mathematical ideas and strategies. Any model of differentiated instruction requires teachers to be flexible and adaptable in their teaching rather than expecting students to modify themselves to the curriculum program and class instruction. Yet, for mathematics teaching and learning, careful attention must be paid to the mathematics content and learning processes.

During this webcast, you will develop an understanding of purpose and rationale for differentiated mathematics instruction; relate initial assessment (diagnostic) and assessment for learning (formative) to differentiation strategies; and become familiar with several classroom strategies for differentiating mathematics instruction.


Dr. Allan Luke: The New Literacies
May 31, 2007: Dr. Allan Luke is an educator, author, activist, and international researcher and policy change agent in all Australian states as well as New Zealand, Singapore, and Hong Kong. His work has influenced educators globally, including in Canada and the United States.

In this webcast, Dr. Luke presents his views and provides an international perspective on the new literacies, with a focus on the importance of helping our students develop in the area of critical literacy.


Effective Instruction in Reading Comprehension
October 25, 2006: Comprehension is central to effective communication. It does not happen after reading or viewing, but rather throughout the process; before, during and after. In order to make meaning, students need to know how language and words work and what strategies they as communicators need to utilize in order to critically analyze, make or convey meaning. They need to understand that the skills, strategies and behaviours they develop as proficient communicators, are transferable to all content areas within school and beyond. This webcast will explore key messages related to effective instruction in reading comprehension.


Effective Leaders...Successful Students: The Time is Now! Symposium
September 27 and 28, 2006: Featuring webcasts of the plenary sessions and selected workshops from The Second Annual Symposium for Supervisory Officers, sponsored by the Ministry of Education in cooperation with The Supervisory Officers of Ontario.

This webcast features Dr. Louise Stoll as she shares current research and evidence-based information regarding the power of professional learning communities.


Engaging Boys: Powerful Possibilities for All Learners
November 23, 2009: Our interest in boy's literacy stems from the fact that we deeply value the success of all students. Therefore, when test results show a particular group is not doing well, we must redouble our efforts to succeed. When numeracy and literacy skills are challenged this can have a profound effect on performance in other subjects. It is an issue of equity.

Of course, we realize boys are not a homogeneous group. In fact, we know that differences among boys are greater than the difference between girls and boys and this must inform our strategies to help all our students succeed.

Experience and current research reveals that the path that leads to improvement for boys is also the path of benefit for all students. By reaching boys, we will reach everyone through a differentiated approach. We know that teachers must be supported, with appropriate materials and a rich repertoire of evidence-informed successful practices. In this webcast you will see classroom environments, teaching strategies and authentic learning opportunities that genuinely engage and support students in their quest for improved achievement.


L'enseignement axé sur la communication orale au cycle préparatoire
September 30, 2008: Oral communication is one of the keys to learning in kindergarten and primary grades. It acts as a lever to activate student thinking and initiate a structured dialog, which helps children to make sense, to deepen their understanding of the words and gain new perspectives. Teaching oral communication becomes a priority for any teacher who knows that language is a system of expression and communication, which promotes personal growth and help students build their identity.

In this webcast, you will hear Mrs Phylis Dalley, researcher at the University of Ottawa, speak of the results of her research, and you will also see two female and one male kindergarten teachers in action. They will demonstrate how they include oral communication in classrooms with very different profiles: some classrooms have students registered in ALF and PDF programs, others who are very fluent in their language and even autistic students in one of the three classrooms.

This webcast is only available in French.


Enseignement différencié: poursuivre le dialogue
May 3, 2007: A commitment to the academic achievement of all students requires a system-wide approach involving all stakeholders in the field. Such an approach insists upon high expectations for student achievement, efficient allocation of resources, judicious use of classroom time, and teaching practices adapted to the specific needs of students, which all contribute to differentiated learning.

To differentiate learning, one must "eschew conventional teaching – the same lesson and the same problems for all – but, above all, it is to establish organized work and academic structures that will provide everyone with optimal circumstances."

(Perrenoud, 1997, Pédagogie différenciée : des intentions à l'action, p. 1)

This webcast is only available in French.


L'enquête collaborative pour l'apprentissage des mathématiques
November 12, 2009: What is Collaborative Inquiry in Mathematics?

It is research aimed at increasing numeracy capacity from Kindergarten to Grade 6, with emphasis on co-teaching.

This study aims to develop regional capacity and leadership in mathematics education. Its specific purpose is to refine and examine a professional learning design and implementation framework, in terms of how it engages a diverse community of learners (e.g., students, teachers, administrators, numeracy leaders) in learning mathematics for teaching within both a school-based PLC and a professional learning network. This framework is intended to be scalable and usable across all Ontario school boards.

This webcast is only available in French.


Finding Common Ground: Character Development in Ontario Schools, K-12
December 11, 2006: Finding Common Ground: Character Development in Ontario Schools, K-12 features provincial and international experts in the field of character development. You will hear educators discuss the essential role character development plays in addressing the cognitive, affective and behavioural domains of the whole student. This webcast is intended to stimulate reflection and dialogue around how character development is embedded in the life of learning communities to support students in realizing their full potential as responsible and capable students, individuals and global citizens.


La gestion de classe
February 1, 2010: Class management is not only the ability to manage difficult and undesirable behaviours. It is a lot more than that! It is also the ability to manage space, time, groups and resources.

This webcast is intended for new teachers as well as experienced ones wishing to enhance their class management skills. Creating a webcast on class management was quite a challenging experience, mainly because it is a complex and broad topic. To make it happen, we based our research on the document entitled Guide d'enseignement efficace en matière de littératie de la 4e à la 6e année, fascicule 2, Gestion et planification. The equivalent version of this document is entitled Guide to Effective Instruction in Literacy, Grades 4 to 6 (Volume 3, Planning and classroom management).

Even though this webcast involves mainly junior division students, you can also adapt these ideas for use in managing primary or intermediate division classes. Many competencies are transferable from one division to another, and we hope that it will provide you with successful tips that you can use in the management of your own classroom.

This webcast is only available in French.


High-Yield Strategies for Improving Mathematics Instruction and Student Learning
February 26, 2008: How can schools learn about and implement high-yield strategies that address the learning needs of all students? Which high-yield strategies improve students' mathematical thinking, use of problem-solving strategies, and mathematical communication?

During this webcast, you will become familiar with several high-yield strategies for teaching and learning mathematics through problem solving. Within the professional learning contexts of co-teaching and teacher inquiry/study, you will experience the different ways that teachers can be:

  • Using mathematics curriculum expectations for their curriculum planning, instruction, and assessment.
  • Preparing themselves to anticipate a possible range of mathematical thinking in response to lesson problems.
  • Activating students' mathematics learning and experiences.
  • Providing time, space, and learning materials for students to construct mathematical understanding.
  • Coordinating students' sharing of solutions to make explicit mathematical ideas, strategies, and solutions to a lesson problem and to improve students' mathematics communication.


High-yield Strategies to Improve Student Learning
May 2, 2008: Today's classrooms are filled with learners whose strengths are as diverse as their needs. In order to teach all students effectively to build on strengths while zeroing in on areas that need more attention teachers must have an extensive repertoire of strategies. Based on assessment data, research, experience and professional observations, The Literacy and Numeracy Secretariat has selected a sampling of high-yield strategies to illustrate effective classroom practices.


Kindergarten Matters: Building Blocks for Learning
January 30, 2007: Kindergarten is a magical place where children and adults grow and learn together! By carefully observing and documenting children's strengths and areas for future learning in terms of the whole child, Kindergarten teachers plan purposeful and playful learning experiences that enrich each child socially, emotionally, and intellectually. In this webcast, you will step inside a Kindergarten classroom that is alive with authentic learning experiences that engage young children in thinking, reading, writing, speaking, listening, creating, representing, and problem-solving in a wonderfully integrated fashion.


Kindergarten Matters: Planned, Purposeful and Playful Talk
December 5, 2008: Life as a Kindergarten teacher can sometimes be lonely and isolating! But a new style of Kindergarten network focused on improving student achievement through collaborative inquiry is bringing Kindergarten teachers from one family of schools together for both personal support and professional learning.

In this webcast, you will see how the teachers start with the assessed learning needs of their students and then draw on current research to help them study the impact of think-pair-share, repeated interactive read-alouds, and small-group instruction at learning centres. By going into the classrooms of three of the network members, we see first-hand how planned, purposeful, and playful talk promotes oral comprehension and vocabulary development in our youngest learners.


Leadership and School Improvement
October 4, 2007: Educators striving to achieve the complex goal of "success for all students" understand that the best results are achieved through a whole-school approach and the involvement of a wide range of partners playing key roles in student learning. A whole-school approach ensures high expectations of student achievement, an optimal use of resources, the judicious management of learning time, and teaching methods adapted to the various needs of the students. Leadership is one of the key elements for student success. School principals, literacy leaders, teachers, parents and the community play important roles in establishing the school's priorities and an effective learning environment.

This webcast is only available in French.


Leadership for Ontario Schools (Special Webcast)
April 30, 2007: Leaders of the 21st century know that yesterday's education is not sufficient for today's learners. Effective leaders today are learners first and foremost. They know that if they are going to make the required changes in student learning, they must dramatically increase the skill and knowledge level of every educator in the system.

This webcast will introduce you to directors, superintendents, and principals who are instructional leaders within their school districts. You will learn how they are managing the complexities of school improvement, and how they make available the skill and knowledge that enable people to do things they either have not yet been able to do or have not yet learned to do – and that involves connecting people to sources of knowledge and skill outside of their own workplace. This webcast will also show how effective leaders connect people within the workplace and substantially increase the type of professional learning that has a focus on instruction and is designed to enhance student achievement.


Leading Student Achievement: Our Principal Purpose
August, 2005: A partnership between The Literacy and Numeracy Secretariat and the Provincial Principals' Associations (ADFO, CPCO and OPC). There are webcasts of the plenary sessions presented at this symposium.


Leading Student Achievement: Our Principal Purpose
Friday, April 1, 2005: Presentations are given by Dr. Avis Glaze, Chief Assessment Officer of The Literacy and Numeracy Secretariat; R. Douglas Acton, President of OPC; Patrick Murray, President of CPCO; Claire Thibideau, President of ADFO; Dr. Michael Fullan; The Honourable Dalton McGuinty, Premier of Ontario; Dr. Ben Levin, Deputy Minister of Education for Ontario.


Learning is the Work
February 23, 2011: Research and experience indicate that teacher beliefs and competencies make a significant difference in student achievement. We also know that effective teachers work with and learn from each other. In this resource you will see two grade 8 teachers and their vice principal engaged in inquiry related to improving student achievement. Assessment for learning influences their instructional decisions as they think deeply about the impact of their practice on student learning. On a daily basis they seek ways to improve their teaching, try new strategies, monitor the results and adjust their approaches accordingly. Their teaching becomes very precise and personal as they immerse themselves in authentic professional learning. Students are included in the teaching learning process and become more metacognitively aware of themselves as learners. In this resource, it is evident that both the teachers and students are learning how to learn. For them the learning is the work.


Learning Mathematics Within Contexts
October 30, 2007: What is the purpose of understanding students' mathematical knowledge at the start of a lesson? What is the significance of contexts for student learning of mathematics? Why is it important for teachers to solve mathematical problems that they will use during their classroom lessons?

During this webcast, you will develop an understanding of the landscape of learning, in terms of fractions and ratios; experience strategies for solving mathematics problems in order to anticipate the range of mathematical knowledge and skills that students could demonstrate; and become familiar with strategies for designing lesson problems that provoke students' mathematical thinking and learning.


Literacy for All with David Booth
Wednesday, October 5, 2005: David Booth, literacy expert from O.I.S.E., speaks to prospective teachers at the Ontario Institute for Studies in Education, followed by a question and answer period with a group of teachers from the Rainbow School district in Sudbury, Ontario.


Littératie chez les garçons — Perspectives d'avenir : Lire, c'est conquérir le monde! (Webémission spéciale)
May 17, 2007: Boys' literacy is part of a comprehensive process that has brought all education stakeholders in Ontario to reflect upon the academic achievement gap between girls and boys. The Boys' Literacy Teacher Inquiry initiative of the Ministry of Education is intended to support teachers in using a reflective-practice process to identify effective strategies for improving boys' literacy achievement levels.

This webcast is only available in French.

La littératie critique
September 30, 2009: Today's students are bombarded with a constant flow of ideas and information, whether this is online, in writing, through video games, or in the mass media. They need skills to know where to direct their attention and how to adequately interpret and use text content Critical literacy is a process that consists in determining what is said and unsaid beyond a text's literal meaning, in order to analyze the deeper sense and discover the author's intention. This type of literacy transcends conventional critical thinking as it concerns matters of fairness and social justice. Students acquire a critical attitude by identifying the vision of the world conveyed by the text and by asking themselves whether this vision is acceptable or not, and why.

In this webcast, you will have the opportunity to gain a better understanding of what critical literacy is and how to integrate it into your daily teaching. In addition, you will see the teacher of a Grade 4/5 split class and her students in action.

This webcast is only available in French.


Literature Circles
January 4, 2010: Literature Circles are small, heterogeneous discussion groups that meet regularly to dialogue around print or media texts. Students may be discussing the same text or different texts joined by a common theme, genre or style. Through interaction and talk, they develop critical literacy and communication skills. They stretch each other's thinking as well as their own and deepen their understanding of the text, themselves and their world. Join this grade 6 group of students as they engage in thought-provoking conversation around a non-fiction piece of short text.


Making Mathematics Accessible to All Students
March 29, 2007: Do you believe that all students can learn and do significant mathematics? What key conditions can teachers and school leaders put into place to ensure that all students have access to learning significant mathematics? What key high-yield strategies enable students to understand mathematics deeply?

This webcast will explore some research and illustrate several effective teaching practices in elementary mathematics classrooms. It will demonstrate effective strategies that engage all students in learning mathematics.


Making Sense of Reading Instruction: Grades 4 to 6
January 31, 2007: Reading is one of the keys to success across the curriculum within school and beyond. It has the capacity to broaden our children's world view and deepen their understanding of themselves as individuals within that world. Reading must always be about thinking and making meaning. This webcast explores the classroom as a literate culture within which effective reading instruction takes place and is able to support students as they develop into proficient communicators.


Mathematical Knowledge for Teaching with Dr. Deborah Loewenberg Ball
Wednesday, November 2, 2005: Dr. Deborah Loewenberg Ball, Interim Dean of the School of Education and William H. Payne Collegiate Professor at the University of Michigan speaks about mathematics education.


Networked Learning Communities
January 30, 2008: Networks provide educators with opportunities to interact and learn from and on behalf of each other, both within the boundaries of their own schools and boards or far beyond those traditional boundaries. These networks take many forms and can include members who represent one role or a variety of roles. Networks operate on the belief that when professionals come together and share their expertise, they build new knowledge, and that new understanding leads to a change in practice that will result in improved practice and student achievement.

This webcast will feature researcher Stephen Katz, who shares insights based on his experience and his research into what makes networks effective. It will also introduce various networks, each unique in their composition and operation. Webcast participants will share their goals, challenges, successes, and lessons learned from their network experiences.


Non-Fiction Writing
April 18, 2008: We live in the information age. Over 80% of the texts we encounter or create daily are non-fiction. It is essential that students develop the skills with which to make and convey meaning using non-fiction texts of all types.

Learning how to write non-fiction allows students to explore the depth and breadth of the world as it relates to their interests, lives, and the world beyond the classroom. They develop their own voice and learn how to form an opinion based on evidence. Students learn to assume a critical stance when responding to or creating media. Looking closely at media techniques, language structures, patterns, and word choice helps students develop into competent communicators.

This webcast will look at the teaching of non-fiction writing in four junior classrooms. You will see how teachers create environments that value talk and interaction, flexible groupings, active engagement, and collaborative learning.


La nouvelle approche de l'enseignement de la grammaire
November 30, 2007: When we think about grammar, the first thing that comes to mind is usually spelling, its numerous rules and its many exceptions, but there is more to grammar than that.

French grammar has gone through many changes in the past couple of years: knowledge building and French didactic methods have influenced the way we see the language now.

This webcast offers different approaches to reflect and discuss on the new approach to teach grammar.

This webcast is only available in French.


La numératie...la tangente à prendre
April 30, 2008: "What is the purpose of mathematics?" If you are a teacher, you are likely to have asked yourself this question dozens of times. During this webcast you will have access to interviews conducted during a symposium held in Ottawa in February 2008 entitled "La numératie...la tangente à prendre". This webcast is appropriate for teachers at any level- from elementary to secondary. We hope that this webcast will generate a wealth of ideas, rouse your own curiosity, as well as stimulate discussions with your colleagues. In order to do so, the webcast will allow you to see educational speakers that will share their knowledge and enthusiasm.

This webcast is only available in French.


Numération et sens du nombre – Les nombres naturels
March 31, 2008:  In grade 5, students discover many new concepts through the exploration and experimentation of illustrated or concrete materials, personal and recognized algorithms and problem-solving strategies.

This webcast deals with the process of enumeration and numerical sense. To show this, a student is asked to associate a number to one that can be counted or measured in order to find out how many seats a theatre can hold.

This webcast is only available in French.


La Politique d'aménagement linguistique: le mandat des écoles de langue française / The mandate of French language schools
Wednesday, January 18, 2006: Michelle Boucher, French Language Policy and Programs Branch, Ministry of Education, presents the policy and its implications. This is simultaneously translated for English viewers.


Precision Teaching in the Primary Classroom
October 29, 2010: In this grade 3 classroom students are actively involved in their learning. Every element of the literacy block is seamlessly connected. Students participate fully in self-assessment and in setting learning goals and success criteria. They are not afraid to take a risk and are very reflective about their learning and next steps.

Based on on-going assessment, the teacher's instruction is precise and intentional in order to meet the needs of all students. Through the gradual release of responsibility, time is provided to practice skills and strategies with varying degrees of support until students are able to work independently. Time for talk, interaction and reflection are woven throughout the literacy block to support students' learning, metacognition and independence.


Principals' Symposium: The School Effectiveness Framework: A Collegial Process for Continued Growth in the Effectiveness of Ontario Elementary Schools
September 17-21, 2007: Principals Symposium: The School Effectiveness Framework: A Collegial Process for Continued Growth in the Effectiveness of Ontario Elementary Schools was developed to assist boards and schools in sustaining a culture of continuous school improvement.

During the week of September 17–21, principals and supervisory officers gathered to learn more about the Framework. This webcast documents the proceedings at the two symposia.


Quality Teaching: It's Intentional
April 21, 2009: Quality teaching is intentional and strategic. It involves making the right decision at just the right time to improve student learning. Strategic teachers are consciously aware of why they are doing what they are doing throughout the day. Instructional decisions are based on on-going assessment data as well as a deep understanding of the teaching-learning process. Effective teachers have a repertoire of strategies from which to draw in order to meet the diverse needs of all of their students. This webcast will feature some research and evidence based strategies found to be effective in improving student achievement.


Rethinking Classroom Assessment with Purpose in Mind
Thursday April 27, 2006: Dr. Lorna Earl provides insight into assessment as learning, assessment for learning, and assessment of learning. She discusses how different planning, use and reporting of assessment assists to promote student learning.


School Effectiveness Framework
September 30, 2010: This K–12 School Effectiveness Framework multi-media resource supports professional learning and reflective practice intended to improve learning for all students.

The six components outlined in this resource are: Assessment for, as and of learning; School and Classroom Leadership; Student Voice; Curriculum, Teaching and Learning; Programs and Pathways; and Home, School and Community Partnerships.

For each component in the SEF there are a number of indicators and some samples of evidence. In the multi-media resource, several video clips which demonstrate effective, evidence-based practice are highlighted for each indicator. This multi-media resource is aligned with the School Effectiveness Framework document. English and French PDF versions of the document will be available for download.


Schools on the Move: Lighthouse Program
May 30, 2008: The context for Schools on the Move is the diversity of Ontario and the good work being done in schools across the province. Emerging from both the Schools on the Move themselves and the research literature are five major themes that describe the practices that are required to move schools forward:

  • Monitoring student learning and setting direction
  • Managing cultural change
  • Focusing on teaching and learning
  • Sharing and distributing leadership for learning
  • Connecting with families and communities
Vignettes from classrooms and schools identify what these themes look like and sound like from the perspective of students, teachers, administrators and parents. In addition, a section on networking learning communities explores a variety of approaches to spread these effective practices across schools.


Shared Reading: Continuing the Conversation
Shared Reading: Continuing the Conversation webcast includes a wealth of ideas, strategies, and details to support your professional learning in the area of literacy instruction.

The teachers featured on this webcast share with you the shared reading practices that they find to be successful in improving student achievement. You will see teachers collaborating as they analyze assessment data and decide on next steps to meet the needs of all of their students.


Snapshots of Effective Practice
March 31, 2011: This collection of video "snap shots" utilizes expert voices and classroom scenes to provide multiple views and exemplars of classroom practice.


Student-Led Conferences
April 13, 2010: Student-led conferences actively involve students in their learning and help them become more independent and metacognitive. In preparation for their conference, they learn to select, assess and reflect on samples of work that demonstrate their learning. These samples may be assembled in a variety of ways including the traditional portfolio or an electronic folder. Students develop the insight and vocabulary to discuss their work with their parents/caregivers and to determine next steps to move their learning forward. It is the students that lead the conference.

This form of communication brings parents/caregivers into the school as partners in the learning process and in this way helps to strengthen the relationship between home and school.


Successful Practices in the Education of Black Students
Thursday, February 23, 2006: In Ontario today, there is evidence that Black students are facing many challenges in achieving success at school. The focus of this webcast is to illuminate the data that identifies this issue, and more importantly to share some evidence-based strategies which can be utilized to facilitate greater success for this group of students. In addition, specific examples in Ontario of the effectiveness of such strategies are highlighted.


Supporting Your Child's Learning
December 17, 2008:The Supporting Your Child's Learning podcast series demonstrates meaningful adult interactions with children of all ages outside of the school. Scenarios will focus on how to stimulate thoughtful conversations, problem solving, and deep thinking while engaging in everyday activities in the home and community. Each podcast will feature how to create authentic, playful learning opportunities that stimulate literacy and numeracy development, creativity, curiosity, and a genuine enthusiasm for learning.


Les tâches d'évaluation diagnostique en mathématiques
January 29, 2008: The diagnostic tools in mathematics allow us to determine if a student has mastered the prerequisites essential for the learning of a new concept.

This webcast will allow you to have deeper discussions in PLCs and to guide the planning for your learning. Indeed, you will see three teachers and a principal discussing many pedagogical components including backward planning, diagnostic evaluation, and student growth.

This webcast is only available in French.


Teacher Moderation: Collaborative Assessment of Student Work
September 10, 2007: Assessment has an impact on student learning. It influences the teacher's instructional decisions and informs the student as to his or her strengths, needs, and next steps. Assessment is a complex process and it is challenging to ensure that assessment is fair, valid and consistent for all students. One way to work toward consistently effective assessment practices is through a process called teacher moderation.

During this webcast, you will explore the teacher moderation process through the experiences of three Junior-division teachers as they come together to compare, confirm, and adjust judgments about their students' work. You will see how they collaborate to establish a shared understanding of the levels of achievement and of what learning or gaps in learning are revealed in each student's work. After analyzing the students' work samples, conferring with each other, and referring to anchors, rubrics, curriculum documents, and support materials, the teachers collaboratively determine where students should be and then "design down" to plan the next steps required to move the students forward in their learning.


Teaching-Learning Critical Pathways
September 8, 2008: The Teaching Learning Critical Pathway is a collaborative model based on moderation of student work. It empowers teachers to provide personalized and precise instruction that meets the needs of every student in a timely and doable manner.


Teaching-Learning Critical Pathways: Hubs and Networks
February 24, 2010: The Teaching Learning Critical Pathway (TLCP) is a powerful model for organizing the work of teacher action teams (Professional Learning Communities) which has shown promising results in improved student learning and the creation of new teacher knowledge. It also enables a strong sense of teacher efficacy.

These podcasts use animation and video clips in their focus on how professional learning communities form hubs and networks in order to:

  • swap student work – moderation of student work
  • trade secrets – classroom practice
  • make new friends – collegiality
  • let the sparks fly – innovation/adaptive practice

Improved student learning does not happen by accident; it occurs because of intentional efforts and commitment. Hubs and networks are a way of providing maximum opportunity to grow the work together.


Teaching and Learning in Multilingual Ontario
Wednesday, December 7, 2005: Elizabeth Coelho and Jim Cummins share successful practices for improving instruction for second language learners.


Teaching for Understanding: Summarization
January 30, 2009: There is a growing body of research and evidence-based findings that identify summarization as one of the essential skills that improves reading comprehension, writing proficiency and student achievement in general. The skill of summarization needs to be explicitly taught, in all subject areas in order for students to effectively create and interpret increasingly complex texts.

In this webcast, the teacher, after considering assessment data, curriculum expectations, relevant research, and what she knows about how her students learn best, decides to focus on teaching summarization. She differentiates instruction, engages in on-going assessment, integrates talk, and checks for understanding. This teacher is fully present and active in the teaching learning cycle. As you watch this webcast, think about the teacher's intentional decisions that set her students up for success.


Three Part lesson in Mathematics: Co-planning, Co-teaching and Supporting Student Learning
June 1, 2011: 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.


Today's Learner for Tomorrow's World
September 30, 2008: This is an exciting and challenging time to be involved in the teaching profession. We live in a world of globalization and rapid technological development. How do we help students gain the critical and analytical skills necessary to be successful in the future they will inherit?

In this webcast, international experts will share their views about how best to prepare students for the future. We will also visit three classrooms and explore innovative approaches to helping students become literate, global-minded citizens adept at using technology and the arts to communicate.

The following questions are intended to promote deep thinking and professional dialogue:

  • How do educators, create the conditions that foster lifelong learning?
  • How do we prepare students for an unknown future?
  • How do we prepare students for careers that may not yet exist?
  • How do we engage all students, including the "Google generation"?
  • Technology has changed the way our students learn and communicate. How can we build positively on these changes in the classroom?



Through the Eye of the Learner: From student work to teacher practice
March 4, 2011: When teachers work collaboratively, engage in focused inquiry and become students of teaching and learning, the effects on student learning and achievement are transformative.

This resource highlights one group of teachers from two neighbouring schools who are passionate about teaching and learning. They delve deeply into what effective teaching of mathematics might look like by observing practice in two classrooms. They learn how to talk about their teaching practices and their observations. Productive conflict is part of the norm as they think deeply about their long held beliefs and assumptions in light of what they believe today's learners need. These teachers seek and give honest descriptive feedback as they challenge themselves and each other to be the best that they can be.


Understanding Geometric Figures Through Drawing and Paper Folding
February 6, 2009: What are some ways that students can learn about the properties of 2D shapes? What are some effective strategies for teaching the properties of 2D shapes?

During this webcast, Dr. Akihiko Takahashi with a group of Ontario mathematics educators, a grade 4/5 classroom teacher and grades 4 and 5 students are engaged in learning about the properties of 2D shapes through paper folding and the use of different materials, such as compasses, protractors and set squares. The teaching strategies presented for study by Dr. Takahashi, were developed, implemented and refined through a process of lesson study by classroom teachers.


Unlocking Our Children's Potential: Literacy and Numeracy as a Foundation
Thursday, November 24 and Friday November 25, 2005: The Council of Ministers of Education Canada (CMEC) forum in partnership with The Literacy and Numeracy Secretariat, Ontario Ministry of Education presents Dr. Michael Fullan - Achieving Large Scale Reform, Sir Michael Barber - One Mission, One Opportunity and Three Metaphors, and Dr. Carmel Crévola - Making the Pieces Fit: Solving the Puzzle of Literacy Success.


Unlocking the Potential of Aboriginal Students
Wednesday, May 24, 2006: This webcast focuses on improving the achievement of Aboriginal students. Participants engage in professional dialogue, reflection, and appropriate actions based on research, effective practices, and current thinking of experts in the field of Aboriginal education.


Word Study in Action
October 21, 2010: Mature readers, writers, and speakers need to possess a basic knowledge of "how words work" and a set of strategies for approaching new words encountered throughout the day. Word knowledge has an impact on reading comprehension, spelling, and vocabulary. These skills, in turn, influence student success in all subject areas. This webcast explores effective instruction in word study. Students are encouraged to reflect on their learning, to collaborate with one another, and to use their knowledge of words in a variety of media and text forms. The students you will see in this webcast are learning to take a critical stance and developing the dispositions and skills they will need in order to be successful in the fast-paced, ever-changing, information-laden society in which they will find themselves.


Top of the Page


All Children Can Achieve: A Focus on Equity of Outcome, March 8, 2007


L'art de questionner en numératie, April 30, 2009
This webcast is only available in French.


Les blocs de littératie au cycle primaire, January 30, 2009
This webcast is only available in French.


Board Improvement Planning for Student Achievement, June 10, 2011


Building Upon Our Successes, September 28, 2006


Character Development Initiative Symposium, October 15 and 16, 2006


Coaching for Student Success in Mathematics, June 28, 2007


Conversations courageuses et ouvertes à l'apprentissage, June 10, 2011
This webcast is only available in French.


Creating Capacity for Learning: Leading Learning Communities, Wednesday June 14, 2006


Critical Literacy, November 29, 2007


Culture and Pedagogy in Ontario French-Language Schools, December 18, 2006


Developing Inquiring Minds, October 15, 2010


Differentiated Instruction: Continuing the Conversation, Wednesday, March 29, 2006


Differentiating Mathematics Instruction, May 28, 2008


Dr. Allan Luke: The New Literacies, May 31, 2007


Effective Instruction in Reading Comprehension, October 25, 2006


Effective Leaders...Successful Students: The Time is Now! Symposium, September 27 and 28, 2006


Engaging Boys: Powerful Possibilities for All Learners, November 23, 2009


L'enseignement axé sur la communication orale au cycle préparatoire, September 30, 2008
This webcast is only available in French.


Enseignement différencié: poursuivre le dialogue, May 3, 2007
This webcast is only available in French.


L'enquête collaborative pour l'apprentissage des mathématiques, November 12, 2009
This webcast is only available in French.


Finding Common Ground: Character Development in Ontario Schools, K-12, December 11, 2006


La gestion de classe, February 1, 2010
This webcast is only available in French.


High-Yield Strategies for Improving Mathematics Instruction and Student Learning, February 26, 2008


High-yield Strategies to Improve Student Learning. May 2, 2008


Kindergarten Matters: Building Blocks for Learning, January 30, 2007


Kindergarten Matters: Planned, Purposeful and Playful Talk, December 5, 2008


Leadership and School Improvement, October 4, 2007
This webcast is only available in French.


Leadership for Ontario Schools (Special Webcast), April 30, 2007


Leading Student Achievement: Our Principal Purpose, August, 2005


Leading Student Achievement: Our Principal Purpose, Friday, April 1, 2005


Learning is the Work, February 23, 2011


Learning Mathematics Within Contexts, October 30, 2007


Literacy for All with David Booth, Wednesday, October 5, 2005


Littératie chez les garçons — Perspectives d'avenir : Lire, c'est conquérir le monde! (Webémission spéciale), May 17, 2007
This webcast is only available in French.


La littératie critique, September 30, 2009
This webcast is only available in French.


Literature Circles, January 4, 2010


Making Mathematics Accessible to All Students, March 29, 2007


Making Sense of Reading Instruction: Grades 4 to 6, January 31, 2007


Mathematical Knowledge for Teaching with Dr. Deborah Loewenberg Ball, Wednesday, November 2, 2005


Networked Learning Communities, January 30, 2008


Non-Fiction Writing, April 18, 2008


La nouvelle approche de l'enseignement de la grammaire, November 30, 2007
This webcast is only available in French.


La numératie...la tangente à prendre, April 30, 2008
This webcast is only available in French.


Numération et sens du nombre – Les nombres naturels, March 31, 2008
This webcast is only available in French.


La Politique d'aménagement linguistique: le mandat des écoles de langue française / The mandate of French language schools, Wednesday, January 18, 2006


Precision Teaching in the Primary Classroom, October 29, 2010


Principals' Symposium: The School Effectiveness Framework: A Collegial Process for Continued Growth in the Effectiveness of Ontario Elementary Schools, September 17-21, 2007


Quality Teaching: It's Intentional , April 21, 2009


Rethinking Classroom Assessment with Purpose in Mind, Thursday April 27, 2006


School Effectiveness Framework, September 30, 2010


Schools on the Move: Lighthouse Program, May 30, 2008


Shared Reading: Continuing the Conversation


Snapshots of Effective Practice, March 31, 2011


Student-Led Conferences, April 13, 2010


Successful Practices in the Education of Black Students, Thursday, February 23, 2006


Supporting Your Child's Learning, December 17, 2008


Les tâches d'évaluation diagnostique en mathématiques, January 29, 2008
This webcast is only available in French.


Teacher Moderation: Collaborative Assessment of Student Work, September 10, 2007


Teaching-Learning Critical Pathways, September 8, 2008


Teaching-Learning Critical Pathways: Hubs and Networks, February 24, 2010


Teaching and Learning in Multilingual Ontario, Wednesday, December 7, 2005


Teaching for Understanding: Summarization, January 30, 2009


Three Part lesson in Mathematics: Co-planning, Co-teaching and Supporting Student Learning, June 1, 2011


Through the Eye of the Learner: From student work to teacher practice, March 4, 2011


Today's Learner for Tomorrow's World, September 30, 2008


Understanding Geometric Figures Through Drawing and Paper Folding, February 6, 2009


Unlocking Our Children's Potential: Literacy and Numeracy as a Foundation, Thursday, November 24 and Friday November 25, 2005


Unlocking the Potential of Aboriginal Students, Wednesday, May 24, 2006


Word Study in Action, October 21, 2010


Top of the Page



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.

This resource highlights one group of teachers from two neighbouring schools who are passionate about teaching and learning. They delve deeply into what effective teaching of mathematics might look like by observing practice in two classrooms. They learn how to talk about their teaching practices and their observations. Productive conflict is part of the norm as they think deeply about their long held beliefs and assumptions in light of what they believe today's learners need. These teachers seek and give honest descriptive feedback as they challenge themselves and each other to be the best that they can be.


February 23, 2011
Learning is the Work
Research and experience indicate that teacher beliefs and competencies make a significant difference in student achievement. We also know that effective teachers work with and learn from each other. In this resource you will see two grade 8 teachers and their vice principal engaged in inquiry related to improving student achievement. Assessment for learning influences their instructional decisions as they think deeply about the impact of their practice on student learning. On a daily basis they seek ways to improve their teaching, try new strategies, monitor the results and adjust their approaches accordingly. Their teaching becomes very precise and personal as they immerse themselves in authentic professional learning. Students are included in the teaching learning process and become more metacognitively aware of themselves as learners. In this resource, it is evident that both the teachers and students are learning how to learn. For them the learning is the work.


October 29, 2010
Precision Teaching in the Primary Classroom
In this grade 3 classroom students are actively involved in their learning. Every element of the literacy block is seamlessly connected. Students participate fully in self-assessment and in setting learning goals and success criteria. They are not afraid to take a risk and are very reflective about their learning and next steps.

Based on on-going assessment, the teacher's instruction is precise and intentional in order to meet the needs of all students. Through the gradual release of responsibility, time is provided to practice skills and strategies with varying degrees of support until students are able to work independently. Time for talk, interaction and reflection are woven throughout the literacy block to support students' learning, metacognition and independence.


October 21, 2010
Word Study in Action
Mature readers, writers, and speakers need to possess a basic knowledge of "how words work" and a set of strategies for approaching new words encountered throughout the day. Word knowledge has an impact on reading comprehension, spelling, and vocabulary. These skills, in turn, influence student success in all subject areas. This webcast explores effective instruction in word study. Students are encouraged to reflect on their learning, to collaborate with one another, and to use their knowledge of words in a variety of media and text forms. The students you will see in this webcast are learning to take a critical stance and developing the dispositions and skills they will need in order to be successful in the fast-paced, ever-changing, information-laden society in which they will find themselves.


October 15, 2010
Developing Inquiring Minds
The classroom environment in this grade 2 classroom is intentionally designed to help students develop into independent, articulate, thinkers and learners. The respectful culture of the classroom invites all students to participate in the teaching learning process. Each child feels valued as part of their learning community. They follow their own interests, formulate their own inquiry questions and select their preferred method of learning and sharing. In this classroom students seek and act on peer and teacher feedback, think about their thinking, work collaboratively and question respectfully. They are developing the habits of mind necessary for success in a rapidly changing world.


September 30, 2010
School Effectiveness Framework
This K–12 School Effectiveness Framework multi-media resource supports professional learning and reflective practice intended to improve learning for all students.

The six components outlined in this resource are: Assessment for, as and of learning; School and Classroom Leadership; Student Voice; Curriculum, Teaching and Learning; Programs and Pathways; and Home, School and Community Partnerships.

For each component in the SEF there are a number of indicators and some samples of evidence. In the multi-media resource, several video clips which demonstrate effective, evidence-based practice are highlighted for each indicator. This multi-media resource is aligned with the School Effectiveness Framework document. English and French PDF versions of the document will be available for download.


April 13, 2010
Student-Led Conferences
Student-led conferences actively involve students in their learning and help them become more independent and metacognitive. In preparation for their conference, they learn to select, assess and reflect on samples of work that demonstrate their learning. These samples may be assembled in a variety of ways including the traditional portfolio or an electronic folder. Students develop the insight and vocabulary to discuss their work with their parents/caregivers and to determine next steps to move their learning forward. It is the students that lead the conference.

This form of communication brings parents/caregivers into the school as partners in the learning process and in this way helps to strengthen the relationship between home and school.


February 24, 2010
Teaching-Learning Critical Pathways: Hubs and Networks
The Teaching Learning Critical Pathway (TLCP) is a powerful model for organizing the work of teacher action teams (Professional Learning Communities) which has shown promising results in improved student learning and the creation of new teacher knowledge. It also enables a strong sense of teacher efficacy.

These podcasts use animation and video clips in their focus on how professional learning communities form hubs and networks in order to:

  • swap student work – moderation of student work
  • trade secrets – classroom practice
  • make new friends – collegiality
  • let the sparks fly – innovation/adaptive practice

Improved student learning does not happen by accident; it occurs because of intentional efforts and commitment. Hubs and networks are a way of providing maximum opportunity to grow the work together.


February 1, 2010
La gestion de classe
Class management is not only the ability to manage difficult and undesirable behaviours. It is a lot more than that! It is also the ability to manage space, time, groups and resources.

This webcast is intended for new teachers as well as experienced ones wishing to enhance their class management skills. Creating a webcast on class management was quite a challenging experience, mainly because it is a complex and broad topic. To make it happen, we based our research on the document entitled Guide d'enseignement efficace en matière de littératie de la 4e à la 6e année, fascicule 2, Gestion et planification. The equivalent version of this document is entitled Guide to Effective Instruction in Literacy, Grades 4 to 6 (Volume 3, Planning and classroom management).

Even though this webcast involves mainly junior division students, you can also adapt these ideas for use in managing primary or intermediate division classes. Many competencies are transferable from one division to another, and we hope that it will provide you with successful tips that you can use in the management of your own classroom.

This webcast is only available in French.


January 4, 2010
Literature Circles
Literature Circles are small, heterogeneous discussion groups that meet regularly to dialogue around print or media texts. Students may be discussing the same text or different texts joined by a common theme, genre or style. Through interaction and talk, they develop critical literacy and communication skills. They stretch each other's thinking as well as their own and deepen their understanding of the text, themselves and their world. Join this grade 6 group of students as they engage in thought-provoking conversation around a non-fiction piece of short text.


November 23, 2009
Engaging Boys: Powerful Possibilities for All Learners
Our interest in boy's literacy stems from the fact that we deeply value the success of all students. Therefore, when test results show a particular group is not doing well, we must redouble our efforts to succeed. When numeracy and literacy skills are challenged this can have a profound effect on performance in other subjects. It is an issue of equity.

Of course, we realize boys are not a homogeneous group. In fact, we know that differences among boys are greater than the difference between girls and boys and this must inform our strategies to help all our students succeed.

Experience and current research reveals that the path that leads to improvement for boys is also the path of benefit for all students. By reaching boys, we will reach everyone through a differentiated approach. We know that teachers must be supported, with appropriate materials and a rich repertoire of evidence-informed successful practices. In this webcast you will see classroom environments, teaching strategies and authentic learning opportunities that genuinely engage and support students in their quest for improved achievement.

November 12, 2009
L'enquête collaborative pour l'apprentissage des mathématiques
What is Collaborative Inquiry in Mathematics?

It is research aimed at increasing numeracy capacity from Kindergarten to Grade 6, with emphasis on co-teaching.

This study aims to develop regional capacity and leadership in mathematics education. Its specific purpose is to refine and examine a professional learning design and implementation framework, in terms of how it engages a diverse community of learners (e.g., students, teachers, administrators, numeracy leaders) in learning mathematics for teaching within both a school-based PLC and a professional learning network. This framework is intended to be scalable and usable across all Ontario school boards.

This webcast is only available in French.


September 30, 2009
La littératie critique
Today's students are bombarded with a constant flow of ideas and information, whether this is online, in writing, through video games, or in the mass media. They need skills to know where to direct their attention and how to adequately interpret and use text content Critical literacy is a process that consists in determining what is said and unsaid beyond a text's literal meaning, in order to analyze the deeper sense and discover the author's intention. This type of literacy transcends conventional critical thinking as it concerns matters of fairness and social justice. Students acquire a critical attitude by identifying the vision of the world conveyed by the text and by asking themselves whether this vision is acceptable or not, and why.

In this webcast, you will have the opportunity to gain a better understanding of what critical literacy is and how to integrate it into your daily teaching. In addition, you will see the teacher of a Grade 4/5 split class and her students in action.

This webcast is only available in French.


April 30, 2009
L'art de questionner en numératie
According to research, interaction between students is one of the basic requirements for acquiring knowledge and being successful in school. The mathematics class is a community that is appropriate for reflection, discussion and debates. The teacher poses a challenging mathematical problem and the students must solve it in a group format, share results and justify them.

In this webcast, you will see a teacher who asks her students questions taking into account the curriculum as well as explicit and differentiated teaching expectations. In addition, with these questions, the teacher integrates conversation and verifies her students' comprehension. The teacher is fully involved in the teaching and learning cycle. When watching this webcast, think about the questions and the carefully considered decisions of the teacher who guides her students on the road to success.

This webcast is only available in French.


April 21, 2009
Quality Teaching: It's Intentional
Quality teaching is intentional and strategic. It involves making the right decision at just the right time to improve student learning. Strategic teachers are consciously aware of why they are doing what they are doing throughout the day. Instructional decisions are based on on-going assessment data as well as a deep understanding of the teaching-learning process. Effective teachers have a repertoire of strategies from which to draw in order to meet the diverse needs of all of their students. This webcast will feature some research and evidence based strategies found to be effective in improving student achievement.


February 6, 2009
Understanding Geometric Figures Through Drawing and Paper Folding
What are some ways that students can learn about the properties of 2D shapes? What are some effective strategies for teaching the properties of 2D shapes?

During this webcast, Dr. Akihiko Takahashi with a group of Ontario mathematics educators, a grade 4/5 classroom teacher and grades 4 and 5 students are engaged in learning about the properties of 2D shapes through paper folding and the use of different materials, such as compasses, protractors and set squares. The teaching strategies presented for study by Dr. Takahashi, were developed, implemented and refined through a process of lesson study by classroom teachers.


January 30, 2009
Teaching for Understanding: Summarization
There is a growing body of research and evidence-based findings that identify summarization as one of the essential skills that improves reading comprehension, writing proficiency and student achievement in general. The skill of summarization needs to be explicitly taught, in all subject areas in order for students to effectively create and interpret increasingly complex texts.

In this webcast, the teacher, after considering assessment data, curriculum expectations, relevant research, and what she knows about how her students learn best, decides to focus on teaching summarization. She differentiates instruction, engages in on-going assessment, integrates talk, and checks for understanding. This teacher is fully present and active in the teaching learning cycle. As you watch this webcast, think about the teacher's intentional decisions that set her students up for success.


January 30, 2009
Les blocs de littératie au cycle primaire
What does a primary cycle literacy block look like? Why create learning blocks? This webcast will help you find the answers to these questions and offers some tips on how to plan school and class schedules. In addition, you will have a chance to observe a first grade teacher and her students in action during a literacy block. In the classroom you will see several learning activities, including shared reading, modeled writing and independent writing.

This webcast is only available in French.


December 17, 2008
Supporting Your Child's Learning
The Supporting Your Child's Learning podcast series demonstrates meaningful adult interactions with children of all ages outside of the school. Scenarios will focus on how to stimulate thoughtful conversations, problem solving, and deep thinking while engaging in everyday activities in the home and community. Each podcast will feature how to create authentic, playful learning opportunities that stimulate literacy and numeracy development, creativity, curiosity, and a genuine enthusiasm for learning.


December 5, 2008
Kindergarten Matters: Planned, Purposeful and Playful Talk
Life as a Kindergarten teacher can sometimes be lonely and isolating! But a new style of Kindergarten network focused on improving student achievement through collaborative inquiry is bringing Kindergarten teachers from one family of schools together for both personal support and professional learning.

In this webcast, you will see how the teachers start with the assessed learning needs of their students and then draw on current research to help them study the impact of think-pair-share, repeated interactive read-alouds, and small-group instruction at learning centres. By going into the classrooms of three of the network members, we see first-hand how planned, purposeful, and playful talk promotes oral comprehension and vocabulary development in our youngest learners.


September 30, 2008
L'enseignement axé sur la communication orale au cycle préparatoire
Oral communication is one of the keys to learning in kindergarten and primary grades. It acts as a lever to activate student thinking and initiate a structured dialog, which helps children to make sense, to deepen their understanding of the words and gain new perspectives. Teaching oral communication becomes a priority for any teacher who knows that language is a system of expression and communication, which promotes personal growth and help students build their identity.

In this webcast, you will hear Mrs Phylis Dalley, researcher at the University of Ottawa, speak of the results of her research, and you will also see two female and one male kindergarten teachers in action. They will demonstrate how they include oral communication in classrooms with very different profiles: some classrooms have students registered in ALF and PDF programs, others who are very fluent in their language and even autistic students in one of the three classrooms.

This webcast is only available in French.


September 30, 2008
Today's Learner for Tomorrow's World
This is an exciting and challenging time to be involved in the teaching profession. We live in a world of globalization and rapid technological development. How do we help students gain the critical and analytical skills necessary to be successful in the future they will inherit?

In this webcast, international experts will share their views about how best to prepare students for the future. We will also visit three classrooms and explore innovative approaches to helping students become literate, global-minded citizens adept at using technology and the arts to communicate.

The following questions are intended to promote deep thinking and professional dialogue:

  • How do educators, create the conditions that foster lifelong learning?
  • How do we prepare students for an unknown future?
  • How do we prepare students for careers that may not yet exist?
  • How do we engage all students, including the "Google generation"?
  • Technology has changed the way our students learn and communicate. How can we build positively on these changes in the classroom?


September 8, 2008
Teaching-Learning Critical Pathways
The Teaching Learning Critical Pathway is a collaborative model based on moderation of student work. It empowers teachers to provide personalized and precise instruction that meets the needs of every student in a timely and doable manner.


May 30, 2008
Schools on the Move: Lighthouse Program
The context for Schools on the Move is the diversity of Ontario and the good work being done in schools across the province. Emerging from both the Schools on the Move themselves and the research literature are five major themes that describe the practices that are required to move schools forward:

  • Monitoring student learning and setting direction
  • Managing cultural change
  • Focusing on teaching and learning
  • Sharing and distributing leadership for learning
  • Connecting with families and communities
Vignettes from classrooms and schools identify what these themes look like and sound like from the perspective of students, teachers, administrators and parents. In addition, a section on networking learning communities explores a variety of approaches to spread these effective practices across schools.


May 28, 2008
Differentiating Mathematics Instruction
What does differentiating mathematics instruction mean to you? What differentiated instructional strategies have you used in your classroom? What are some challenges to implementing such strategies?

In a general sense, any differentiated instructional approach is based on the premise that instructional approaches should vary and be adapted in relation to the diverse students in the classroom so that students have multiple options for engaging with and making sense of mathematical ideas and strategies. Any model of differentiated instruction requires teachers to be flexible and adaptable in their teaching rather than expecting students to modify themselves to the curriculum program and class instruction. Yet, for mathematics teaching and learning, careful attention must be paid to the mathematics content and learning processes.

During this webcast, you will develop an understanding of purpose and rationale for differentiated mathematics instruction; relate initial assessment (diagnostic) and assessment for learning (formative) to differentiation strategies; and become familiar with several classroom strategies for differentiating mathematics instruction.


May 2, 2008
High-yield Strategies to Improve Student Learning
Today's classrooms are filled with learners whose strengths are as diverse as their needs. In order to teach all students effectively to build on strengths while zeroing in on areas that need more attention teachers must have an extensive repertoire of strategies. Based on assessment data, research, experience and professional observations, The Literacy and Numeracy Secretariat has selected a sampling of high-yield strategies to illustrate effective classroom practices.


April 30, 2008
La numératie...la tangente à prendre
"What is the purpose of mathematics?" If you are a teacher, you are likely to have asked yourself this question dozens of times. During this webcast you will have access to interviews conducted during a symposium held in Ottawa in February 2008 entitled "La numératie...la tangente à prendre". This webcast is appropriate for teachers at any level- from elementary to secondary. We hope that this webcast will generate a wealth of ideas, rouse your own curiosity, as well as stimulate discussions with your colleagues. In order to do so, the webcast will allow you to see educational speakers that will share their knowledge and enthusiasm.

This webcast is only available in French.


April 18, 2008
Non-Fiction Writing
We live in the information age. Over 80% of the texts we encounter or create daily are non-fiction. It is essential that students develop the skills with which to make and convey meaning using non-fiction texts of all types.

Learning how to write non-fiction allows students to explore the depth and breadth of the world as it relates to their interests, lives, and the world beyond the classroom. They develop their own voice and learn how to form an opinion based on evidence. Students learn to assume a critical stance when responding to or creating media. Looking closely at media techniques, language structures, patterns, and word choice helps students develop into competent communicators.

This webcast will look at the teaching of non-fiction writing in four junior classrooms. You will see how teachers create environments that value talk and interaction, flexible groupings, active engagement, and collaborative learning.


March 31, 2008
Numération et sens du nombre – Les nombres naturels
In grade 5, students discover many new concepts through the exploration and experimentation of illustrated or concrete materials, personal and recognized algorithms and problem-solving strategies.

This webcast deals with the process of enumeration and numerical sense. To show this, a student is asked to associate a number to one that can be counted or measured in order to find out how many seats a theatre can hold.

This webcast is only available in French.


February 26, 2008
High-Yield Strategies for Improving Mathematics Instruction and Student Learning
How can schools learn about and implement high-yield strategies that address the learning needs of all students? Which high-yield strategies improve students' mathematical thinking, use of problem-solving strategies, and mathematical communication?

During this webcast, you will become familiar with several high-yield strategies for teaching and learning mathematics through problem solving. Within the professional learning contexts of co-teaching and teacher inquiry/study, you will experience the different ways that teachers can be:

  • Using mathematics curriculum expectations for their curriculum planning, instruction, and assessment.
  • Preparing themselves to anticipate a possible range of mathematical thinking in response to lesson problems.
  • Activating students' mathematics learning and experiences.
  • Providing time, space, and learning materials for students to construct mathematical understanding.
  • Coordinating students' sharing of solutions to make explicit mathematical ideas, strategies, and solutions to a lesson problem and to improve students' mathematics communication.


January 30, 2008
Networked Learning Communities
Networks provide educators with opportunities to interact and learn from and on behalf of each other, both within the boundaries of their own schools and boards or far beyond those traditional boundaries. These networks take many forms and can include members who represent one role or a variety of roles. Networks operate on the belief that when professionals come together and share their expertise, they build new knowledge, and that new understanding leads to a change in practice that will result in improved practice and student achievement.

This webcast will feature researcher Stephen Katz, who shares insights based on his experience and his research into what makes networks effective. It will also introduce various networks, each unique in their composition and operation. Webcast participants will share their goals, challenges, successes, and lessons learned from their network experiences.


January 29, 2008
Les tâches d'évaluation diagnostique en mathématiques
The diagnostic tools in mathematics allow us to determine if a student has mastered the prerequisites essential for the learning of a new concept.

This webcast will allow you to have deeper discussions in PLCs and to guide the planning for your learning. Indeed, you will see three teachers and a principal discussing many pedagogical components including backward planning, diagnostic evaluation, and student growth.

This webcast is only available in French.


November 30, 2007
La nouvelle approche de l'enseignement de la grammaire
When we think about grammar, the first thing that comes to mind is usually spelling, its numerous rules and its many exceptions, but there is more to grammar than that.

French grammar has gone through many changes in the past couple of years: knowledge building and French didactic methods have influenced the way we see the language now.

This webcast offers different approaches to reflect and discuss on the new approach to teach grammar.

This webcast is only available in French.


November 29, 2007
Critical Literacy
Today's students live in the information age, saturated with enormous amounts of information that come to them instantly and in a multitude of formats. They must become critical consumers and users of information in order to be successful in school and beyond. Critical literacy allows students to be active participants as they respond to and create texts of all types. It provides students with a lens through which to look critically at written, visual, spoken, multimedia and performance texts, to challenge the intent and content, and to get the most enjoyment and deepest meaning out of text.

The student's classroom learning experiences must help them assume a critical stance when responding to or creating texts. They need to uncover how texts are constructed and how they work. Students need to understand what texts are attempting to do and they need to move toward taking an active, meaning-making stance toward texts.

This webcast will explore what critical literacy is, why it is essential, and what it might look like in an elementary classroom.


October 30, 2007
Learning Mathematics Within Contexts
What is the purpose of understanding students' mathematical knowledge at the start of a lesson? What is the significance of contexts for student learning of mathematics? Why is it important for teachers to solve mathematical problems that they will use during their classroom lessons?

During this webcast, you will develop an understanding of the landscape of learning, in terms of fractions and ratios; experience strategies for solving mathematics problems in order to anticipate the range of mathematical knowledge and skills that students could demonstrate; and become familiar with strategies for designing lesson problems that provoke students' mathematical thinking and learning.


October 4, 2007
Leadership and School Improvement
Educators striving to achieve the complex goal of "success for all students" understand that the best results are achieved through a whole-school approach and the involvement of a wide range of partners playing key roles in student learning. A whole-school approach ensures high expectations of student achievement, an optimal use of resources, the judicious management of learning time, and teaching methods adapted to the various needs of the students. Leadership is one of the key elements for student success. School principals, literacy leaders, teachers, parents and the community play important roles in establishing the school's priorities and an effective learning environment.

This webcast is only available in French.


September 17-21, 2007
Principals' Symposium: The School Effectiveness Framework: A Collegial Process for Continued Growth in the Effectiveness of Ontario Elementary Schools
Principals Symposium: The School Effectiveness Framework: A Collegial Process for Continued Growth in the Effectiveness of Ontario Elementary Schools was developed to assist boards and schools in sustaining a culture of continuous school improvement.

During the week of September 17–21, principals and supervisory officers gathered to learn more about the Framework. This webcast documents the proceedings at the two symposia.


June 28, 2007
Coaching for Student Success in Mathematics
What does it mean to coach for student success in mathematics? Coaching for student success isn't just about having a numeracy coach. It is about including everyone in contributing to the improvement of numeracy instruction and student learning and achievement in mathematics.

During this webcast, you will become familiar with some key notions of numeracy coaching from the experiences of Ontario classroom teachers, principals, consultants, superintendents, and math education researchers. These educators will offer several examples of effective instructional strategies that are applicable in classrooms and in job-embedded professional learning contexts.


September 10, 2007
Teacher Moderation: Collaborative Assessment of Student Work
Assessment has an impact on student learning. It influences the teacher's instructional decisions and informs the student as to his or her strengths, needs, and next steps. Assessment is a complex process and it is challenging to ensure that assessment is fair, valid and consistent for all students. One way to work toward consistently effective assessment practices is through a process called teacher moderation.

During this webcast, you will explore the teacher moderation process through the experiences of three Junior-division teachers as they come together to compare, confirm, and adjust judgments about their students' work. You will see how they collaborate to establish a shared understanding of the levels of achievement and of what learning or gaps in learning are revealed in each student's work. After analyzing the students' work samples, conferring with each other, and referring to anchors, rubrics, curriculum documents, and support materials, the teachers collaboratively determine where students should be and then "design down" to plan the next steps required to move the students forward in their learning.


May 31, 2007
Dr. Allan Luke: The New Literacies
Dr. Allan Luke is an educator, author, activist, and international researcher and policy change agent in all Australian states as well as New Zealand, Singapore, and Hong Kong. His work has influenced educators globally, including in Canada and the United States.

In this webcast, Dr. Luke presents his views and provides an international perspective on the new literacies, with a focus on the importance of helping our students develop in the area of critical literacy.


May 17, 2007
Littératie chez les garçons — Perspectives d'avenir : Lire, c'est conquérir le monde! (Webémission spéciale)
Boys' literacy is part of a comprehensive process that has brought all education stakeholders in Ontario to reflect upon the academic achievement gap between girls and boys. The Boys' Literacy Teacher Inquiry initiative of the Ministry of Education is intended to support teachers in using a reflective-practice process to identify effective strategies for improving boys' literacy achievement levels.

This webcast is only available in French.


May 3, 2007
Enseignement différencié: poursuivre le dialogue
A commitment to the academic achievement of all students requires a system-wide approach involving all stakeholders in the field. Such an approach insists upon high expectations for student achievement, efficient allocation of resources, judicious use of classroom time, and teaching practices adapted to the specific needs of students, which all contribute to differentiated learning.

To differentiate learning, one must "eschew conventional teaching – the same lesson and the same problems for all – but, above all, it is to establish organized work and academic structures that will provide everyone with optimal circumstances."

(Perrenoud, 1997, Pédagogie différenciée : des intentions à l'action, p. 1)

This webcast is only available in French.


April 30, 2007
Leadership for Ontario Schools (Special Webcast)
Leaders of the 21st century know that yesterday's education is not sufficient for today's learners. Effective leaders today are learners first and foremost. They know that if they are going to make the required changes in student learning, they must dramatically increase the skill and knowledge level of every educator in the system.

This webcast will introduce you to directors, superintendents, and principals who are instructional leaders within their school districts. You will learn how they are managing the complexities of school improvement, and how they make available the skill and knowledge that enable people to do things they either have not yet been able to do or have not yet learned to do – and that involves connecting people to sources of knowledge and skill outside of their own workplace. This webcast will also show how effective leaders connect people within the workplace and substantially increase the type of professional learning that has a focus on instruction and is designed to enhance student achievement.


March 29, 2007
Making Mathematics Accessible to All Students
Do you believe that all students can learn and do significant mathematics? What key conditions can teachers and school leaders put into place to ensure that all students have access to learning significant mathematics? What key high-yield strategies enable students to understand mathematics deeply?

This webcast will explore some research and illustrate several effective teaching practices in elementary mathematics classrooms. It will demonstrate effective strategies that engage all students in learning mathematics.


March 8, 2007
All Children Can Achieve: A Focus on Equity of Outcome
Effective educators believe that all children can learn. Each child, each school, and each community has a unique identity which includes strengths and challenges. Understanding both and responding with skill and sensitivity allows the education system to support all students in reaching their full potential.

This webcast explores the current demographic realities that exist in Ontario, including socio-economic status and other related factors such as linguistic and ethno-cultural background. It will highlight how proactive educators committed to equity of outcome for all students are having a positive impact on student learning and well-being.


January 31, 2007
Making Sense of Reading Instruction: Grades 4 to 6
Reading is one of the keys to success across the curriculum within school and beyond. It has the capacity to broaden our children's world view and deepen their understanding of themselves as individuals within that world. Reading must always be about thinking and making meaning. This webcast explores the classroom as a literate culture within which effective reading instruction takes place and is able to support students as they develop into proficient communicators.


January 30, 2007
Kindergarten Matters: Building Blocks for Learning
Kindergarten is a magical place where children and adults grow and learn together! By carefully observing and documenting children's strengths and areas for future learning in terms of the whole child, Kindergarten teachers plan purposeful and playful learning experiences that enrich each child socially, emotionally, and intellectually. In this webcast, you will step inside a Kindergarten classroom that is alive with authentic learning experiences that engage young children in thinking, reading, writing, speaking, listening, creating, representing, and problem-solving in a wonderfully integrated fashion.


December 18, 2006
Culture and Pedagogy in Ontario French-Language Schools
The French-language school is a place of learning devoted to the academic success and personal growth of all its students. It plays a crucial role in the creation and preservation of a culturally rewarding space where young people can develop a strong sense of belonging within structured surroundings. This webcast introduces the seven principles of the Pedagogy and Culture project: identity building, fulfilling environments, oral communication, self-accountability, academic congruity, evidence for an emerging leadership, and assessment. It also details the historical perspective of the project.


December 11, 2006
Finding Common Ground: Character Development in Ontario Schools, K-12
Finding Common Ground: Character Development in Ontario Schools, K-12 features provincial and international experts in the field of character development. You will hear educators discuss the essential role character development plays in addressing the cognitive, affective and behavioural domains of the whole student. This webcast is intended to stimulate reflection and dialogue around how character development is embedded in the life of learning communities to support students in realizing their full potential as responsible and capable students, individuals and global citizens.

October 25, 2006
Effective Instruction in Reading Comprehension
Comprehension is central to effective communication. It does not happen after reading or viewing, but rather throughout the process; before, during and after. In order to make meaning, students need to know how language and words work and what strategies they as communicators need to utilize in order to critically analyze, make or convey meaning. They need to understand that the skills, strategies and behaviours they develop as proficient communicators, are transferable to all content areas within school and beyond. This webcast will explore key messages related to effective instruction in reading comprehension.


October 15 and 16, 2006
Character Development Initiative Symposium
Focused on developing the whole student as a learner, and becoming an active member of the school and broader community, this symposium aims to develop our collective knowledge and experiences in helping all students succeed.


September 28, 2006
Building Upon Our Successes
This webcast discusses strategies designed to meet the diverse needs of all students, including particular learners that may be "at risk" such as Aboriginal learners, black learners, English language learners, boys, and students in special education programs. It is intended to stimulate professional dialogue, collaborative problem-solving and action focused on improved student learning.


September 27 and 28, 2006
Effective Leaders...Successful Students: The Time is Now! Symposium
Featuring webcasts of the plenary sessions and selected workshops from The Second Annual Symposium for Supervisory Officers, sponsored by the Ministry of Education in cooperation with The Supervisory Officers of Ontario.

This webcast features Dr. Louise Stoll as she shares current research and evidence-based information regarding the power of professional learning communities.


Wednesday June 14, 2006
Creating Capacity for Learning: Leading Learning Communities
This webcast features Dr. Louise Stoll as she shares current research and evidence-based information regarding the power of professional learning communities.


Wednesday, May 24, 2006
Unlocking the Potential of Aboriginal Students
This webcast focuses on improving the achievement of Aboriginal students. Participants engage in professional dialogue, reflection, and appropriate actions based on research, effective practices, and current thinking of experts in the field of Aboriginal education.


Thursday April 27, 2006
Rethinking Classroom Assessment with Purpose in Mind
Dr. Lorna Earl provides insight into assessment as learning, assessment for learning, and assessment of learning. She discusses how different planning, use and reporting of assessment assists to promote student learning.


Wednesday, March 29, 2006
Differentiated Instruction: Continuing the Conversation
Featuring Dr. Jeffrey Wilhelm, Dr. Lyn Sharratt, Elizabeth Coelho and Camille Williams-Taylor. This webcast explores differentiated instruction as a means to achieve equity of outcome, and improved student achievement for all students.


Monday, March 6, 2006
Shared Reading: Continuing the Conversation
Shared Reading: Continuing the Conversation webcast includes a wealth of ideas, strategies, and details to support your professional learning in the area of literacy instruction.

The teachers featured on this webcast share with you the shared reading practices that they find to be successful in improving student achievement. You will see teachers collaborating as they analyze assessment data and decide on next steps to meet the needs of all of their students.


Thursday, February 23, 2006
Successful Practices in the Education of Black Students
In Ontario today, there is evidence that Black students are facing many challenges in achieving success at school. The focus of this webcast is to illuminate the data that identifies this issue, and more importantly to share some evidence-based strategies which can be utilized to facilitate greater success for this group of students. In addition, specific examples in Ontario of the effectiveness of such strategies are highlighted.


Wednesday, January 18, 2006
La Politique d'aménagement linguistique: le mandat des écoles de langue française / The mandate of French language schools
Michelle Boucher, French Language Policy and Programs Branch, Ministry of Education, presents the policy and its implications. This is simultaneously translated for English viewers.


Wednesday, December 7, 2005
Teaching and Learning in Multilingual Ontario
Elizabeth Coelho and Jim Cummins share successful practices for improving instruction for second language learners.


Thursday, November 24 and Friday November 25, 2005
Unlocking Our Children's Potential: Literacy and Numeracy as a Foundation
The Council of Ministers of Education Canada (CMEC) forum in partnership with The Literacy and Numeracy Secretariat, Ontario Ministry of Education presents Dr. Michael Fullan - Achieving Large Scale Reform, Sir Michael Barber - One Mission, One Opportunity and Three Metaphors, and Dr. Carmel Crévola - Making the Pieces Fit: Solving the Puzzle of Literacy Success.


Wednesday, November 2, 2005
Mathematical Knowledge for Teaching with Dr. Deborah Loewenberg Ball
Dr. Deborah Loewenberg Ball, Interim Dean of the School of Education and William H. Payne Collegiate Professor at the University of Michigan speaks about mathematics education.


Wednesday, October 5, 2005
Literacy for All with David Booth
David Booth, literacy expert from O.I.S.E., speaks to prospective teachers at the Ontario Institute for Studies in Education, followed by a question and answer period with a group of teachers from the Rainbow School district in Sudbury, Ontario.


August, 2005
Leading Student Achievement: Our Principal Purpose
A partnership between The Literacy and Numeracy Secretariat and the Provincial Principals' Associations (ADFO, CPCO and OPC). There are webcasts of the plenary sessions presented at this symposium.


Friday, April 1, 2005
Leading Student Achievement: Our Principal Purpose
Presentations are given by Dr. Avis Glaze, Chief Assessment Officer of The Literacy and Numeracy Secretariat; R. Douglas Acton, President of OPC; Patrick Murray, President of CPCO; Claire Thibideau, President of ADFO; Dr. Michael Fullan; The Honourable Dalton McGuinty, Premier of Ontario; Dr. Ben Levin, Deputy Minister of Education for Ontario.


Top of the Page

[an error occurred while processing this directive]
Share:   del.icio.us   Digg This   Facebook   StumbleUpon   Twitter


Hosted by the Literacy and Numeracy Secretariat in partnership with Curriculum Services Canada

 
[an error occurred while processing this directive] Excellence Is Our Standard