Learning and Teaching for the 21st Century

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Learning and Teaching for the 21st Century

Promoting student voice

Students want to have a voice in their learning. They want to contribute to the knowledge of the world and provide their per spectives. Increasingly, technology is a means by which students are able to share their thinking and creations.

Digital Leadership

Passion for learning and motivation around social action are fostered through online collaboration and creation. Students encounter other online leaders and emulate their work. They bring an awareness about issues in the world to others.

Digital Citizenship

The development of face-to-face citizenship does not change when students and teachers move to online learning spaces. Citizenship, on or off-line, must be part of the school culture and consistent with the values of the school. Conversations about what is being done online should be handled in the same way as conversations about what happens in the playground, classrooms, and hallways of your school.

TIPS AND STRATEGIES FROM SYSTEM LEADERS  Digital Citizenship needs to become part of the school culture-not just a class once a week with a different focus; addressing it in everyday life at school will help produce a ‘shift in thinking’ and rethinking of roles  Set clear expectations around the responsible use of technology and address inappropriate use every time  Develop an implementation plan and include professional development for teachers and parents as an integral part of the plan  Connect the teaching of digital citizenship to what is already part of your board plan (e.g. character education, school codes of conduct) to allow for ease of implementation  Promote collaboration between IT and Curriculum departments and discuss the digital citizenship connections.

Students being citizens who make productive, positive, and responsible contributions as members of a local, global or digital community.

Through on-line collaboration, students begin to under stand the ways in which they are the same as others, as well as the ways in which they differ. With this understanding they are learning to work effectively with different types of people. Finally, learning and working in a connected environment helps to ensure that students are prepared for the future.

Collaboration between communities

Ontario Focused Intervention Policy (OFIP)

-Ensure equity of outcomes for all students across the province -Provide support for low-performing schools -Strengthen and support instructional leadership and classroom practices for implementing precise interventions

Equity and Inclusive Education in Ontario

DIVERSITY: The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry,culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status. EQUITY: A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences. INCLUSIVE EDUCATION: Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.

Goals: -all students, parents, and other members of the school community are welcomed and respected -every student is supported and inspired to succeed in a culture of high expectations for learning.

Historical Context: Education for all, 2005

Special education in Ontario has evolved in the context of a broad social movement advocating the closure of residential institutions, which had housed many persons with special needs,and the inclusion of these persons, with appropriate support services, as fully as possible, in the life of the community.

It was not until 1980 that Ontario’s Education Amendment Act, also known as Bill 82, required Ontario school boards to provide special education programs and services for all students with special education needs.

Regulation 181, enacted in 1998, legislated the requirement that the first consideration regarding placement for an “exceptional pupil” be placement in a regular class with appropriate supports, when such placement meets the student’s needs and is in accordance with parents’ wishes. Ministry policy requires that a range of options continue to be available for students whose needs cannot be met within the regular classroom