While the Internet is now the number one information source for both children and adults, research is showing that online reading differs significantly from print-based reading. In fact, learning how to obtain sound, relevant information from online sources requires specific kinds of practice and experience, and there is little evidence that schools are currently providing this experience.
One of the most rewarding aspects of teaching is the creativity and inspiration we can weave into the curriculum to bring deep and meaningful learning experiences to our students (and ourselves!).
For the last decade, Finland’s success on international tests has caught the attention of education policymakers around the world. What is it about this small Nordic nation that has led to its students’ high performance in science, math, and reading assessments?
As an educator it has been my goal to captivate my students and engage them in their work However, engagement is not easy to come by when many students are uninterested in the subject matter that I am trying to teach.
Two years ago Lisa Galvan and colleague Kevin Alles, members of the Greater Essex County Teacher Local, created a visual arts resource for Intermediate teachers in their board. This was made possible through a grant from the Teacher Learning and Leadership Program (TLLP).
Joyce Public School is located in northwest Toronto, in an unprepossessing one-storey brick building. The Joyce school community, with a majority of immigrant families, is multicultural and multilingual. Many families have low incomes.
Ontario is embarking on a bold new early learning program, one that will see teachers and early childhood educators (ECEs) working together in the classroom. It’s a plan that will benefit children.
ETFO is a union whose members choose to foster a positive social transformation through education, networks, and resources. We re courageous advocates for inclusion, trust, and acceptance of difference(s).
This September, after several years as a program resource consultant and a term as an acting vice-principal, I’m returning to the classroom. By the time you read this, dear colleagues, I’ll have been teaching my 3/4 split in southwest Mississauga for nearly two months.
As intermediate teachers, one of our major concerns is motivating our students. How can we engage our students in meaningful learning experiences and, at the same time, create a lifelong love for learning?