Learning for All K – 12edugains.ca/resourcesL4All/VideoLibrary/SchoolLeader/L4All_K-12_Overview.pdfAdopting “design thinking” as a mindset can provide educators with new tools
In the 2009-13 school years, the Ministry provided funds to all school boards to support their participation in the regional Learning for All K-12 professional learning activities. Eighteen lead school boards across the province coordinated regional professional learning and developed resources to support knowledge mobilization and the use of the resource document. The Learning for All K-12 Regional Project Reports posted on the ministry website outline the professional learning activities that took place in school boards across the province in 2010-14, highlight effective practices and resources developed during this period. The 2013 version of the document reflects the consolidation of the valuable feedback the ministry received.
The contents of the document are organized in five chapters as shown.
Key Features
• Key concepts • Tools and resources • Links to helpful resources • Sample practices
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Key features can be found throughout the document.
What We Believe
• All Students can succeed • Each child has his or her own unique patterns of learning • Universal design and differentiated instruction are
effective and interconnected means of meeting the learning or productivity needs of any group of students
• Successful instructional practices are founded on evidence-based research tempered by experience
• Classroom teachers are the key educators for a student’s literacy and numeracy development
• Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs
• Fairness is not sameness
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Shared beliefs are the foundational statements that drive the integrated process of assessment and instruction. They are now shared among various ministry initiatives designed to help all student improve their achievement and well-being.
An integrated process of assessment and instruction to support the learning of all students from Kindergarten to Grade 12.
• personalization • precision • professional learning
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The three elements – personalization, precision, and professional learning are critical to the process. Learning for All, K-12 (2013) describes a process for identifying and tracking the strengths and needs of individual students, through ongoing assessment for learning and with the aid of tools such as individual student and class profiles, and identifies a range of instructional approaches and classroom strategies that can be applied to provide effective personalized and precise assessment and instruction for all students.
Key Concepts • Universal Design for
Learning
• Differentiated instruction
• The tiered approach • Assessment for learning
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Instruction that both responds to the characteristics of a diverse group of students and is precisely tailored to the unique strengths and needs of each student can be achieved using the principles and guidelines associated with three instructional approaches: Universal Design for Learning Differentiated instruction The tiered approach to prevention and intervention
Design Thinking
Design thinking is a human-centred process that begins by understanding the needs and
motivation of students, parents, and educators. It nurtures creativity,
collaboration, empathy, and divergent thinking skills appropriate for twenty-first
century learning and teaching.
Adopting “design thinking” as a mindset can provide educators with new tools and
new approaches that often yield simple solutions to complex everyday challenges
that they face in the classroom today, such as how to integrate technology and how
best to engage students. (p.14)
The Core Concepts of Universal Design for Learning (UDL) • Universality and equity
Video sample of UDL in practice: http://www.edugains.ca/newsite/earlyPrimary/primaryresources/inquiry.html What does it look like and sound like to co-construct inquiry with the children?�The FDELK teams are incorporating the Principles of Universal Design for Learning (EDL) and Differentiated Learning.�What does it look like and sound like to co-construct inquiry with the children? �Planning from children's interests, ideas, theories and wonderings http://www.edugains.ca/newsite/earlyPrimary/primaryresources/learningenviroment.html Co-constructing and negotiating the learning environment – including the children's voices and ideas http://www.edugains.ca/newsite/FinancialLit/secondaryresources/socialsciencehumanities.html - Food and Nutrition (HFN1O/2O)
The tiered approach is a systematic approach to providing high-quality, evidence-based assessment and instruction and appropriate intervention that responds to students’ individual needs. It can be used to address both academic and behavioural needs. An example of its application is described in Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-being.
Assessment, evaluation, and reporting in Ontario schools is based on the policies and practices described in Growing Success. Educators in Ontario are increasingly using a promising approach called pedagogical documentation as assessment for and as learning strategy in the classroom. As educators become more adept in the use of documentation, they embrace it not so much as a technical process but as an attitude toward teaching and learning. They understand the value of knowing their students and how they think so that learning is maximized. This transformational change moves the focus away from product and “becomes an approach of knowing, making it possible for the adult to be and know together with the child” so that the students’ interests, thinking and understanding drive instruction (Turner & Wilson, 2010).
Knowing your students and students knowing themselves as learners - Tools and Processes
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Teachers should bear in mind that the information a student shares from his or her portfolio or IPP can provide them with additional insight into the student’s particular learning strengths, needs, interests, and aspirations. This understanding can inform the teacher’s work in developing the student profile and/or the class profile
Inquiry positions the teacher as an informed practitioner refining planning, instruction and assessment approaches in the continual pursuit of greater precision, personalization and innovation. A focus on student learning drives inquiry. Data generated from student actions and work compel teachers to investigate new, engaging and relevant questions about how and what their students learn. These questions lead to informed actions within the classroom, which in turn serve to refine or initiate new investigations.
2013-14 Learning for All K-12 Regional Projects • Ministry provided funds to all school boards and 18 lead
school boards to sustain knowledge mobilization and system capacity building in 2013-14
• 2013-14 L4All K-12 Regional Projects focus on: – widening the use of an integrated process of assessment and
instruction as described in Learning for All, K-12 through collaborative inquiry, focusing on educators “knowing your student” and “students knowing themselves as learners”
– continuous improvement of IEPs as a critical tool in driving student achievement and well-being for students with special education needs
– develop a plan and identify effective practices to implement the requirements set out in PPM 156
Learning for All K-12 Regional Projects
• Key themes: – Develop a plan and identify effective practices
to implement the requirements set out in PPM 156
– Integrate technology in an inclusive framework and assess the effective use of technology
– Use previously developed Learning For All Framework to evaluate the development, implementation and assessment of 2013-14 projects and align L4All project focus with school boards’ improvement plans, strategic directions, and/or local initiatives
– Develop and implement effective IEPs and transition plans
– Collaborative inquiry on purposeful use of instructional and intervention strategies in targeted areas
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Ministry continue to provide funds to all school boards and 18 lead school boards to sustain knowledge mobilization and system capacity building in 2013-14 2013-14 L4All K-12 Regional Projects focus on: widening the use of an integrated process of assessment and instruction as described in Learning for All, K-12 through collaborative inquiry, focusing on educators “knowing your student” and “students knowing themselves as learners” continuous improvement of IEPs as a critical tool in driving student achievement and well-being for students with special education needs develop a plan and identify effective practices to implement the requirements set out in PPM 156
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L4All K-12 Lead School Boards
French Language School Boards
CSDC des Grandes Rivières
Conseil scolaire de district catholique de l'Est Ontarien
Conseil scolaire Catholique Franco-Nord
Conseil scolaire Viamonde
Toronto Region
Dufferin-Peel Catholic District School Board
Peel District School Board
Halton Catholic District School Board
London Region
Hamilton Wentworth District School Board
Greater Essex County District School Board
Windsor Essex Catholic District School Board
Ottawa Region
Ottawa Catholic District School Board
Hastings and Prince Edward District School Board
Thunder Bay Region
Rainy River District School Board
Lakehead District School Board
Sudbury/North Bay Region
Rainbow District School Board
Sudbury Catholic District School Board
Barrie Region
York Region District School Board
Durham Catholic District School Board
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The list of L4All K-12 lead school boards in 2013-14 school year.
