- Explore the impact of historic events and current calls to action, information that everyone needs to understand in order to be able to move forward toward reconciliation.
- Focus audience: All teachers
- Facilitated by Dallas Sinopole, Zhahwun Shognosh, and Nicole Gooding
If you are interested in this learning, please reach out to one of the facilitators.
Gender Identity and Expression.
- Cultivate curiosity and confidence when discussing gender identity with people. The session allows individuals to gain basic information and an opportunity for growth in regard to gender identity.
- Focus audience: All teachers
- Presented by Brandon Biggers
Science of Reading
- Introduction to Scarborough’s Rope and the components of the Science of Reading
Grade 3 and 6 students will be taking part in the EQAO assessments May4th -June 24th.
The EQAO website has information that teachers will find helpful in preparing for the assessments:
Sample Tests
Administration User Guides
Frameworks
Webinars and Learning Modules
The Self Paced Learning Module was easy to access and clarified much information. Click on the link below to register.
Learning Module, Principals and Teachers: Primary and Junior Assessments
Register for this self-paced learning module and learn the details of administering the digitalized Primary and Junior Assessments of Reading, Writing, and Mathematics. This module takes approximately 45 minutes. Following your registration, you will receive an invitation email to EQAO’s Virtual Learning Environment.
LKDSB recently offered after-school sessions. Check out the recordings.
Students represent mathematical ideas and relationships and model situations using tools, pictures, diagrams, graphs, tables, numbers, words, and symbols.
Tools, like concrete and digital manipulatives, support student learning of mathematical concepts. Manipulatives are concrete objects that can be viewed and physically handled by students in order to represent mathematical ideas and relationships and demonstrate or model abstract concepts.
The use of tools and representations supports a conceptual understanding of mathematics at all grade levels.
Chosen carefully, tools and representations provide a way for students to think through problems and then communicate their thinking. Tools and representations explicitly and visually represent math ideas that are abstract. When paired with discussion, they help to demonstrate concepts and thinking.
While students work with concrete manipulatives, teachers find it helpful to be able to visually share the manipulative in use. There are many virtual manipulatives available online; each having its strengths and limitations. Here are some examples that LKDSB Teachers and students regularly access.
Teachers create a free account to access activities(use a code like Kahoot). Ready-made lessons are available. Teachers can control the pace. Real-time view of student work and easy sharing. Can anonymize names.
Heather Wark (Lakehead University) Denise Ladd, Sally Parkinson & Alicia Schenck (LKDSB) and LKDSB Educators from High Park, Plympton-Wyoming, King George (Chatham), P.E. McGibbon, Dresden, Riverview and McNaughton
Session 1: Subitizing for Early Learners - Tues. Nov 24 @ 3:45
Session 2: Counting for Early Learners -Tues. Dec 1 @ 3:45
Session 3: Problem Types for Early Learners - Tues. Dec 8 @ 3:45
Session 4: Early Number Screening - Tues. Dec 15 @ 3:45
The Lambton Kent District School Board Program Department is hosting online learning sessions for ECEs, Early Years Educators, and Kindergarten Educators.
The sessions will explore Math – Early Learning Continuum
The session, Math Early Learning Continuum Session 3: Intentionally Infusing Math Thinking Into Play, was presented online on Wednesday, January 29, 2020. This online session was presented by Heather Wark (Lakehead University), Jenn Gardiner RECE, Mary Lynn Anderson and Ben Hazzard (LKDSB).
The continua referenced are based on the work by Dr. Alex Lawson, Lakehead University
Children should learn their number facts. However, they would benefit from learning these facts by using an increasingly sophisticated series of strategies rather than by jumping directly to memorization.
- (Lawson, 2016, p. 4)
Strategies help students find an answer even if they forget what was memorized. Discussing math fact strategies focuses attention on number sense, operations, patterns, properties, and other critical number concepts. - (O’Connell & SanGiovanni, 2011, p. 5)
The session, Math Early Learning Continuum Session 2: Counting for Early Learners: 3 Strategies That Makes Counting Work, was presented online on Wednesday, January 22, 2020. This online session was presented by Heather Wark (Lakehead University), Jenn Gardiner RECE, Mary Lynn Anderson and Ben Hazzard (LKDSB).
The continua referenced are based on the work by Dr. Alex Lawson, Lakehead University
Children should learn their number facts. However, they would benefit from learning these facts by using an increasingly sophisticated series of strategies rather than by jumping directly to memorization.
- (Lawson, 2016, p. 4)
Strategies help students find an answer even if they forget what was memorized. Discussing math fact strategies focuses attention on number sense, operations, patterns, properties, and other critical number concepts. - (O’Connell & SanGiovanni, 2011, p. 5)
The session, Math Early Learning Continuum Session 1: Subitizing, was presented online on Wednesday, January 15, 2020. This online session was presented by Heather Wark (Lakehead University), Jenn Gardiner RECE, Mary Lynn Anderson and Ben Hazzard (LKDSB).
The continua referenced are based on the work by Dr. Alex Lawson, Lakehead University
Children should learn their number facts. However, they would benefit from learning these facts by using an increasingly sophisticated series of strategies rather than by jumping directly to memorization.
- (Lawson, 2016, p. 4)
Strategies help students find an answer even if they forget what was memorized. Discussing math fact strategies focuses attention on number sense, operations, patterns, properties, and other critical number concepts.
- (O’Connell & SanGiovanni, 2011, p. 5)
These online sessions will feature Heather Wark (Lakehead University) and LKDSB Instructional Coaches digging into Dr. Lawson's developmental math continua.
Children should learn their number facts. However, they would benefit from
learning these facts by using an increasingly sophisticated series of strategies
rather than by jumping directly to memorization.
- (Lawson, 2016, p. 4)
Strategies help students find an answer even if they forget what was
memorized. Discussing math fact strategies focuses attention on number
sense, operations, patterns, properties, and other critical number concepts.
- (O’Connell & SanGiovanni, 2011, p. 5)
