Thanks for sharing Joëlle Rudick as these are excellent questions that will further support equity of outcome, student achievement and conditions for learning.

Adolescents often think manipulatives are only for younger children. Why? Because some only see them used in younger grades. This idea is reinforced by their own math experiences! All learners need to explore math ideas concretely. No matter the grade, no matter the age!!

"You don’t need to be a super swift learner. In fact, sometimes you can learn more deeply by going slowly.” kqed.org/mindshift/4969…

Research suggests that when we see and use gestures, we recruit more parts of the brain than when we use language alone, and we may activate more memory systems. kqed.org/mindshift/4954…

Parents frequently ask teachers to weigh in on the ‘suitability’ of FRENCH IMMERSION (FI) for their children. Are these educators familiar with the available research evidence? Or, are they basing their recommendations on widespread but unsubstantiated beliefs about FI? 🤔

Good questioning may be the most basic tenet of lifelong learning and independent thinking that school offers students. kqed.org/mindshift/5118…

Fantastic!

Math card games - addition and subtraction

Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality. kqed.org/mindshift/5694…

Many kids went through trauma over the pandemic. This is a great resource to welcome them back! 🧡 📷Whole-Hearted School Counseling

Concerned about the limited resources available to support students in FRENCH IMMERSION? What if, instead of saying “we do not have the resources to support this student,” we ask “how do we leverage the knowledge & the resources that DO exist so that we can support this student?”

Some FRENCH IMMERSION (FI) students struggle to acquire French language skills, and some take longer than others to gain proficiency in the French language. The question we should be asking is, “What supports do they need?” rather than, “Is FI the right fit?” #FSL4all #inclusion

Math discourse is not just about Ss talking. It is about Ss thinking deeply about what they are saying & thinking deeply about what others are saying. Just b/c Ss are talking does not mean they are learning. We need teach skills that foster deep thinking and engagement.

The results of this investigation (Kay-Raining Bird et al., 2020) involving students with special education needs in EARLY FRENCH IMMERSION (EFI) indicate the need to "enhance EFI accessibility for children of all ability levels." #inclusion #FSL4all benjamins.com/catalog/jicb.2…

Enjoying this book as we look to implement strong teaching practices Meg Dowd Elizabeth Cartau

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Switching students with reading disabilities out of French immersion “did not improve outcomes. It was concluded that immersion education does not place students with RDs at a disadvantage despite being taught in a second language” (Sauvé, 2007). escholarship.mcgill.ca/downloads/0v83…

No child is ineligible for FRENCH IMMERSION. Researchers have been unable to identify specific attributes or characteristics that consistently predict success in 2nd language learning (Lightbown & Spada, 2013), indicating that every student has an opportunity to be successful.

Listening to a great podcast that has me thinking about how we use tech in the classroom to support literacy. @MmeLockhartLDSB Meg Dowd Elizabeth Cartau Renée Labrosse @mflague Antonia Cetin