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Key Questions

What was one thing (finding, idea) in the presentation that surprised you? What are the implications for action resulting from the presentation? Focus = reducing achievement gaps. Key Questions. Closing Achievement Gaps for Aboriginal Students. Overall sense of seriousness and urgency

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Key Questions

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  1. What was one thing (finding, idea) in the presentation that surprised you? • What are the implications for action resulting from the presentation? • Focus = reducing achievement gaps Key Questions

  2. Closing Achievement Gaps for Aboriginal Students Overall sense of seriousness and urgency Implications for action • Student (context, personalisation, knowing the student) • Family (parents, engagement, common language) • Teacher education (pre- and in-service, aboriginal culture, sensitivity, instructional practices) • Policy (implementation of Framework) Research questions • Do we need an approach to assessment that is more congruent with aboriginal worldview and experience? • What can we learn from other jurisdictions?

  3. Closing Gender Gaps in Student Achievement Questioning of the nature and extent of the gender gap Implications for action • Revisit what literacy entails, and how we define success • Increase understanding of the complexity of the multiple influences on gender achievement- encourage a more reflective and contextual stance • Need syntheses of the state of knowledge on gender gap • Focus on good instructional practices Research questions • What other factors are embedded within gender disparities in achievement? • How to bring both quantitative and qualitative dimensions in assessments? • How do notions of masculinity and femininity affect instructional practice?

  4. Poverty and Education: Closing Achievement Gaps Overall emphasis on the importance of community partnership Implications for action • Integrating the school in the community by building reciprocal relationships • Engage parents, families and teachers • Integrated services model • Encourage teacher participation in the community • Foster teacher collaboration • Require community partnerships in Ministry sponsored research and evaluation Research • How can we deepen our understanding of complex factors, i.e. social justice, systemic racism, cultural understanding • How can we mobilize what is known about engaging families and communities?

  5. Closing Achievement Gaps: English/French Language Learners Implications for action • Effective instructional practices • Improved professional development, better communication and collaboration between teachers, breaking silos • School as a community hub with integrated services for families and students • School as a community hub with integrated services for families and students Research Questions • Need to disaggregate data to understand and similarities

  6. Closing Achievement Gaps: Students with Special Needs Implications for action • Knowledge brokers in school boards • Caring adults in schools • More effective pre-school and early interventions • Collaboration and community engagement Research • How consistent are our identification systems? • Need for research on reducing rotary in elementary, more long-term impact data, more attention to cost-benefit analysis, more mental health data

  7. Overarching ThemesOERS 2009 • Foster effective and contextually relevant instruction to reduce achievement gaps • A positive student self-identity is integral to success • Reposition the school-community relationship as one of reciprocity • The issues are complex but not intractable

  8. Ontario Education Research Panel Thank you: OERP members AERO Ministry of Education Research & Evaluation Policy Branch

  9. Ontario Education Research Panel Matchmaker, Matchmaker, Make me a match. Un premier anniversaire

  10. Be visionary, not hallucinatory

  11. Complex times require conspicuous optimism

  12. New learning destroys old truths

  13. Moral energy is a renewable resource

  14. Supporters sustain us; resistors make us wise

  15. A person who has ceased to learn ought not to be allowed to wander around loose in these dangerous days…. [A.Toffler]

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