Module #1

 Artifact from Module #1 

I have chosen Mathology as an artifact for Module #1. Mathology is the Greater Essex County District School's approved math resource to teach our students math. It promotes inclusive education by offering varied teaching strategies to meet diverse student needs. It provides up-to-date, research-based content that helps teachers stay informed about best practices in math education. It demonstrates compassion and commitment to student well-being through supportive and engaging learning materials. These are some ways Mathoology follows Inclusive Practices, Standards of Practice for the Teaching Profession and Ethical Standards for the Teaching Profession.

Quote the Represents My Learning In Module #1

"Effective math instruction begins when educators have high expectations of students and believe that all students have the potential to learn and do math."

Ontario Ministry of Education. (2020). High-Impact Instructional Practices in Mathematics. .https://assets-us-01.kc-usercontent.com/fbd574c4-da36-0066-a0c5-849ffb2de96e/d7fbcc68-2f2b-4ef8-988d-3fb9b42c33cd/high-impact-instruction-math.pdf

Post that Positively Impact on Me: Discussion Post #2 - Michelle Diubaldo

For the last 3 years, I had the privilege of working with our board as a numeracy support teacher, and gained valuable insights into further implementing inclusive practices in the classroom. I now draw heavily from Dr. Peter Liljedahl’s Building Thinking Classrooms in Mathematics.  One of my most effective strategies is visible random groupings and work tasks at vertical non-permanent surfaces (VNPSs). Before each task/problem, I distribute cards to students that pair them with two other classmates, forming a random group. Sometimes, I will use ClassDojo to randomize names as well. This encourages collaboration and ensures that students work with different peers rather than sticking to the same groups.

Much of our group work is done on vertical surfaces, which fosters teamwork and active engagement. This approach provides every student with the opportunity to interact and collaborate with all classmates. 

In my previous roles as an LSST (Learning Support Services Teacher) and Numeracy Support teacher in Special Education, as well as in providing workshops on Universal Design for Learning (UDL), I found this practice also aligned well with inclusive educational frameworks. It promotes diversity in interaction and provides all students with equal opportunities to contribute and learn.

The practice of visible random grouping aligns with the Standards of Practice and Ethical Standards by fostering fairness and equity in the classroom. By ensuring that groups are visibly and randomly selected, students can see that no preferential treatment, which builds trust. Everyone is treated equally, strengthening the classroom community and upholding the ethical responsibility of creating an inclusive, respectful learning environment.

This post has positively affected me. 

The comments reflect my views on the importance of student engagement and collaboration in creating a dynamic and inclusive classroom.