WRDSB MTH1W SUPPORTS: 2021-2022
WE'VE MOVED!
We will leave materials housed here for your reference, but this website will no longer be updated.
Visit this website for resources for all WRDSB de- and single-streamed courses: https://sites.google.com/wrdsb.ca/wrdsb-destreaming/home.
Visit this website for resources for all WRDSB de- and single-streamed courses: https://sites.google.com/wrdsb.ca/wrdsb-destreaming/home.
HOW MUCH "SPICE" ARE YOU READY FOR?
The resources on this site are intended to be accessible and helpful as we navigate the new curriculum together and support all our students in feeling valued and in experiencing success in our classrooms.
To help you navigate this site, many pages will describe different "spicy" entry points for you (labeled with the images below).
You choose how "spicy" you want to get!
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MILD
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MEDIUM
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HOT
WE ARE WORKING TOWARDS EQUITABLE TEACHING AND ASSESSMENT PRACTICES
By acknowledging and actively working to eliminate the systemic barriers that Indigenous, Black, racialized and marginalized students (including, but not limited to students experiencing homelessness, students living in poverty, students with LGBTQ+ identities, and students with special education needs and disabilities) face, educators create the conditions for authentic experiences that empower student voices and enhance their sense of belonging, so that each student can develop a healthy identity as a mathematics learner and can succeed in mathematics and in all other subjects.
Adapted from Ontario Ministry of Education Curriculum - Mathematics: Grade 9
AS EDUCATORS, WE BELIEVE ...
... each and every student is competent, capable, and curious.
Research shows that the ways teachers construct their students as learners has a significant impact on the types of programs and services they are offered. By recognizing that all students who enter the classroom have the potential to be engaged and grow as learners, teachers are more likely to design learning opportunities that build on their strengths and experiences. Effective mathematics instruction requires that teachers believe all students can learn and do mathematics.
... all students deserve access to high-level, equitable, and inclusive instructional practices
Prior educational experiences should not determine the quality or nature of a student's current ones. All students deserve to have a teacher who has high academic expectations of them and provides them with opportunities to be challenged and to succeed. What this looks like in the classroom may differ for different students. That is why it is essential that teachers employ the principles of universal design for learning and differentiation to provide equitable and inclusive educational opportunities for all students.
... every student has the right to pursue whatever post-secondary pathway they aspire to.
Just as every student is unique, so is their learning journey. Our role as educators is to support students in uncovering and pursuing their interests and then helping them to navigate their journey along the pathway of their choice. There are many routes to a destination, and while some may be unconventional, educators have to be careful not to allow unconscious biases regarding post-secondary pathways to impose roadblocks for students.
... students drive the conditions for learning based on their diverse learning needs and lived experiences.
Effective instruction should always begin with the strengths, interests, and needs of the individual learner. It is essential that educators consider who their present learners are and design learning opportunities that reflect the lived experiences (i.e. language, background knowledge, home and community experiences, family structure, cultural, social and gender identities) of those students. Because students are unique, each time a course is delivered it should also be unique as it responds to the diversity of the learners within it.
... the educator is foundational in creating an inclusive and anti-oppressive environment in which all students will thrive.
Educators have a significant impact on the learning environment: from the way they construct their learners, to the learning and assessment opportunities they design, and the type of learning community they foster. Knowledgeable, responsive, and reflective educators create the conditions in which all students can find success by focusing on student assets, using assessment for and as learning to be responsive to student learning needs, providing students with multiple opportunities to show their growth over time, and providing feedback that helps students understand where they are and where they need to go next.