Research-To-Practice Resources

This section offers research-informed resources to support educators, school leaders, and system leaders; in their efforts to foster deeper learning and global competency development, enhanced by digital technology; in their classrooms, schools, and systems.

What Research Tells Us   
21st Century Learning Unit of the Incubation and Design Branch produced “What Research Tells Us” to support classroom educators, school, and system leaders; in their efforts to foster deeper learning and global competency development, enhanced by digital technology.
•  Research and Resources: Digital Citizenship
 
•  New Pedagogies for Deeper Learning
 
•   Digital Citizenship and Digital Literacy
 
•  21st Century Teaching and Learning

What Works? Research into Practice   
Student Achievement Division coordinates the Research-into-Practice series produced in partnership with the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education.  The following selections from this series relate to fostering deeper learning and global competency development, enhanced by digital technology.
•  Project-Based Learning: Drawing on Best Practices in Project Management
 
•   Mobilizing Research into Practice in Meaningful Ways
 
•  Resilient, Active, and Flourishing: Supporting Positive Mental Health & Well-being in School Communities
 
•   Poverty and Schooling: Where Mindsets Meet Practice
 
•  Using Digital Technologies to Support Word Study Instruction
 
•   Performing Poetry: Using Drama to Increase Comprehension of Poetry
 
•  Assistive Technologies
 
•  Supporting Families as Collaborators in Children’s Literacy Development

Capacity Building Series   
The Capacity Building Series is produced by the Literacy and Numeracy Secretariat to support leadership and instructional effectiveness in Ontario schools.  The following selections from this series relate to fostering deeper learning and global competency development, enhanced by digital technology.

Collaborative Inquiry
•  The Learning Conversations Protocol: An Intentional Interruption Strategy for Enhanced Collaborative Learning
 
•   System Leaders and Collaborative Inquiry
 
•  Collaborative Inquiry in Ontario: What We Have Learned and Where We Are Now
 
•   Principals as Co-learners: Supporting the Promise of Collaborative Inquiry
 
•  Dynamic Learning: Connecting Student Learning and Educator Learning
 
•   Inquiry-Based Learning
 
•  Getting Started with Student Inquiry
 
•  Collaborative Teacher Inquiry
 
•  Student Voice: Transforming Relationships

Assessment Practices
•  Pedagogical Documentation Revisited: Looking at Assessment and Learning in New Ways
 
•   Pedagogical Documentation

Writing and Discourse for Learning
•  The Learning Conversations Protocol: An Intentional Interruption Strategy for Enhanced Collaborative Learning
 
•   Literacy for a Connected World
 
•  Writing to Learn
 
•   Grand Conversations in the Junior Classroom
 
•  Grand Conversations in Primary Classrooms
 
•   Asking Effective Questions in Mathematics

Pedagogical Considerations for Design of Deeper Learning Experiences and Environments, to Promote Equity and Well-Being
•  Culturally Responsive Pedagogy: Towards Equity and Inclusivity in Ontario Schools
 
•   Supporting Students with Refugee Backgrounds: A Framework for Responsive Practice
 
•  The Third Teacher