Caring Safe Schools Ontario

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I n s t r u c t i o n a l St r at e g i e sCooperative Learningn Cooperative learning is an instructional method that emphasizes small-groupwork. The teacher puts students with different abilities and talents into a smallgroup and assigns that group a specific task, with the requirement that the studentswork together to carry out the task. Cooperative learning fosters both positiveinterdependence and responsibility. Students learn appropriate social behaviourand skills when they are put into a learning situation that requires them to workconstructively with a group (Ontario Ministry of Education, 2005).Differentiated Instruction (DI)n Differentiated instruction is a method of teaching based on the idea thatbecause students differ significantly in their interests, learning styles, and readinessto learn, it is necessary to adapt instruction to suit these differing characteristicsin an environment that is planned and organized to meet the needs of all students.The teacher can differentiate one or a number of the following elements in anyclassroom learning situation: (1) the content of learning (what the students aregoing to learn); (2) the process of learning (the types of tasks and activities);(3) the products of learning (the ways in which students demonstrate learning);and (4) the affect/environment (the context and environment in which studentslearn and demonstrate learning) (Tomlinson, 2008, as cited in Ontario Ministryof Education, 2009e).The Tiered Approachn The “tiered” approach is a systematic, sequential approach to providing highquality,evidence-based instruction and appropriate interventions that respond tostudents’ individual needs. It is based on frequent monitoring of student progressand the use of assessment data, focusing on learning rate and level, to identifystudents who are having difficulty and to plan specific instructional interventionsof increasing intensity to address their needs effectively. It can be used to addressboth academic and behavioural needs (Vaughn et al., 2003).Universal Design for Learning (UDL)Caring and Safe Schoolsn Universal design for learning is a teaching approach based on research showingthat assistance targeted at a specific group can help all students (Turnbull et al.,2002, as cited in Ontario Ministry of Education, 2005). Its aim is to assist teachersin applying teaching strategies or pedagogical materials designed to meet thespecial needs of specific students or groups of students to enhance learning forall students, regardless of age, skills, or situations.40
St r at e g i e s and To o l s fo r Spec i f i c Pu r p o s e s: An Overv i e wThe strategies and tools described in the preceding sections are examples of awide range of strategies that are used for a variety of purposes to enhance learningand support students. The table in Figure 11 provides an overview of a broadersampling of strategies and tools that are available to serve specific purposes in keyareas of school activity. Most are already familiar to and regularly used by schoolsand boards. A number of strategies/tools that serve multiple purposes are listed inmore than one category. The list is not meant to be exhaustive.FIGURE 11. Strategies and tools for specific purposesArea of ActivityPreventionEarly and ongoinginterventionAssessmentPlanningRelated Strategies and Tools• Bullying prevention and intervention programs• Character development programs• Programs and activities that focus on building healthy relationships and peer relationships• Equity and diversity initiatives (e.g., restorative practice/circle, character developmentprogram)• Programs to build and sustain a caring and safe learning environment for all students• Social skills programs• Peer-support, mentorship, and leadership programs• Positive behaviour practices (e.g., conflict mediation strategy, problem-solving approach,restorative practice/circle)• Character development programs• Classroom observation• Anecdotal notes• Provincial Report Cards• Ontario Student Record (OSR)• Early development instrument (EDI)• Educational assessments (e.g., EQAO/OSSLT, board/school/teacher assessment tools)• Professional assessments (e.g., by psychologist, speech and language therapist,occupational therapist/physiotherapist, audiologist, medical professional, social worker)• Behaviour log (e.g., ABC chart [see Glossary])• Functional behaviour assessment (FBA)• Risk assessment• Caring and safe school environmental assessments (e.g., cultural audit, action research,school effectiveness survey, Student Success/Learning to 18 indicator data)• Individual education plan (IEP)• Behaviour support plan• Safety plan• Transition plan• Communication plan41
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