Education and Early Childhood Learning

• Are learner-centred

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• Reflective Questions for Teachers
• Stories of Practice

Are learner-centred

Reflective Questions for Teachers

Do learning and assessment situations:

• value:
  • the learner’s potential, unique contribution and voice?
  • differentiation and universal design?
  • metacognition and reflection?
  • assessment “for learning”, “as learning” and “of learning”?
  • the triangulation of the evidence of learning (observations, conversations and products)?
• take into account the learner’s:
  • interests?
  • emotions and feelings?
  • well-being?
  • prior knowledge and experience?
  • zone of proximal development?
• enable the learner to:
  • set learning goals?
  • co-construct success criteria with peers and the teacher?
  • establish a positive relationship with stakeholders?
  • make connections with other areas of learning?
  • learn and communicate multimodally?
  • be exposed to and mobilize Francophone cultural products?
  • collaborate, produce and create in French?
  • recognize and celebrate progress?