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Whereas the Ontario Curriculum documents (grades 1-8) have multiliteracies descriptions in the front matter, Learning for All includes examples throughout. Below are a few connections between Learning for All and the multiliteracies framework. 

 

 

Situated Practice: "It is important to keep in mind that all recommended approaches and tools are most effective when they are adapted to the specific context of local boards, schools, and classrooms (pg. 6)." "They [classrooms] must provide a caring and safe environment that is engaging, inclusive, and respectful of all students and promotes student achievement and well-being, allowing every student to learn to the best of his or her ability (pg. 14)."

 

Overt Instruction: "Students are accommodated through: a variety of teaching strategies and pedagogical materials that are relevant, engaging, and responsive to their learning needs; that make use of all the senses; and that vary in form, level of difficulty, and manner of presentation (pg. 14)."  "Ensure that learning goals are achievable; that instructional and learning strategies are flexible and varied, offering multiple entry points; and that opportunities are provided to extend learning for all students (pg. 16)."

 

Critical Framing: "When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning (pg. 27)." 

 

Transformed Practice: "Education is moving away from a model based on the transmission of information in one direction – from teacher to student – and towards a reciprocal model that ensures students are listened to, valued, respected for who they are, and recognized as partners in their education (pg. 33)."

 

 

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