Mathematics achievement has quality of life implications for students who struggle with mathematics and/or have a diagnosed mathematics learning disability. As grade 1-8 educators, we must fully understand the barriers these students must overcome in learning mathematics and the effective practices that can be enacted to better support them. In this session, we off the results of our research on evidence-based intervention strategies that support students who struggles with mathematics. We will discuss the role of explicit instruction related to number sense along with automaticity and fluency. In addition, we will discuss how strategies such as manipulatives, visual representations and schema-based instruction are supporting elements within explicit instruction.
The first years of teaching can be both rewarding and overwhelming. This practical and engaging session explores how small, intentional practices can have a big impact on classroom culture, student regulation, and teacher well-being. Participants will learn simple systems that reduce decision fatigue and save energy, including visual organization strategies, routines, and transition tools. The session will also highlight easy-to-use games, classroom structure ideas, connection activities, and regulation strategies-such as using curiosity and "silly questions" to help students shift from dysregulation to engagement. Grounded in the belief that effective classrooms are built through intentional systems and strong relationships, this session will provide beginning teachers with practical tools they can implement immediately to create calmer classrooms, stronger connections, and a more sustainable teaching experience.
L'enseignement des correspondances graphème-phonème peut être simple et efficace! Cet atelier vous propose des stratégies éprouvées et des ressources concrètes, ancrées dans la recherche actuelle, pour soutenir le développement de la conscience phonologique et de la phonographie. Destiné aux enseignants de la maternelle à la 3e année, il offre également des pistes d'intervention ciblées pertinentes à partir de la 4e année.
