Knowing and respondingto learners in French as a SeconLanguage (FSL) - Core French

French as a

Second Language

CORE FRENCH • EXTENDED FRENCH • FRENCH IMMERSION

The Ontario Curriculum

Grades 9 to 12

2 0 1 4

RE V I S ED

RE V I S ED

The Ontario Curriculum

2 0 1 3

French as a Second LanguageCore FrenchGrades 4-8Extended French

Grades 4-8French ImmersionGrades 1-8

This booklet provides an “at a glance” look at effective and differentiated instruction in Core French. It contains classroom scenarios that illustrate how teachers learn about their students, engage them in the assessment process and adapt instruction in response to what they learn. Although the scenarios describe Core French classes, the principles and strategies can be adapted to French Immersion and Extended French programs.

Diffinsto prepro

erentiated instruction (DI) is adapting truction and assessment in response differing student interests, learning ferences and readiness in order to mote growth in learning.

Differentiated instruction may be planned prior to working with students in classrooms and also happens in the moment - as teachers adapt their instruction in “real time” to respond to unanticipated strengths and needs surfacing from assessment (Parsons, Dodman and Burrowbridge, 2014).

d

Why use a differentiated approach to teaching and learning?

Equity of Opportunity for Learning

Ontario’s diversity is one of the province’s greatest assets. Ontario schools need to be places where everyone can succeed in a culture of high expectations, and where educators and students value diversity, respect each other and see themselves reflected in their learning (Achieving Excellence, A Renewed Vision for Education in Ontario, 2014, p. 8). Differentiating instruction creates equity of opportunity for learning and helps all students achieve excellence.

The Adolescent Learner

Adolescents are in varied stages of physical, emotional, cognitive and social development as they move from childhood to adulthood

grades, students are required to meet tion; reading skills; accessing, managing and variety of disciplines. The range of literacy de levels. Supporting the learning of young learners as well as their context for learning. g experiences that are responsive to the

(Stepping Stones, 2012). In the intermediateincreased demands (e.g., vocabulary acquisievaluating large amounts of information) in askills in a classroom often spans several grapeople requires a clear understanding of theEducators play a key role in designing learninadolescent’s development, strengths and needs.

Student Achievement Division 2016

Teachers who effectivelydifferentiate:• consistently assess student

progress in multiple ways• build extensive knowledge

about how students learnand effective pedagogy

• reflect critically on theirpractice

Parsons, Dodman and Burrowbridge, 2014, p. 41

In our class we know there are many different ways of learning. We learned how we can use our strengths to our advantage so that when we learn it helps us succeed. I experimented and learned which ways worked for me.

Grade 10 Student

Photo captured from the video, “On est capable! On peut se parler en français et on aime ça!” www.edugains.ca/newsite/fsl/core_elementary.html

When learning isresponsive to thedevelopment of studentsand the increasingdemands of thecurriculum, andconnects to their livesand the world outsideschool, adolescentlearners are more likelyto experience success.Adolescent Literacy Guide, 2016, p. 9

Core French ScenariosGrade 8 .........................p. 4Grade 9 Applied .............p. 6Grade 11-12..................p. 8

ISBN 978-1-4606-8642-3 (Print)ISBN 978-1-4606-8643-0 (PDF)

2 Student Achievement Division – 2016

Effective and Differentiated Instruction in Core FrenchWhat is essential to effective instruction in Core French?

Effective instruction in French as a Second Language (FSL) incorporates the seven fundamental concepts upon which the Ontario FSL curriculum is founded (See graphic). These “enduring ideas” focus, from Grade 1 to Grade 12, on the development of skills that are necessary as a basis for lifelong language learning (The Ontario Curriculum, Grades 9-12: French as a Second Language, 2014, p. 8).

Effective FSL instruction includes:• the use of French as the

language of instruction and communication in class

• using listening and speaking as springboards to reading and writing

• students’ active participation in the learning process as they carry out authentic, purposeful tasks set in contexts they could face in everyday life

• opportunities for students to reflect on themselves as language learners (i.e., metacognition) to increase proficiency and autonomy

• a focus on meaning over form so that students speak and write in French without fear of making errors, knowing that making mistakes is part of learning a new language

• experiences that develop awareness and understanding of aspects ch-speaking communitiesof culture in diverse Fren

Why is differentiation important for student learning in Core French?

The interests, learning preferences and readiness of students in Core French vary greatly and often include differences in:• prior instruction (e.g., core or immersion, number of hours) and or exposure

to French outside school• language skills in each of the four strands• experience with authentic oral interactions and tasks• confidence for taking risks in unrehearsed situations• knowing how and when to use language learning strategies (e.g., listening for key words

or cognates) to communicate effectively• skills related to learning how to learn (e.g., goal-setting, planning and self-monitoring)• perspective on the importance of learning another language

Graphic from The Ontario Curriculum, Grades 9-12: French as a Second Language, 2014, p. 8

The Ontario CurriculumVision for French asa Second LanguageEducation

Students will communicate andinteract with growingconfidence in French,one of Canada’sofficial languages,while developing theknowledge, skills andperspectives they needto participate fully ascitizens in Canada andin the world.The Ontario Curriculum, Grades 9-12: French as a Second Language, 2014, p. 6

The main purposeof learning a languageis communication andcommunication is asocial act designedto accomplish specifictasks. Meaningful andauthentic communicationis at the centre of alllearning activities.The Ontario Curriculum, Grades 9-12: French as a Second Language, 2014, p. 9

3Student Achievement Division – 2016

Responding to differences in students’ readiness, interests and learning preferences (e.g., using flexible groupings, providing choices) helps students feel capable, increases their motivation to learn and provides relevance and autonomy – factors key to student engagement (Willms, J. D., & Friesen, S, 2012; Marzano, R.J., and Pickering, D.J., 2010).

The Core French Scenarios

Teachers in the following scenarios have a deep understanding of the curriculum for Core French. They attend to each of the components in the Complexity of Learning and Teaching diagram as they:• establish safe, engaging

and inclusive learning environments that address the developmental needs of adolescents: affirmation; relationships;challenge; contribution; power and autonomy; purpose; and voice (Adolescent Literacy Guide, 2012, p. 10)

• design and scaffold learning experiences that focus and engage students as partners in learning

• use a range of appropriate strategies to help students meet their learning goals

The Complexity of Learning and Teaching

(For full graphic see page 12.) For videos of the Complexity of Learning and Teaching in Core French, visit: http://learnteachlead.ca/projects/complexity-of-learning-and-teaching

In each example there is a clear learning goal and an evident plan for differentiation based on assessment of student interests, learning preferences and/or readiness. The teachers not only carefully plan instruction to differentiate for the variety of learners in the classroom but also adapt to meet specific, perhaps unanticipated, needs that arise during learning. Technology is used to support and enhance differentiation. Each scenario incorporates all of the key features of differentiated instruction.

In a responsive, engaging and welcoming learning environment, learners:

• have agreed upon ways of collaborating

• know what is expected of them

• respect and value each other’s differences and work productively together

• have opportunities to work individually and in small groups

• make choices based on strengths and needs

• have flexible and reconfigurable spaces for their learning

See also:• Adolescent Literacy Guide,

revised 2016• Knowing and Responding to

Learners - A Differentiated Instruction Guide, 2016

• The Third Teacher, 2016

Key features of DIFlexible Learning Groups – vary over time based on student readiness, interests and learning preferences

Personal Response and Choice – provide personalized opportunities for students to take ownership of their learning

Respectful Tasks – promote high expectations; are equally engaging and assessed using the same criteria

Shared Responsibility for Learning – develops when students have “voice” and are supported in becoming autonomous,

self-assessing learners

Knowing and Responding to Learners - A Differentiated Instruction Educator’s Guide, 2016, http://www.edugains.ca

Prendre des décisions et établir des objectifs

Se connaître

Explorerles possibilités

Atteindre les objectifset effectuer les

transitions

Student Achievement Division – 2016

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PLANIFICATION D APPRENTISSAGE, DE

CARRIÈRE ET DE VIE

Quelles sont mes possibilités?

Quel est mon plan pour atteindre mes objectifs?

Qui suis-je?

Qu est ce que je veux devenir?

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4

METACOGNITION

QUESTIONINGSTRATEGY

VOICE & IDENTITY

CRITICAL LITERACYADOLESCENT

LEARNER

EXPRESS REFLE

CT

THINK

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Afqleueepv Liveraey Gui fe,fnrgxiugffn2231,fnfnr0 65

5

“The motivation tocommunicate is enhancedthrough having a genuinepurpose: a task to beaccomplished, a problem tobe resolved, an obligationto be fulfilled or anobjective to be achieved.”Based on CEFR (2001), p. 10 in A Guide to Reflective Practice for Core French Teachers: The Action-Oriented Approach

For more information on secondary diploma requirements, including the 40-Hour Community Involvement Requirement visit http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf

begins with “les compétences en relations interpersonnelles,” the category most related to her opportunities. During reading, Madame models how to use reading strategies (e.g., skipping words, using “mots amis,” highlighting “mots inconnus”) to make meaning as she works through the list of statements, assessing herself on the work skills and making connections to how she has demonstrated the skills in her life. After reading, Madame notes her strength in the interpersonal category and reflects aloud on how the reading task helped her choose coaching as her volunteer opportunity.

hen co-construct success criteria for making meaning of and using the results to support an appropriate community

Madame uses flexible groupings to support

Madame and the class tthe work skills inventoryinvolvement choice.

students in completing the inventory. She invites a small group that needs more guidance to work through another category of skills (e.g., “Compétences manuelles”) with her at the white board. For those who are ready for more independence, she offers a choice of reading alone, with a partner or in groups of three. She has a francophone student and two others who read French quite fluently and complete the more complex skills inventories on the Passeport-Compétences de l’Ontario website: http://www.skills.edu.gov.on.ca/OSP2Web/EDU/Welcome.xhtml?lang=fr (e.g.,Habitudes de Travail and/or Compétences Essentielles du PCO).

Based on her observations and conversations as she circulates, Madame adapts instruction as needs arise. She pairs two students who are struggling on their own and suggests that they begin by working through the same section of the inventory that she modeled for the class. Madame teaches some students who are getting bogged down trying to read every word to skip unknown words and skim to get the “gist.” For a group that is looking up almost every word in the dictionary she provides a short lesson on how to make better use of cognates using coloured highlighters to code “Mots amis, familiers et inconnus.”

With differentiated support, all students complete at least one skills inventory. They reflect on how well they have met the learning goal and whether they are prepared to incorporate what they have learned when connecting with potential community partners for volunteer opportunities. Madame encourages her students to note their inventory results and what they have learned about themselves in their Individual Pathways Plan (IPP).

NOTE: A copy of the complete “inventaire des compétences” adapted for use in this FSL scenario is available at http://www.edugains.ca/resourcesDI/KnowingAnd%20RespondingToLearners/InventaireDesCompetences.pdf

In response to varying levels of student readiness in reading the teacher may differentiate by adapting the:

• pace• level of complexity

of the reading passage• degree of independence• amount of structure provided • entry point Knowing and Responding to Learners -A Differentiated Instruction Educator’s Guide, 2016, p. 17

For sample FSL reading lessons and resourcessee Think Literacy: Cross Curricular Approaches, Grades 7-12 for French as a Second Language, 2005, pp. 2-21http://www.omlta.org/wp-content/uploads/2011/08/thinkliteracy.pdf

Liens / ExemplesCompétences Niveau de ma vie

Compétences en relationsinterpersonnelles

Je peux:• Aider aux autres• Faire preuve de tact et de diplomatie

6

Core French - Grade 9 Applied

Supporting Students With Oral Communication

In Monsieur Bissessur’s Grade 9 Applied Core French class, the language of communication is French and the students have many opportunities to speak in pairs, small groups and whole class discussions. He has observed that, although his students are able to speak with each other in French, these interactions are rarely sustained beyond brief and simple conversations. When asked about this, his students tell him that they don’t extend their conversations because they sometimes can’t relate to the situations and are also not sure how to keep going when it doesn’t seem “real.” Monsieur wonders if more authentic opportunities to talk about personal interests would help students sustain and deepen their spoken interactions.

Based on the observations and conversations, Monsieur and the class develop the learning goal - to sustain an authentic conversation with a peer about a topic of personal interest. To help students meet this goal he suggests inviting Grade 8 feeder school students to visit and interact in French with the class during an upcoming secondary school orientation day. When a few students express reluctance to speak in front of the group of Grade 8 students, Monsieur reassures them that they will have time to prepare and practice. He offers a choice of ways in which to interact with the Grade 8 students: large group, small group or one to one.

To learn more about his students’ interests so that he can offer a choice of topics for the interactions, Monsieur posts a list of extra-curricular clubs and teams and invites students to write their names beside the ones in which they participate. He soon realizes that not all students participate in these activities and responds by asking the class to expand the list by suggesting other aspects of secondary school that they enjoy (e.g., a course of interest, a school event, a field trip). Students can now choose their individual topics for the interaction with Grade 8 students.

Monsieur sequences and differentiatesauthentic conversations using a framework based on the gradual release of responsibility model.*

Monsieur invites Nick, a Grade 12 Core French student, to the class so that he can interact with him to model an authentic, sustained conversation. Nick introduces himself and initiates the conversation by briefly presenting an aspect of secondary school he has enjoyed. He and Monsieur sustain their communication as they ask each other questions and respond.

After checking his students’ comprehension of the conversation, Monsieur works

criteria as they respond to the following question: the two participants do/say to sustain the conversation

with them to co-construct success• What did you see/hear each of

and make it successful (e.g., gestures, asking questions)?

Next, Nick explains the importance of preparing for the conversation and outlines the steps he took to prepare. (e.g., anticipating vocabulary, predicting questions, practicing with a friend). Monsieur notes them for the class.

the learning about how to sustain

See Guiding Questions for Educators on p. 10

Overall Curriculum Expectation Core French, Grade 9 Applied B2 Speaking to Interact

Participate in spoken interactions in French for a variety of purposes and with diverse audiences The Ontario Curriculum, Grades 9-12: FSL (Grade 9 Applied Core), 2014, p. 77

METACOGNITION

QUESTIONINGSTRATEGY

VOICE & IDENTITY

CRITICALLITERACYADOLESCENT

LEARNER

EXPRESS REFLE

CT

THINK

The Grade 9 scenario highlights the Voice and Identity component of adolescentliteracy. Voice andIdentity refers tostudents’ decisions,choices and actionsthat advocate for theirlearning and makeconnections to theirexperience, values,culture and interests. Adolescent Literacy Guide, revised 2016, p. 53

*A framework based on the gradual release of responsibility (modèle de délégation graduelle de responsabilité) provides opportunities for differentiation as students experience:

• direct instruction/modelling (modélisation)• shared and guided practice (pratique

partagée, pratique guidée)• independence (la pratique autonome).

CEFR-inspired Classroom Practices Viewer’sGuide, 2013

7

As shared practice, the whole class works with Monsieur to prepare for a sustained conversation on a sample topic related to school life (e.g., the first day of secondary school). Together, they organize information, develop a vocabulary list and create a few introductory sentences about the topic. They generate a list of predicted questions and develop answers to some of them as a class. For guided practice, the students interact in pairs to personalize the common topic. All students enjoy a degree of success at sustaining their conversations. While circulating, Monsieur assesses their readiness to begin work on their selected topics.

For those who are ready to move towards independence, Monsieur groups students with similar topics (e.g., clubs, teams, favourite courses). The students pair up within their groups to prepare for the conversations. Monsieur provides a list of sentence starters to three students who require support to begin the task. When he observes some students having difficulty generating ideas about their topic, he provides them with an organizer (e.g., the 5 W’s) to prompt

When some pairs of students have sufficient ideas to launch a conversation about their topic, they begin to generate questions and practice asking and answering them. For students who require support in generating questions, Monsieur provides a few from the bank he has collected for their topic.** He teaches one group how to extend their conversations beyond a simple “question–answer” structure by making at least one spontaneous comment or by asking one additional question each time they practice.

to interact with others in their like topic group. act with those from other topic groups using

As they are ready, students move onSome students are soon able to interquestions from the bank as well.

their thinking.

Monsieur requires at least one practice interaction with him so that he can provide feedback based on the co-created success criteria for this task. During these assessments for learning “check-ins,” he discovers that two students are still very anxious about interacting with the Grade 8s. He encourages them to continue practicing and provides them with a recording device so that they can listen to themselves. Monsieur

notices that the two students enjoy the process and build confidence as they engage expected. nd finds that

es. Using the sations.

act successfully eflects on the confidence in

in repeated self assessment, re-recording and revising more times thanTherefore, he offers the recording devices as an option to all students amost pairs record themselves and their assessment as learning improvdevices increases the motivation to persist and the quality of the conver

As a result of both the planned and adaptive DI, all of the students interwith the Grade 8 visitors on their chosen topic. When Monsieur’s class rexperience using the success criteria, they indicate that they think theirspeaking and their ability to sustain conversations have increased.

For sample FSL oral language lessons and resources see Think Literacy: Cross Curricular Approaches, Grades 7-12 for French as a Second Language, 2004

http: //www.omlta.org/wp-content/uploads/2011/08/thinkliteracy2004.pdf http://www.omlta.org/wp-content/uploads/2011/08/thinkliteracy.pdf

**M. Bissessur previously sent a list of the topics to the Grade 8 teachers and asked them to have their students generate questionsrelated to the topics. This provideda bank of sample questions (e.g.,Combien ça coûte pour participer?Où est-ce que l’équipe voyage?).

8

Core French - Grade 11-12 Open

Supporting Students with Listening

It is the beginning of the semester and Madame Lam has a combined Core French class of Grades 11-12 Open. She plans to address the students’ wide range of prior learning experience by offering open-ended tasks and inquiry-based learning opportunities. She is gathering assessment information to refine the planning of an inquiry that will require her students to use their skills in all four strands (speaking, listening, reading and writing).

To learn more about her students’ strengths in each strand, Madame has them complete a survey that she created by adapting some “Can do” statements from the Association of Language Testers (ALTE) in the Common European Framework of Reference for Languages. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

During the discussion of the survey results, the students explain that they feel confident in reading and writing, especially when given a choice of topics and formats. They say that personally relevant spoken interactions with less focus on “correctness” and more focus on communicating messages helps their speaking fluency. The survey results and

onsistently identify the listening strand as their

about what helps and prevents them from feeling the students say that they are not confident when dicate that the pace and sometimes the accents

nderstand. They add that listening to the same mprehend better.

Based on the survey and the conversations, Madame and the class agree that their learning goal is to determine the meaning of an authentic oral text in order to gather information about a specific topic. Madame decides to increase the integration of listening skills into the inquiry so that students will now be required to extract information from at least three text forms: social media, a written source and an oral text.

conversation indicate that students cgreatest area of need.

When prompted to be more precise confident about their listening skills, listening to authentic French. They inof the speakers make it difficult to uoral text several times helps them co

Before beginning their own inquiries, students work through a “practice” task with Madame, using Michaëlle Jean as an example of a francophone who has had a positive impact. Madame chooses an appropriate clip from a television interview so the students can apply a variety of before, during and after listening strategies to comprehend and gather information from it.

Before Écoute 1, Madame helps the students review listening strategies, build their knowledge about Michaëlle Jean and predict questions that might be asked in the interview. During listening they focus on confirming their predictions and understanding the big ideas. After listening, students discuss the “gist” of the conversation and the listening strategies they used.

Inquiry QuestionHow have various francophones contributed to their culture and the world?

See Guiding Questions for Educators on p. 10

Overall Expectation Core French, Grade 11 A1 Listening to Understand

Determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies TheOntario Curriculum,Grades 9-12: FSL (Grade 11 Core), 2014,p. 155

…perception of difficultywill vary from student tostudent, even for studentswho are judged to beat a similar proficiencylevel. For this reason, it isvery important to engagestudents directly in theprocess of determiningwhat makes tasks difficultfor them.Listening to Learn, p. 9

METACOGNITION

QUESTIONINGSTRATEGY

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The Grade 11scenario highlightsthe metacognitioncomponent ofadolescent literacy.Adolescent Literacy Guide, revised 2016, p. 31

… students need to “become more fully aware of their strengths and weaknesses and to play an active role in their learning that will enable them to becomemore autonomous”Communicative to Action-oriented: A Research Pathway, p. 52

9

French programs should provide many cognitively challenging opportunities for students to engage in listening activities.Ontario Curriculum, Grades 9-12: French as a Second Language, 2014, p. 23

Next, Madame explains six factors (purpose, pace, supports, topic, accent/register and complexity) that can make listening challenging for learners Students deepen their understanding of listening comprehension as they describe their strengths and needs in terms of the factors.

Students individually use the dials (see margin) to indicate the degree of difficulty they have with each factor during Écoute 1. The class tallies the number of students who had difficulty with each factor and notes the greatest challenges for this oral text.

Based on the tally results, the students form small groups with others who identified the same factor as a challenge. Before Écoute 2, the groups select and note listening strategies to help them address their specific challenging factor(s). During Écoute 2, they apply the listening strategies and note information about Michaëlle Jean. After Écoute 2, in their groups, students discuss how effective their strategies were in addressing their identified need and share the information they gathered. Madame then debriefs the strategies used with the whole class and consolidates the learning about Michaëlle Jean.

To determine next steps, Madame conducts a quick “feux de circulation” (Traffic Light) assessment to have students indicate the degree of difficulty they are having with this listening task. The students regroup at three levels of readiness so that the pace, complexity and degree of independence can be differentiated:

• Red group – • teacher-guided • listening on a third

Écoute of the same clip•

• Yellow group –listening to the remaining interview with Michaëlle Jean

• Green group – a longer chunk or a more complex video

As a result of the differentiated support with listening, the students say they are better at using listening strategies to determine the meaning of an authentic French text. Madame notices that they have more confidence and can approach a listening task from various entry points.

Differentiating Listening TasksA listening task can be differentiated to address the interests, readiness and learning preferences of learners by varying the:

Ways of Learning Ways ofEntry Point / Topic and Conditions Demonstrating

for Learning Learning

• cognitive or organizational • number of “écoutes” • complexity of response

complexity of the passage • amount and type of support (e.g., retell, infer)

• length/amount of information provided before, during and after • length of the response

• the degree of (un)predictability • the approach to the task • type of output

• speakers’ accents and speed (e.g., alone or in pairs) (e.g., oral, written)

• available cues (e.g., gestures, • amount of prompting

charts, images) • context (e.g., teacher-student

conference, peer to peer)

Adapted from the CEFR pp. 159-167

Six ListeningChallenge Factors

Listening to Learn: A Differentiated Approach to Teach Listening in Core, Extended, and French Immersion http://csc.immix.ca/files/storage/3737/1446826361/Listening-to-Learn-2015-can EN.pdf

10

Guiding Questions for Educators

Consider the following questions while reading the scenarios:√ What components of the Complexity of Learning and Teaching graphic are present

in the scenario?√ In what ways does the teacher assess to uncover the interests, preferences and

learning strengths and needs of his/her students? What other ways of assessing could be considered?

√ What were the teacher’s plans for a differentiated response? How did teachers differentiate their response in the moment – during learning? What other ways of responding could be considered?

√ How did the teacher incorporate the four key features of differentiated instruction (See chart p. 3)?

References

CEFR-inspired Classroom Practices Viewer’s Guide. (2013).

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: University Press.

Curriculum Services Canada. (2015). French as a Second Language (FSL) Listening to Learn: A Differentiated Approach to Teach Listening in Core, Extended, and French Immersion.

Curriculum Services Canada. French as a Second Language (FSL) A Guide to Reflective Practice for Core French Teachers, Module 3 The Action-Oriented Approach.

Ontario Ministry of Education:

Achieving Excellence: A Renewed Vision for Education in Ontario, (2014)

Adolescent Literacy Guide, (2016)

Differentiated Instruction Educator’s Package, (2016)

Including Students with Special Education Needs in French as a Second Language Programs, A Guide for Ontario Schools, (2015)

Stepping Stones, A Resource on Youth Development, (2012)

The Ontario Curriculum, French as a Second Language: Core French Grades 4-8; Extended French Grades 4-8; French Immersion Grades 1-8, (2013)

The Ontario Curriculum, Grades 9-12: French as a Second Language: Core French, Extended French and French Immersion, (2014)

Tracer son itinéraire vers la réussite (Creating Pathways to Success), (2013)

Welcoming English Language Learners into French as a Second Language Programs, (2016)

Parsons, S.A., Dodman, S.L., & Burrowbridge, S.C. (2013). “Broadening the View of Differentiated Instruction.” Phi Delta Kappan, 95(1), 38-42.

Piccardo, Dr. Enrica. (2014). From Communicative to Action-Oriented: A Research Pathway, Curriculum Services Canada.

This resourcefrom the StudentAchievement Divisionwas developed incollaboration with theField Services Branchand the Curriculumand Assessment PolicyBranch of the OntarioMinistry of Education.

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