Jason Monteith (he/him)

Dad, husband, HS English Teacher (Dundas Ontario), @RotmanIThink Mentor, Integrative Thinking enthusiast, reader, writer, Camp Wenonah Associate Director

[Jason Monteith (he/him) @JasonMonteith]

So proud of my Grade 10s’ thoughtful connections, examining the novel through a unique personal lens: thanks to @imperialbuster Marie Battiste & her call for students to celebrate their gifts: great texts from @JasonReynolds83 @JackieWoodson @meganefreeman #educhat

[Jason Monteith (he/him) @JasonMonteith]

@RitaBullwinkel Headshot was unbelievable: read it in one sitting. I’m going to use it for my Grade 9 novel study. Thanks for this fantastic book!

[Jason Monteith (he/him) @JasonMonteith]

@Cpachecoficial huge fan: came across this going through the Avengers Vol 2 Omnibus…always keep an eye out for the names of future creators

[Jason Monteith (he/him) @JasonMonteith]

I teach kids who would do this. @DVSS_HWDSB

[Dan Wuori @DanWuori]

You’re never too busy to show kindness to a child.

When this preschooler showed up for a race (on his pedal-less strider bike) at the local BMX park, his family discovered that he was the only one in his age group to attend.

A group of teenagers there to compete in their own age bracket provided some “competition.” And, would you believe it… the little guy won.

Be like these kids. Such goodness on display.

This lovely film via thethriftedmini on IG.

[Toronto District School Board @tdsb]

At the TDSB, we do not tell students who they should be, but welcome them as they are. Please read our statement ahead of planned demonstrations this week: https://t.co/krBd1f8sxO

[Jason Monteith (he/him) @JasonMonteith]

Okay: my brilliant grade 9 literary sleuths have found AM/PM and have shifted their inquiry away from plane crashes and towards the question of “what’s in the box?” Great fun for a Friday afternoon: thanks again

[Jason Monteith (he/him) @JasonMonteith]

@GrayAmelia my students are reading “AM:103” and want to know if the title refers to the air disaster: they are very engaged by your story…thanks! They would love to hear from its creator. All the best.

[Jason Monteith (he/him) @JasonMonteith]

This thread @colleencourt

[Jason Monteith (he/him) @JasonMonteith]

@DVSS_HWDSB

[NCTR @NCTR_UM]

Today marks the anniversary of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP).

[Jason Monteith (he/him) @JasonMonteith]

@teachergoals “Albania…Albania…”

[NCTR @NCTR_UM]

Deciding to learn more IS an act of #Reconciliation. So, join our daily lunch & learns from Sept. 25-29, and on Sept. 30th for our live broadcast from Parliament Hill for #NationalDayforTruthandReconciliation . Register: https://t.co/GDYszcOe4K @APTN #truthandreconciliation #rbc

[NCTR @NCTR_UM]

Enrich your students' understanding of #TruthAndReconciliation during #ReconciliationWeek 2023. This 5-day education series supports education curriculums, is age-appropriate and free for grades 1-12. Expand knowledge and create conversations. Register at https://t.co/xf27eSJTXp

[Jason Monteith (he/him) @JasonMonteith]

@heidi_allum I created the 4 Cs response for my students to give them a place to start when reflecting on what they’ve read: Connection, Confusion, Conclusion and from @pennykittle Craft Move #educhat

[Ibram X. Kendi @ibramxk]

Colorblindness prevents people from recognizing—and combatting—racial inequality and injustice. Which is the point.

[Jason Monteith (he/him) @JasonMonteith]

This thread… #educhat

[Rick Wormeli @rickwormeli2]

As you're thinking about classroom assessments next year, remember that we grade against criteria for standards, outcomes, learning goals, i.e., evidence of learning, NOT the vehicle used to deliver that evidence. So, unless we're teaching the assessment format itself, whether or not students do a project, test, paper, demonstration, etc is irrelevant: It's whether or not they presented evidence of their proficiency. This blows the hinges off the doors on the way to success as it opens new and meaningful ways to demonstrate mastery. There's a lot of agency here, which leads to students owning their learning. For some units of study, teachers can even ask students for proposals for how they will demonstrate the evidence of the standard. Then, as with most assessments, ask students to prove their evidence, to explain how the standard is manifested in their presentation. Gosh, this makes learning -- and teaching -- way more fun, and for students, more substantive.

[Jason Monteith (he/him) @JasonMonteith]

#educhat

[Kylene Beers @KyleneBeers]

A3 #WhenKidsCantRead is directed by IF-But-Then thinking: IF students can do this, BUT need help with this, THEN help them with this and read these chapters . . .

#liftingliteracy #g2great

[Jason Monteith (he/him) @JasonMonteith]

Finding poetry for my students as fun as hunting for the next great short story: centring voices traditionally marginalized with an occasional bone shaker like Emily Dickinson or Philip Larkin…#studentvoice defines what we expect to find when reading poems #educhat

[Jason Monteith (he/him) @JasonMonteith]

Encouraging Reflection and Metacognition with Methodology Questions

[Jason Monteith (he/him) @JasonMonteith]

Very excited to start essay analysis with my Grade 11s today: topics including Trans Panic, Indigenous Land Rights, Cancel Culture, Athletes’ Voice, Assisted Death, Deep Fakes and Parenting #educhat

[Jason Monteith (he/him) @JasonMonteith]

@AngelaStockman We use “the 4 Cs” (Connection, Confusion, Conclusion, Craft Move) as a starting point…identifying a moment in the article that caused them Confusion normalizes struggle (part of it includes explaining their process for resolving the confusion)

[Jason Monteith (he/him) @JasonMonteith]

Check out pleasures's video! #TikTok https://t.co/7JaY1qA4t6