This webinar is from the Let's Talk Science - A New Digital Literacy Summit. This is a recording of the Keynote speaker Dr. Alec Couros.

"A small group of dedicated volunteers organized a Virtual OAME conference in May, 2020, FREE of charge, and open to ALL educators. The Virtual OAME conference includes pre-recorded sessions to view on-demand, as well as a set of live sessions from Wednesday to Saturday, May 6th - 9th, 2020, which will also be recorded.

These recordings are now freely available."

There are some amazing sessions available here on demand related to Mathematics education.

This PD choice board was developed by Ditch That Textbook!

This is a great way to plan to some fun and interesting professional development that will benefit your students!

These webinars are a collection of ideas from teachers all over the world sharing what is working best for them right now with school closures.

Each grade grouping has a webinar and a set of slides.

This response-cost strategy is appropriate for younger students who are verbally defiant and non-compliant with the teacher. (See the related Hints for Using... column for tips on how to tailor this intervention idea for older students.)

Some students thrive on peer attention-and will do whatever they have to in order to get it. These students may even attempt intentionally to irritate their classmates in an attempt to be noticed. When students bother others to get attention, though, they often find themselves socially isolated and without friends. In addition, teachers may discover that they must surrender valuable instructional time to mediate conflicts that were triggered by students seeking negative peer attention.
Positive Peer Reporting is a clever classwide intervention strategy that was designed to address the socially rejected child who disrupts the class by seeking negative attention. Classmates earn points toward rewards for praising the problem student. The intervention appears to work because it gives the rejected student an incentive to act appropriately for positive attention and also encourages other students to note the target student's good behaviors rather than simply focusing on negative actions. Another useful side effect of positive peer reporting is that it gives all children in the classroom a chance to praise others-a useful skill for them to master! The Positive Peer Reporting strategy presented here is adapted from Ervin, Miller, & Friman (1996).

These pre-recorded videos will provide teachers with the framework needed to complete an inquiry-based project with their students.

There are videos for each of the grade groups: K-3, 4-6, 7-8, plus a video on teacher professional learning.

Students can be motivated to improve classroom behaviors if they have both a clear roadmap of the teacher's behavioral expectations and incentives to work toward those behavioral goals. This modified version of Check-In/Check-Out (CI/CO) is a simple behavioral intervention package designed for use during a single 30- to 90-minute classroom period (Dart, Cook, Collins, Gresham & Chenier, 2012). The teacher checks in with the student to set behavioral goals at the start of the period, then checks out with the student at the close of the period to rate that student's conduct and award points or other incentives earned for attaining behavioral goal(s).

The Color Wheel is one solution that enforces uniform group expectations for conduct while also responding flexibly to the differing behavioral demands of diverse learning activities. This classwide intervention divides all activities into 3 categories and links each category to a color: green for free time/ low-structure activities; yellow for large- or small-group instruction/independent work; and red for brief transitions between activities. The student learns a short list of behavioral rules for each category and, when given a color cue, can switch quickly from one set of rules to another.

Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

In this brief, Christine Patton and Justina Wang, from Harvard Family Research Project, look at ways of helping to make the transition into kindergarten a positive experience that will serve as a foundation to help children reach their full potential throughout their school years. The brief highlights promising practices in six states—New Jersey, Georgia, Maryland, Minnesota, Virginia, and California—where local- and state-level leadership support a variety of initiatives to ensure successful transitions into kindergarten. The authors examine effective collaborative approaches in which state departments of education, advocacy organizations, school districts, early education teachers, kindergarten teachers, families, and community members work together to help kindergartners enter school ready to begin this pivotal new phase of their lives

This free course from Matt Miller of Ditch That Textbook examines the heart of what you need as an educator to move to remote learning.

"Remote Learning 101 is a FREE self-paced online course with lots of tips, ideas, resources and downloadable content to help YOU think through remote learning.

It includes:
• 14 modules on a variety of remote learning topics
• More than TWO HOURS of video instruction with me
• Downloadable planning guides to help you strategize
• A comment community with question prompts to engage in discussion
• Lifetime access"

"Based on the information provided in Renewed Curricula: Understanding Outcomes (2010), this resource may be used in professional learning workshops or meetings to provide an overview of curriculum renewal including examination of student outcomes in an area of study. The discussion questions and suggested activities included in this resource may be adapted to support individual teacher reflection and planning, subject area or grade-alike professional learning groups, an entire school staff, cluster of schools, or school division-wide in-service."

This learning can be completed individually or facilitated with a larger group.

The learning surrounds the Ministry Document "Renewed Curricula" Understanding Outcomes". This can also be found in The Resource Bank by copying and pasting this web address into your browser: https://resourcebank.ca/courses/renewed-curricula-understanding-outcomes

As a behavior-management tool, response effort seems like simple common sense: We engage less in behaviors that we find hard to accomplish. Teachers often forget, however, that response effort can be a useful part of a larger intervention plan. To put it simply, teachers can boost the chances that a student will take part in desired behaviors (e.g., completing homework or interacting appropriately with peers) by making these behaviors easy and convenient to take part in. However, if teachers want to reduce the frequency of a behavior (e.g., a child's running from the classroom), they can accomplish this by making the behavior more difficult to achieve (e.g., seating the child at the rear of the room, far from the classroom door).

Teachers often find it difficult to monitor the frequency of problem student behaviors. In this clever behavior-management strategy, the teacher uses keeps track of student behaviors using rubber-bands placed around the wrist.

Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students. However, research shows that certain techniques tend to work best with these children and youth: (1) Give the student positive teacher recognition. Even actions as simple as greeting the student daily at the classroom door or stopping by the student’s desk to ask ‘How are you doing?’ can over time turn strained relationships into positive ones. (2) Monitor the classroom frequently and intervene proactively to redirect off-task students before their mild misbehaviors escalate into more serious problems. (3) Avoid saying or doing things that are likely to anger or set off a student. Speak calmly and respectfully, for example, rather than raising your voice or using sarcasm. (4) When you must intervene with a misbehaving student, convey the message to the student that you will not tolerate the problem behavior—but that you continue to value and accept the student. (5) Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation. (6) Develop a classroom ‘crisis response plan’ to be implemented in the event that one or more students display aggressive behaviors that threaten their own safety or the safety of others. Be sure that your administrator approves this classroom crisis plan and that everyone who has a part in the plan knows his or her role. One final thought: While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students.

Hyperactive students tend to have a very high energy level, act impulsively and can be behaviorally distracting. They may fidget, play with objects, tap pencils so loudly against their desk that kids from across the room look over at them, or blurt out answers to teacher questions before the instructor is even finished asking them. When working with students who are hyperactive or impulsive, teachers should keep in mind that these students are very often completely unaware that others view their behavior as distracting or annoying. Teachers working with such children can greatly increase their own effectiveness by clearly communicating behavioral expectations to students, by encouraging and rewarding students who behave appropriately, and by being consistent and fair when responding to problem student behaviors. Here are teacher ideas for managing impulsive or hyperactive students who display problem motor or verbal behaviors:

tudents who have chronic difficulties paying attention in class face the risk of poor grades and even school failure. Inattention may be a symptom of an underlying condition such as Attention Deficit Hyperactivity Disorder. However, teachers should not overlook other possible explanations for student off-task behavior. It may be, for example, that a student who does not seem to be paying attention is actually mismatched to instruction (the work is too hard or too easy) or preoccupied by anxious thoughts. Or the student may be off-task because the teacher's lesson was poorly planned or presented in a disorganized manner. It is also important to remember that even children with ADHD are influenced by factors in their classroom setting and that these students' level of attention is at least partly determined by the learning environment. Teachers who focus on making their instruction orderly, predictable, and highly motivating find that they can generally hold the attention of most of their students most of the time.

This classwide program can help to reduce noise levels and head off disruptive behaviors before they occur.

Some students are challenging due to internal frustration, defensiveness and aggression. This resource provides teachers with appropriate responses.