Meeting your new Open Authoring resource tool! This short video walks you through how to create a resource with the new tool and compares this new tool to the old options.

A step-by-step process for creating a new resource in The Resource Bank using Open Author.

Screen captures will walk you through adding your resource!

Social and emotional skills development is quickly taking center stage alongside cognitive skills, technical skills, and content knowledge in both the classroom and the workforce. Use this path to learn the fundamentals of how technology helps support social emotional learning in the classroom. Creating a strong community begins with mindfulness. It continues by supporting students through the use of social emotional learning techniques. Flipgrid helps engage students in meaningful ways through reflection activities. Lastly, we tie it all together by empowering educators in the hybrid classroom environment.
The course offers an overview of now various Microsoft products can assist teachers in developing social and emotional skills in their students: Minecraft, Teams, Flipgrid, Sway, OneNote, Reflect.

"ThingLink is an award-winning education technology platform that makes it easy to augment images, videos, and virtual tours with additional information and links. Over 4 million teachers and students use ThingLink for creating accessible, visual learning experiences in the cloud."

Outcome: CR3.2 Respond to arts expressions that use the environment (natural, constructed, imagined) as inspiration. Indicator: E. Create an arts expression in response to, or in the same style as, a professional artists and identify connections to the original work. Assessment: For this lesson I used formative assessment. I was able to observe students strategies when completing their art work and assess them based on their knowledge of what they were producing. 1) Can the student identify the different textures within the original artwork. 2) Can the student use this knowledge to recreate these textures within their response to the original. 3) Can the student make comparisons and connections with their own response and the original art work. Based on this formative assessment I was able to supplement for students that were lacking the above criteria. I was able to put them into small groups so they were able to collaborate with each other and follow a direct step by step process to complete the artwork. Within the groups we discussed each step and identified the above criteria together.

This lesson introduces the concept of Ňglance mediaÓ through an analysis of billboards. Students apply design concepts by creating a slide presentation to accompany an existing historical speech.

This activity allows students to connect stories and myths they read to actual objects they make by hand. Each product (canoe) varied based on the students’ interpretation of the instructions/pattern of canoe building. Supporting this, students viewed a Birch Bark harvest video.

I decided that we would collaborate and think creatively in our own classroom. We brainstormed on the SMART board and created KWL charts about each organ: the brain, the heart, and the lungs. From there I decided to use a board game as their assessment. Together again we created a SMART board list of what things needed to be included in a board game. After that I printed off the list and they had to fill it out. Once they had filled out all of the required areas they were allowed to start creating their board games. They used items from both school and home to develop their board games. We have a class set of laptops so they we eager to use those to type out instructions and rules. Once we were all finished our games we set out to play them. The students assessed each other’s games based on a 5 point rubric. They had a blast and learned a lot too!

Students view examples of blogs, learn the basic elements of blog creation, and then create a blog from the perspective of a fictional character.

Students work together to create classroom rules by brainstorming why they are at school and what they need while they are there.

Students create poetry collections with the theme of ńgetting to know each other.î They study and then write a variety of forms of poetry to include in their collections.

Students interview family members, and then create graphic family timelines based on important and memorable family events.

The students will be able to identify food groups and healthy food options.

Students explore the motivation behind charactersŐ actions in "To Kill A Mockingbird" by creating psychological profiles for characters from the novel.

This series of activities is designed to teach research strategies. Students use KWL charts to guide their inquiry and publish their results in a collaborative question and answer book.

After a mini unit on pencil sketching, have students sketch a Saskatchewan scene. Be sure students do not include a lot of detail. Next photocopy the picture and use primary colors to paint the picture. Allow the students to use the paints to create secondary colors. Paint the second picture (photocopied) using only these created secondary colors. Display these two art samples and look at and discuss the various Saskatchewan Art created and have a discussion about the colors.

Summary:
-after a mini unit on pencil sketching, have students sketch a Saskatchewan scene. Be sure students do not include a lot of detail.
-photocopy the sketch
-use primary colours to paint the picture
-allow the students to use the paints to create secondary colours
-paint the second picture using only the secondary colours.
-display the two art samples
-look at and discuss various Sk art and talk about colours
Outcomes:
CP6.11 Investigate and use visual art forms, images, and art-making process to express ideas about identity.
CP6.12 Demonstrate increased skills and problem-solving abilities in a variety of visual art media.
CR6.3 Examine arts expressions and artists of various times and places.

This unit teaches students to identify the persuasive techniques used by
advertisers to entice you to buy their products. Students learn to evaluate the
messages they are hearing, differentiate facts and opinions, and determine their
own opinions. I use this unit to lead into persuasive writing.

Students will develop skills needed to work independently and with a group
within Problem Based Work. The skills centered around 21st Century
Competencies and work skills desired by employers. Five skills which will be
learnt, discussed, reflected upon, and executed include: leadership, problem
solving, teamwork, time management and communication.

Students write authentic newspaper stories, including learning about various aspects of newspapers, such as writing an article, online articles, newspaper reading habits, and layout and design techniques.