Looking for an alternative to the traditional mad minute? These files involve either the SMART Board or an overhead projector.
Site du CCDMD plein de ressources pédagogiques utiles à l'enseignement du français!
Introduction to the Seven Core Patterns:RuminatingCatastrophizingDoomsday Language / Global ThinkingInner Isolation and DisconnectionIrritabilityOverwhelm!Self-Care vs. Self-Medication
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The very basics of French, as though you have just arrived in a French-speaking country. Instructions are in English.
Topics include:
-Greetings
-Hobbies
-Accommodation
-Meals
-Work
-Health
-Trips
Apprendre le français has many more units and lesson sequences, aligned with the Common European Framework of Reference for Languages, but the language of instruction is more often in French: https://apprendre.tv5monde.com/en
Found herein are activities that encourage practicing metacognition and thinking and learning.
Assessment Checklist
What students say...
What students do...
What students produce...
Type of assessment, What it assesses, What it looks like in the science classroom
The following information has been created to assist SBA and teachers to understand the shift to the 4 point assessment scale, and reporting on Factors Affecting Student Achievement (FASA) and how they relate to 21st Century Competencies.
Factors or Events
Changes and Continuity
Progress and Decline
1. Not yet within Expections
2. Minimally Meets Expectations
3. Fully Meets Expectations
4. Exceeds Expectations
Rubric for Final Guitar Design
This five-point rubric assesses the following aspects of historical thinking:
Establishes/Argues Position
Citing Evidence
Corroboration
Assessing Account Status
Contextualization
The following rubrics (in English & French) represent an evaluation system for objects (resources) found within the Resource Bank. An object could include images, books, lessons, units, assessments, and more. For this evaluation, any component that can exist as a stand-alone qualifies as an object. The rubrics in this packet can be applied across content areas and object types.
Students will answer the following multiple-choice questions regarding how microeconomic principles can really impact how individuals make financial decisions. A presentation is attached with some definitions and information that may assisst with completing this assignment. Answer key can be found in the Teacher Only Discussion section of the Resource Bank. https://resourcebank.ca/groups/financial-literacy-teachers/254/discussions/
Answer the following questions in complete sentences regarding how microeconomic principles can really impact how individuals make financial decisions.
Module 33 MacroeconomicsAssignment Instructions: Answer the following questions regarding how macroeconomic principles can really impact how individuals make financial decisions.
Authentic assessment is the process of gathering evidence and documenting a student’s learning and growth in an authentic context. Authentic assessment, unlike traditional assessment, is used to evaluate the individual student.
Our brains have an alarm system that works all on its own. It is called the amygdala, and when the amygdala fires off its alarm system we tend to listen. Which is great if we are actually in a fire, or actually being chased by a large wild animal, or actually our life is indeed in danger! However, for the most part, often our amygdala fires when we are NOT in any real kind of danger. For instance:
Talking to a person we don’t know, is NOT life threatening.
Ordering a meal in a restaurant, is NOT life threatening.
Writing a test, is NOT life threatening.
Making eye contact with someone, is NOT life threatening.
However, when we have anxiety our brain activates our amygdala and we respond with body sensations and thoughts that make us believe they just might be! The amygdala is a small almond shaped organ in our brain that processes our memory, our decision-making response and our emotional responses. It is part of our nervous system, and all too often it is working over-time.
To handle worry and anxiety we need to teach our brain to NOT turn on the alarm system. (The best part about a brain is that it is very capable of changing the way it thinks! This is called neuroplasticity.). We need to tell our brain:
- I am willing to feel UNcomfortable.
- I am willing to feel unsure and to NOT know what might happen next.
- I am willing to use my courage and do what I might not want to do.
- I can handle it if things do not go just perfect.
- I am okay with NOT knowing how things are going to turn out.
By saying this in our mind and by doing this we can change the response our brain makes. It will take time and constant repetition…but it can be accomplished. We can actually make a new neuropathway in our brain so that it no longer ‘fires up panic’ when we do things. It is like making a new walking path across the grass. Eventually, if we stay on the same new path, the old one fills in and a new path begins to appear.
The following is a poster on "What a Good Listener, Reader, Viewer does Before/During/ After Listening, Reading and Viewing".
The following are three posters on "What Good Speakers, Writers and Presenters do Before/During/After Speaking, Writing and Presenting".