Learn how to get the micro:bit working, program its features and create your first projects.

The BBC micro:bit is a pocket-sized computer that introduces you to how software and hardware work together. It has an LED light display, buttons, sensors and many input/output features that, when programmed, let it interact with you and your world.

Computing in your classroom - The micro:bit makes it easy to have immediate success with coding. It’s great for simple, tangible introductions to digital and computing technologies. Helping students learn what digital and computing technologies are and how they work.

"Learn new skills, discover classroom activities and earn badges and certificates!"

This amazing resource has content and courses and a variety of learning paths for teachers. There are great lessons you can learn with your kids, or you can go here to develop the skills you need to infuse technology into your classroom successfully.

Intro courses include Minecraft, blended learning, personalized learning, and student voice. Also available are learning to use applications such as Forms, OneNote, etc.

This will also connect you to Skype in the Classroom to literally make the world your classroom!

Find short videos to support for what you need for Microsoft Teams here.

The Translator for Education site provides free resources, tools, and how-to guides for live captioning and translation in the classroom. Schools are increasingly diverse. Teachers manage many types of learners, including students who are deaf or hard of hearing (DHH) who require assistive technology, and language learners (and their parents) who may not speak or understand the language of the classroom well. Microsoft Translator helps bridge these communication gaps, supporting accessible classroom learning with live captioning, cross-language understanding, and even multilingual casual conversations to help with student integration.

This is a collection of resources to be used for the purpose of strengthening students' organizational skills to help them take more ownership of their own learning. We have included possible resources for tracking assignment submission, study skills, and goal-setting.

Middle Years Inquiry Guidebook.
A resource guide for beginning the inquiry process with your students. Links to many resources and mini-lesson ideas.
Resources included:
- Brainstorming & forming research questions
- Skimming & Scanning
- Online Research Skills
- Note taking & paraphrasing
- Embedding quotations
- In text citations & works cited

The resource was designed for anyone who teaches Mi’kmaw history, culture and knowledge. Through the stories and knowledge of Mi’kmaw Elders, educators, and other experts, this volume will share content and teaching strategies for three subject areas for grades primary to nine:
- Welo'ltimk—Healing
- Kejitasimkewey Kiskuk—Contemporary Issues
- Netukulimk—Economic, Social, and Political Life

The content and strategies are grouped into three age ranges, Primary to Grade 3, Grades 4 to 6, and Grades 7 to 9, with specific topics shown below. For each topic, educators will find: • core themes and issues • an opening activity(ies) • a core activity • extension activities • curriculum outcomes

The downloadable resource and companion materials offer the following lessons and activities:
Primary to Grade 3: Expressing Emotion, Mawio’mi (gathering), Msit No’kmaq (we are all related)
Grades 4 to 6: Diversity and Awareness, Treaties, Traditional Knowledge
Grades 7 to 9: Indian Residential School, Land Loss and Displacement, Netukulimk and Mi’kma’ki

This fall the grade K-4 teachers at our school decided to introduce mindfulness and the zones of regulation into our classrooms. We went to a workshop on the topic and were able to learn a lot. We thought that there were some specific students who would benefit from having tools to help them to cope with their day to day stresses, but also, that the student population as a whole could benefit from this.

Carol Dweck
Lewis and Virginia Eaton Professor of Psychology, Department of Psychology, Stanford University

Carol Dweck's research shows that students' "mindsets about their intelligence"--whether they believe it is a fixed or a malleable quality--guide their motivation and learning. Dweck reveals how praising students' intelligence can undermine motivation and learning and how an intervention in the schools that changes students' mindsets creates rapid changes in their motivation and grades. Finally, she shows how the mindsets have broad application to business, sports, conflict resolution, and health.

The Lyle Lanier Lecture

Hosted by: Department of Psychology

« Vidéos et jeux éducatifs pour les enfants de 2 à 8 ans. »

De nombreuses séries et jeux produits par TFO:

« Que ce soit par sa chaîne de télévision éducative, sa plateforme de diffusion numérique TFO.org, par l’entremise de la franchise d’information ONFR, de la plateforme de contenu éducatif IDÉLLO, ou encore de l’application d’apprentissage de la lecture Boukili, TFO met à la disposition des francophones et des francophiles de l’Ontario et des autres communautés de langue officielle en situation minoritaire des milliers de contenus éducatifs et inclusifs de haute qualité en français. »

This novel study was completed by embedding the principles of structured literacy with reading and writing activities for both sides of Scarborough's Reading Rope.  The ELA is a guide to personalize based upon the needs of your students. Aligning to a Saskatchewan theme, the students will also make connections to Indigenous Perspectives and the mistasiniy found in the prairies.  The driving question, "How are we all connected to the land", introduces a variety of resources connected to the story focused on all areas of education. 

For 30 years, Afghanistan has been at the center of armed conflict, from the Soviet-Afghan War beginning in 1979 to the Taliban consolidation of power in the 1990s to the U.S.-led military intervention after September 11, 2001. How have Afghan people and leaders responded to events? The activities presented here provide students with a deeper look at what war has meant for Afghans Đ how they have lived, represented events, and attempted to rebuild their country. The monument of a tank in Herat with triumphant local soldiers offers a glimpse of both anti-Soviet and anti-Taliban feeling in one region of Afghanistan, and calls upon us to consider what messages monuments send. The trailer from the film Brewing Tea in a Kettle of War examines how the Provincial Reconstruction Team and the National Solidarity Program operated in Afghanistan and how reconstruction efforts are negotiated in the aftermath of conflict. The inclusion of weaponry and war motifs in women's traditional Afghan carpets shows how violence has permeated the society and even gained its own market niche. These sources bring us closer to Afghan perspectives on events than textbooks and news stories tend to do.

Mole Day occurs on October 23 and/or on June 2, once per semester! Take the opportunity to make the mole fun by celebrating.

On Mole Day, have a celebration, pledge allegiance to the mole, sings songs, show videos, and present what they did to earn the points, all while snacking on mole foods! Invite your administration, and have the students teach them about the mole and it’s applications in Chemistry.

Every student in Ms. Montgomerys class draws a picture of a monster and then writes a descriptive paragraph about it. Ms. Hoover then connects this class with another via video conference. This new class must now draw pictures based on the descriptions from the first class, who are now very aware of the importance of details in descriptive writing.

This PDF is a downloadable lesson to accompany "A Monster at School" by Amanda Huneke.
The lesson includes the following literacy focuses:
- Reading comprehension (making predictions, making connections)
- Phonological awareness (rhyming words)
- Fluency (read with expression)

Consider following the author on Facebook for other ideas @ https://www.facebook.com/richards.lovingliteracy/

This short recorded webinar explains what morphology is and how we can infuse these strategies into our classrooms to support reading, specifically word solving.

High-probability requests are one feasible classroom technique that can be effective in motivating students to engage in assigned classwork (Lee, 2006). The teacher first identifies an academic activity in which the student historically shows a low probability of completing because of non-compliance. The teacher then embeds within that low-probability activity an introductory series of simple, brief 'high-probability' requests or tasks that this same student has an established track record of completing (Belfiore, Basile, & Lee, 2008).

Profile of a Student with This Motivation Problem: The student lacks essential skills required to do the task. Areas of deficit might include basic academic skills, cognitive strategies, and academic-enabler skills. Here are teacher behaviors to help fix this motivation problem.

Although the student has the required skills to complete the assigned work, he or she perceives the ‘effort’ needed to do so to be so great that the student loses motivation. Learn teacher behaviors to fix this motivation problem.