Social and emotional skills development is quickly taking center stage alongside cognitive …
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.
Outcome: CR3.2 Respond to arts expressions that use the environment (natural, constructed, …
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 activity allows students to connect stories and myths they read to …
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 …
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!
After a mini unit on pencil sketching, have students sketch a Saskatchewan …
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 …
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 …
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 …
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 will observe images of gardens, visualizing and imagining the shapes, colors, …
Students will observe images of gardens, visualizing and imagining the shapes, colors, textures, sounds, and smells of the plants, flowers, and other objects in a garden. They will also write about and sketch their observations. Students will then design and create a model of their own imagined garden.
Our classrooms must be meaningful, relevant, and fun. The Playful Classroom shows …
Our classrooms must be meaningful, relevant, and fun.
The Playful Classroom shows readers how to reconnect with students, parents, and your profession. In this mini course, join The Playful Classroom co-author Jed Dearybury as he takes you through some of the best take-aways from the book.
You'll see the research behind the power of play. You'll see some real-life examples you can use right away. You'll learn how to continue growing in your ability to create a playful classroom. This FREE mini course includes an hour of video instruction from Jed himself as well as additional resources and a certificate of completion for ONE HOUR of professional development credit.
The accompanying book can be purchased at: https://theplayfulclassroom.com/
The following presentation and resource was used to help create a shared …
The following presentation and resource was used to help create a shared vision with Sun West Triads (Administor, PeBL Mentor & Student Support Teacher).
Summary: In partners, students researched schools and critically decided how they learn …
Summary: In partners, students researched schools and critically decided how they learn best and designed a school to meet their needs.
Lesson Plan: Creating the School of Your Dreams!
Introduction:The Saskatchewan Government has pledged to build 18 new schools in Saskatchewan. You have been selected to be a part of the design process for one of these schools. You must consider that everyone learns differently and has their own opinion on what the best parts of the school are. Your task is to come up with a proposal for the design team of a school that meets your needs and would allow you to learn to your full potential. Your school must still fulfill the requirements for a proper education to take place. You have an unlimited budget. What would you include in your school? Everyone learns differently and has their own opinion on what the best parts of the school are. Your task is to design a school that meets your needs and would allow you to learn to your full potential. You have an unlimited budget. What would you include in your school?
Graphic organizers assist the development of comparative vocabulary and generate discussions of …
Graphic organizers assist the development of comparative vocabulary and generate discussions of analogy and metaphor in art as students go on a real or virtual tour of an art gallery.
Students choose a novel that is appropriate to their reading level (teacher-approved). …
Students choose a novel that is appropriate to their reading level (teacher-approved). They read it in ELA/during DEAR time. I set a date that they needed to be finished reading by so they could estimate where they needed to be at by the end of each week. When they finished reading, they used Bristol board to create a “puzzle” for their novel. Each piece of the puzzle contained a written description of information. On the opposite side, students draw a different cover for their novel that shows an important event or setting. You can upload the picture to a website to create it as an online puzzle for friends to complete! After, I had them cut the actual Bristol board into the 6 puzzle shapes, as you can see in the examples I included on the subsequent pages.
I wanted to give my grade 9 students the opportunity to show …
I wanted to give my grade 9 students the opportunity to show me how they interpret and understand the periodic table. I wanted to come up with a creative and fun way for them to display their knowledge. I attended an amazing session at FETC in Orlando called “Storytelling For The Youtube Generation” that showcased the many opportunities to use popular youtube videos as educational tools (Check out Steve Dembo for more information - he has some great prezis). So I decided to give my students the opportunity to teach me about the periodic table as if I had no prior knowledge by creating videos based off of viral videos.
Click "Take the test" in the bottom left corner to get started. …
Click "Take the test" in the bottom left corner to get started.
A short and quirky personality style test created by Adobe to showcase varieties of creativity.
The quiz will outline your creative strengths, untapped potential and your ideal way of contributing. For example "The Artist" has the strength of being able to bring ideas and concepts to life; but untapped is fearlessness in expression and this person make a good producer.
Types are the artist, thinker, adventurer, maker, producer, dreamer, innovator, and visionary. Each type includes a goofy animated character that represents the type, there is a description of each type, and who they work best with.
This would be a great addition to a learner profile, or to explore when examining creativity. We can all be creative - just in different ways. This is a great way to illustrate that and spark some rich discussion in your classroom!
This resource includes assignments/hand outs on the following: -Writing poetry -Writing fiction …
This resource includes assignments/hand outs on the following: -Writing poetry -Writing fiction -Writing nonfiction -Creative writing -Peer editing hand out
Students will choose a Canadian historical event, research it thoroughly, and then …
Students will choose a Canadian historical event, research it thoroughly, and then write a story based on the event placing themselves or a fictitious character(s) within the historical event. Their story will include the historical event setting and characteristics that describe the specific time period and event in history. By reading and analyzing texts and photos of the event they chose, students will gather the background information needed to create their own story. Learning will be enhanced by technology infusion and the incorporation of 21 Century learning competencies. Students will make a “Historical Moment” advertisement for TV using green screen technology as a method of promoting their historical story.
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