Meteor is an educational tool kit created by Doctors Without Borders to teach students about humanitarian work and the situations Doctors Without Borders’ aid workers face. Students can use role play to put themselves in the shoes of a team member of Doctors Without Borders (doctor, nurse, logistician, etc.) and respond to different emergency situations such as armed conflict or natural disasters.

With some slight adaptations, this module can be completed without the use of tech.

This kit will be downloaded from the BCTF site.

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.

This assessment allows students and adults to explore if their mindset is fixed or a growth mindset.

This information could be useful when developing learner profiles for students.

This information could help provide the information needed to shift students from a fixed to a growth mindset in your classroom.

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

This lesson provides everything you need (from the inspiration, anchor, lesson, templates, examples) to create meaningful and beautiful poems for mothers, fathers, teachers or anyone meaningful in your students' life!

Younger students - could do this together as a class or in groups.
Elementary and middle years - could write an example together, then write their own
Older students - could write these independently and pick a more complex comparison

Madeline Noonan starts every class day with a morning meeting. Students use vocabulary to describe how they're feeling, practice speaking in front of peers, and gain trust by sharing a little about themselves. A daily "greeting" adds a bit of fun.

Find out what your students truly value and have them reflect on it themselves using this printable from CharacterLab. (Grades 6–12)

his video will explain Sun West's third pillar: skills and knowledge. This video was made in 2017.

This assignment is good to use after exploring the Gratitude Journal or Growth Mindset activites. This has students write about someone who is influenciat in their lives. They can choose someone who they know, or historical / cultural role models. 

It is important to keep track of the good things that happen in your life. Use this calendar/chart to do so. It includes:
- What was the experience?
- What moods, feelings, and thoughts accompanied this event?
- How did your body feel, in detail, during this experience? (example: light or relaxed
- Were you aware of your pleasant feelings while the event was happening
- What body sensations, emotions, or thoughts are you experiencing now as you write about the event?

This site offers toddler and preschool age ideas .

Preschool Inspirations offers movement aids in self-regulation and supports the brain to be in the optimal zone for learning. Not all families may be comfortable with yoga for their children so consider offering more than one option for movement to promote well-being and learning.

I. Introduction ...............................................................................................................................................5
II. Understanding Competency-Based Education ...............................................................................9
A. Readiness for College, Career and Life: The Purpose of K-12 Public Education Today .................10
B. How Does Competency-Based Education Differ from the Traditional System of Education? .....12
C. Competency-Based Education and Personalized Learning Go Hand in Hand ................................22
III. Sixteen Quality Design Principles .....................................................................................................25
A. Purpose and Culture Design Principles ........................................................................................................30
#1 Purpose-Driven ...................................................................................................................................................... 31
#2 Commit to Equity ..................................................................................................................................................37
#3 Nurture a Culture of Learning and Inclusivity .................................................................................................41
#4 Foster the Development of a Growth Mindset ...............................................................................................45
#5 Cultivate Empowering and Distributed Leadership ........................................................................................48
B. Teaching and Learning Design Principles...................................................................................................53
#6 Base School Design and Pedagogy on Learning Sciences ...........................................................................54
#7 Activate Student Agency and Ownership ..........................................................................................................59
#8 Design for the Development of Rigorous Higher-Level Skills ......................................................................63
#9 Ensure Responsiveness .........................................................................................................................................66
C. Structure Design Principles .............................................................................................................................70
#10 Seek Intentionality and Alignment ....................................................................................................................71
#11 Establish Mechanisms to Ensure Consistency and Reliability .....................................................................77
#12 Maximize Transparency .......................................................................................................................................81
#13 Invest in Educators as Learners .........................................................................................................................87
#14 Increase Organizational Flexibility ....................................................................................................................92
#15 Develop Processes for Ongoing Continuous Improvement and Organizational Learning .................96
#16 Advance Upon Demonstrated Mastery ...........................................................................................................99
IV. Conclusion .............................................................................................................................................105
V. Glossary ...................................................................................................................................................107
VI. About the Authors .................................................................................................................................113
VII. Endnotes ..................................................................................................................................................115

Check out these great video/curricular resources for Grade 4. The ROVER videos all indicate the curriculum outcomes that they address.

ROVER (Recommended Online Video Education Resources) is a video streaming service for Saskatchewan teachers and students in the PreK-12 education system. It is managed and maintained by the Saskatchewan Ministry of Education. ROVER is a video-on-demand service that provides teachers and students with the convenience of immediate access to streamed, educational videos that support curricula.

This site also offers all of the curriculum documents for all grade levels.

If you are unable to access the site, it may be because a Saskatchewan Ministry of Education Blackboard login is required. All students have an Edonline account, so contact your child's school or the Ministry of Education’s Support Desk at 1-866-933-8333 or email at stans@gov.sk.ca for login information. Your child's student number will be required.

A great number of awesome ideas for how to make random acts of kindness part of your life!

There are some amazing ideas here!

Find amazing resources for Random Acts of Kindness including:

RAK Calendars for each month

Posters
Bookmarks
Bingo
Colouring
& more!

This graphic organizer allows students to decide if a risk is worth taking. Risk taking is an important part of self-management or regulation.

Let your students set their own SMART goals, keeping them accountable and determined, with achievable outcomes.

An editable rubric you can use to have students self-assess their grit.

You can edit it to match the age of the students.

Game Changers Playbook is made for educators and students to address mental health and well-being in our schools and communities. The playbook is a collection of ministry reviewed mental health resources that are evidence-based and curriculum linked. Resources provided in the playbook are manageable, user-friendly and connect to actions within the Provincial Education Plan’s Mental Health and Well-being priority.

The Ministry of Education and the Saskatchewan Roughrider Foundation have partnered again this off season to provide the Game Changers Playbook to educators and students. The playbook is a collection of ministry reviewed mental health resources that are evidence-based and curriculum linked. Resources provided in the playbook are manageable, user-friendly and connect to actions within the Provincial Education Plan’s Mental Health and Well-being priority.

Together with the Foundation, the following leading youth mental wellness organizations are providing resources to all schools in the province for no cost. Schools can book a session with one or more of the organizations listed below or apply for a youth grant through the Game Changers Playbook web page.

*Saskatchewan Roughrider Foundation – Win With Wellness Player Presentation Series
*Strong Kids Strong Minds, Psychology Canada – Kids Have Stress Too! and Stress Lessons
*Kids Help Phone – Counsellor in the Classroom
*SaskTel – Be Kind Online Youth Grant

Also available for registration is the Rider Reading Program which brings player ambassadors into Saskatchewan schools to promote literacy and positive feelings towards daily reading.

Contact: marnie.forsberg@saskriders.com

"The BEST Self-Direction Toolkit is a collection of resources for teachers to use in the classroom for instruction and assessment that focuses on self-direction. The toolkit includes the self-direction rubric, self-direction activities and targeted resources for teachers. All tools are designed by teachers and tested in the classroom."

The kit includes activities, self reflections/assessments, rubrics and more!