https://www.ascd.org/el/articles/turning-teaching-upside-down
Youcubed https://www.youcubed.org/
Dr.Jo Boaler formed youcubed to give teachers, parents and students the resources and ideas they need to inspire and excite students about mathematics.
Wide Open School is a free collection of the best online learning experiences for kids curated https://wideopenschool.org/
Zones of regulation https://www.zonesofregulation.com/learn-more-about-the-zones.html
https://thelearningexchange.ca/project_category/english-language-learners/
http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf
https://www.teachontario.ca/docs/DOC-11435
Steps to English Proficiency Guide. (2015, November). Retrieved from http://www.edugains.ca/resourcesELL/Assessment/STEP/STEPUserGuide_November2015.pdf
“STEP informed the work because it gave us a platform from which to launch our journey with helping our ELL achieve their potential. Specifically, it showed us what the next “step” will be toget to the next “STEP” which enabled us to create realistic tasks, goals and success criteria to meet the Ontario Curriculum Achievement Chart and rubric.” Professional Learning Facilitator
Duolingo. (2011, November 30). Retrieved January 20, 2020, from https://www.duolingo.com/
Duolingo is an inclusive and relevant service that teaches people how to speak, read, and write in 34 different languages. While it is easily and reliably accessible without charge, it also offers a premium service for a fee. Duolingo gives everyone the chance to adapt lessons to their own learning styles and levels of skill. When someone does a quiz, they instantly get so see which answers they got correct. When a challenge is missed on the app, it explains how to improve, and tips and tricks to learn the content easier. Through duolingo, individuals get to earn virtual coins, something that can easily make young students feel included and proud, which in turn creates confidence in their abilities. Educators and students can unlock new levels in language learning, and get to watch fluency scores rise as they master new words, grammar, and phrases/sayings. This is a useful resource because ESL and ELL students can use it to succeed in learning basic English. As a teacher, I would use this app to begin to learn the basic languages of my ESL and/or ELL students. I would also use it to help my students learn English. All in all, this resource is fun, educational, reliable, and will surely keep any student motivated and excited to learn the language.
UsingEnglish.com. (2002). Retrieved January 23, 2020, from https://www.usingenglish.com/esl/students/
This website is a general English language site that specializes in ESL. It contains a plentiful collection of resources and tools for students, teachers, and academics. As a teacher, you can find resources and materials that include the following: free ESL printables and grammar worksheets, PDF lesson plans, teacher articles, and a directory of teaching and reference resources. For students, this website provides a wide range of resources. These resources range from language references, online quizzes and tests, to articles on English usage. This website is useful because it provides students with hundreds of resources they can use to learn English. An excellent resource provided on the student page on the website is a 24/7 online forum where students can immediately get help learning English from a number of volunteer professional English teachers whenever they need help. This resource is easily accessible, abundantly filled with resources and tools for both students and teachers, is free, and is relevant to teaching English as a second language.
TEDxUPRM. (2016, May 26). Roberto Guzman: Teaching English without Teaching English.
[Video file]. Retrieved from https://www.youtube.com/watch?v=8pZa6R3rmRQ
In this Ted Talk, Roberto Guzman discusses his three phase system that he uses to teach English, without teaching the actual language, in order to improve the learning experience for students and the teaching practice for educators. The three phases he discusses in his talk include the following: summarize and then react, focus on content and not form, and focus on form, not content. In the video, Guzman stresses the importance of critical thinking skills, and helping all of his students develop an awareness of what is happening in the world. He explains that a big part of successful language acquisition is having a space to be comfortable making mistakes, which in turn, helps the exchanges in the classroom become more dynamic. This is a useful resource because it teaches ESL educators the proper way to approach teaching a second language.
NFB Education (2019, April 15). Retrieved from
https://blog.nfb.ca/blog/2019/04/15/5-short-films-to-use-in-the-esl-classroom/
On the National Film Board of Canada website, there are hundreds of short films and documentaries available for viewing. There are excellent resources for teachers and students to access on a variety of subjects and topics. This specific video blog post found on the website is an excellent resource for learning in a second-language context. ESL teacher Marilyne Bedard provides a list of five short films to use in an ESL class, which all give students the opportunity to work on their listening skills. In the blog, there is a short film for each level: beginner (all ages), elementary school, middle school, and high school. This is a useful resource because it gives teachers the opportunity to help their students get inspired, and prepare them to learn English through watching and listening to animations that are colourful, and creative. By incorporating a short film into their classrooms, teachers can provide authentic material that is less overwhelming than texts to some learners. It is useful to use a short film, especially for little ones who cannot read yet. No matter the level someone teaches, it is worth a try to incorporate short films into the class. This is a useful blog for teachers who are unfamiliar with the proper way to introduce videos into their class.
ESL Kids Stuff. (2013, June 3). 6 different types of ESL learners and how to teach them. Retrieved from https://www.eslkidstuff.com/blog/classroom-management/6-different-types-of-esl-learners-and-how-to-teach-them
This blog article provides teachers with an accurate and detailed list of the six different student learner types, and details on the different activities that can fit their individual learning styles. This article clearly identifies the different learning types, alongside introduces useful tools and activities for teachers to use to better their experience with teaching ESL learners. This is a quality resource because it helps teachers understand what kind of learners exist in their classroom, which jumpstarts their plan of action to support and accommodate their students. It is a useful guide to refer to when wanting to take on a student-centred perspective, and fully consider learners’ learning styles when designing and conducting classroom teaching. At the end of the article, the author writes about being aware that there is no need to include all learning styles for each teaching point, but trying to include a variety of styles throughout the lesson. Overall, this resource is helpful and accurate, and can help educators learn about what kind of learners their ESL and ELL students are as they prepare to accommodate, inspire, and teach them.
Unite for Literacy. (2014). Unite for Literacy library. Retrieved January 23, 2020, from https://www.uniteforliteracy.com/
This free online platform is a picture book resource that provides hundreds of books and reading support for children of all ages. Unite for Literacy offers easy to navigate digital book selections, the ability to change languages, and provides narration when needed. The platform is simple to use, with a picture menu, and provides teachers, parents, and children with the ability to navigate through digital book shelves. This is a useful website because students are able to listen to over 150 storybooks in their home language, which can be helpful to students learning English that could need to read a book in their own language first. The books are diverse, and culturally relevant to students, and the icons on the top of the library divide the books into different topics. Overall, this is a great website to pair with specific lesson plans, or even be used as an additional guide to reading. Teachers can use it to encourage a lifelong love of reading in their students with it’s easy to navigate, relevant, and reliable website.
Explode The Code: School Specialty. (1976). Retrieved January 22, 2020, from http://eps.schoolspecialty.com/products/literacy/phonics-word-study/explode-the-code/about-the-program
Explore the code is a research-based, multi-sensory program that aims to improve students’ literacy with direct and systematic phonics instruction. This program includes a wide variety of skills-based student books, paired with coordinating placement tests and instructional support. This resource helps ESL and ELL children build essential literacy skills required for success in reading. In the Explode The Code series, children can learn how to decode, be aware of phonics, build vocabulary, enhance comprehension and fluency skills, and learn how to spell. While this is a useful resource in terms of content, the products are costly, hence making this resource less compelling to utilize. However, if educators do choose to buy resources from the site, they can be ensured that their students will have abundant practice and opportunities for better English retention, development of comprehension skills through context reading, and finally, accommodations for ESL/ELL students and struggling readers in their classes.
ColorinColarado. (2011, July 26). What to do first: Creating a welcoming ELL classroom
environment [Video file]. Retrieved from https://www.youtube.com/watch?v=FegO4Gh3uyk
This youtube video, written and produced by Ashley Gilleland, discusses the important steps that can be taken to help English language learners feel welcome, and how to help them get on the path to academic success. The video exemplifies what a teacher should do to be supportive and accepting of their ELL students, and how to create a welcoming and English language rich class environment, with routines that are simple for the students to understand. This is a useful video resource for teachers because it provides many tips and tricks on how to make a classroom ESL/ELL friendly. As a teacher, I would want to incorporate all of the strategies that the video touches upon. Firstly, I would learn to pronounce every child’s name correctly and learn some words in their language to make them feel welcomed and accepted. I would ensure that I am smiling often to make a welcoming class environment, and then assign partners or groups for students to have buddies in the class. The video discusses the importance of setting clear goals and expectations for the students. As a teacher, I would write a review question on the board, just like the teacher in the video, which will provide students with a clear expectation that will encourage them to review materials they have learned, and help me as the teacher to monitor their comprehension. I would also find opportunities for my students to share their own unique experiences. This is a great tool for teachers to view in preparation for their own English language learning classroom.
Sample Activities & Templates for Exploring Privilege, Power, and Oppression:
https://sites.lsa.umich.edu/inclusive-teaching/sample-activities-templates/
Effective Educational Practices for Students with Autism Spectrum Disorders http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf
https://www.teachspeced.ca/teaching-strategies-students-special-needs
Exploring topics in ADHD and classroom management strategies: https://theadhdabcs.weebly.com/instructional-strategies.html
http://www.etfo.ca/SupportingMembers/Resources/Pages/365.aspx
http://www.selresources.com/sel-resources/
EduGains. (2014). Sample individual education plans. Retrieved June 18, 2015, from http://www.edugains.ca/newsite/SpecialEducation/transitions.html
http://www.edu.gov.on.ca/eng/parents/speced.html IEPs and more
Niagara Catholic District School Board. (2014). Transition planning for the individual education plan. pp. 1 – 14. Retrieved December 19, 2016, from http://www.edugains.ca/resourcesSpecEd/IEP&Transitions/BoardDevelopedResources/TransitionPlanning/Samples/TransitionPlanfortheIndividualEducationPlan(IEP)_Sample_NCDSB.pdf
https://specialeducationontario.wikispaces.com/IEP - check out this wikki space - resources and other samples
Ontario Ministry of Education. (2005). Planning entry to school: A resource guide. Toronto: Ontario Ministry of Education. Retrieved December 19, 2016, from http://www.edu.gov.on.ca/eng/parents/planningentry.html
Oxley, J. (2010). Accommodations and Modifications. Retrieved August 7, 2016, from https://specialeducationontario.wikispaces.com/Accommodations+%26+Modifications
Kessler, E. (2016.). Examples of Accommodations & Modifications. Smart Kids with Learning Disabilities. Retrieved December 19, 2016, from http://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-accommodations-modifications - lots of good examples
Daily 5 is a literacy framework that instills behaviours of independence, creates a classroom of highly engaged readers, writers, and learners, and provides teachers with the time and structure to meet diverse student needs. Because it holds no curricular content, it can be used to meet any school, district, state, or national standards. https://www.thedailycafe.com/daily-5
The Mysteries of Harris Burdick:
http://www.houghtonmifflinbooks.com/features/thepolarexpress/tg/mysteriesofharris.shtml
https://www.fcrr.org/student-center-activities
https://ncte.org/statement/nctes-definition-literacy-digital-age/
Let’s Talk Science is committed to developing youth who are creative, critical thinkers and knowledgeable citizens prepared to participate and thrive in a complex global environment. It has provided engaging, evidence-based STEM programs for more than 25 years at no cost for Canadian youth and educators. This organization provides educators with opportunities to discover and use effective learning strategies to develop and strengthen students’ questioning and problem-solving skills; and offer experiential and digital programs that engage youth in meaningful STEM learning.
http://canoekayak.ca/wp-content/uploads/2014/06/Games_Resources.pdf
https://sites.google.com/site/onlineteachingstrategies/virtualicebreakers
https://uottawa.brightspace.com/d2l/le/content/170372/viewContent/2934940/View
https://www.curiouseducator.com/blog/8-digital-exit-tickets-ready-to-use
https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
http://www.thefriendlyteacher.com/2017/04/how-to-use-google-forms-in-the-classroom.html
https://empoweringeducation.org/wp-content/uploads/2016/08/25-EE_Fairness-and-Equality_Pt1_3-5.pdf
https://www.canadalearningcode.ca/lesson-plans/
https://www.teachengineering.org/curricularunits/view/cub_energy2_curricularunit
https://inhabitmedia.com/wp-content/uploads/2014/01/TheGiantBearJunior1.pdf (junior level)
CMHA Resources for Eating Disorders
Body image resources for teachers- MediaSmarts
Promoting Relationships and Eliminating Violence Network Resources
Todd Rose and the End of Average
https://www.cultofpedagogy.com/movement/
https://prezi.com/view/CPCg6Whk17qVjPOfVuaO/
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_inquirybased.pdf
http://thelearningexchange.ca/wp-content/uploads/2017/02/CBS_CollaborativeInquiry.pdf
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_studentinquiry.pdf
https://drive.google.com/file/d/1UiX_9qtZyUxKJriHtRR9MM0-rCKCO6xK/view?usp=sharing
http://ynra.ca/wp-content/uploads/2018/07/English_Teacher_Guide.pdf
http://ynra.ca/wp-content/uploads/2018/07/mind-your-mouth-zine.pdf
https://theworkingmind.ca/continuum-self-check
https://www.edutopia.org/article/13-virtual-games-play-your-elementary-classroom
https://drive.google.com/drive/mobile/folders/1_CsDptSWGXBMokXExd-_ycbhRG2mNX5H?usp=sharing
https://www.storylineonline.net/
https://docs.google.com/presentation/u/2/d/1z8nJBl5oD65G7yQ7n5fkaYGrGOarozdBUt1H5VcKY4w/copy
https://medium.com/the-faculty/digital-tools-for-online-student-engagement-2faafbbd0b44
https://onlineteaching.ca/
https://csfirst.withgoogle.com/s/en/home
https://www.chromeworks.ca/catandmouse
https://education.sciencenorth.ca/coding/
https://www.youtube.com/playlist?list=PL99_XE3drPZcdlx7PCzx7Wv4J7yb0bLXH
https://www.pbs.org/wgbh/nova/labs/lab/cyber/
ACTÜA
Nationally, the largest STEAM-focused organization working in every province and territory is ACTÜA. With investment coming from the Federal Government, ACTÜA is able to offer and continually develop incredible programs focused on teaching young people to code.
Check out their CodeMakers Page here: https://www.actua.ca/en/programs/codemakers/
Mozilla
If you'd like to teach kids to program the web, Mozilla offers free resources that teach HTML, CSS, JavaScript and more advanced programming. https://developer.mozilla.org/en-US/docs/Learn
No surprises here -- Google has terrific resources for teaching coding. https://edu.google.com/code-with-google/
Repl.it
Designed as a web-based environment where anyone can learn to code in more than 50 programming languages, Repl.it might be the right environment for you if you are teaching coding as part of the mathematics curriculum. https://repl.it/teams-for-education
https://ontariomath.support/index.php?pg=view&lang=EN&id=29
https://toytheater.com/category/teacher-tools/virtual-manipulatives/
https://www.actua.ca/en/onlinesafety/onlinesafety/
https://protectchildren.ca/en/programs-and-initiatives/kids-in-the-know/
https://www.connectednorth.org/wellbeing/
https://indspire.ca/programs/students/rivers-to-success/
http://blogs.sd41.bc.ca/sel/files/2018/10/classroom-strategies-manual-linda-oneill.pdf
https://www.teachertoolkit.co.uk/2017/12/05/trauma-informed/
https://openai.com/blog/dall-e/
Digital Portfolios
This application is approved for use in some school boards in Ontario, particularly at the Elementary level, to gather multimodal evidence of student learning over time. As Gonzalez writes, "On Seesaw, students and teachers post audio clips, videos, photos, drawings, notes, or links, then annotate items with text or audio. Parents can view and comment on their child’s portfolio at any time. The platform also allows teachers to create and assign activities to students and send announcements and messages to students and parents." Use of portfolio assessment in ONLINE environments is one way to gather a range of information sources about your students' learning over time. Digital portfolios -- as you know, because you are developing one as part of your B.Ed. program -- can also become important contexts for student learning of digital skills, mindsets and critical dispositions.
Digital Quiz
Google Forms (forms.google.com)
Did you know that Google Forms (available to you through Google Classroom) allow you to create quizzes that can be automatically graded? Well, it can! As Gonzalez writes, "Although Google Forms was originally designed for surveys, you can also use it to create quizzes. Quiz items come in multiple choice, checkboxes, linear scales, grids, short answer, or long answer form. When students take the quiz, Forms will automatically grade every response that has a correct answer identified. If you assign essay questions or open-ended questions, you can grade those manually after the auto-grading is done."
Plickers (https://get.plickers.com/)
This application has been around for a long time (in Internet time) and is widely cited by educators as a powerful and engaging way to check for understanding and gather information about how their learners are progressing individually and collectively because of the analytics that the app provides in response to each question. The premise is simple. You design multiple choice questions. Students progress through the questions and hold up a unique-to-them card that enables them to indicate what they think is the best answer. In a face-to-face classroom, the teacher scans their mobile phone (or iPad)around the room, capturing students' cards...which generates an immediate report of student answers. As Gonzalez writes, "A smart solution for schools that are short on technology, Plickers is an app you put on a handheld device. Using an assessment that you pre-load, students respond by holding up their own unique paper card one of four ways to indicate a response of A, B, C, or D. Next, you scan the room with your device, reading all student responses in a few seconds. Plickers will then give you a results report that can inform your next instructional steps."
The cool thing is that Plickers can also be used online during remote learning. Check out their eLearning interface and read about how to manage the application logistics here: https://help.plickers.com/hc/en-us/articles/360052128954-Overview
Multimodal Asynchronous Communication
FlipGrid (https://info.flipgrid.com/)
Flipgrid allows you to learn about how students communicate orally and to invite a range of oral commentary, storytelling, description for a range of purposes. Gonzalez writes, "This video response app has all kinds of possibilities for discussion and speaking activities. Start by setting up Grid, which can be limited to a classroom, a school or district, or it can be public. Inside the grid, you add a topic—a prompt for students to respond to. From their own devices, students then go into the grid and record video responses, which are then added to that topic for others to view."
VoiceThread (https://voicethread.com/products/k12/)
Voicethread has a long history as well -- which is why I feel you should know about its affordances for assessment. It describes itself as a platform where students can develop communication, creativity, critical thinking and collaboration skills. The premise is pretty simple -- students post an artifact -- an image, a video, a text -- and then others can comment on it asynchronously using voice memos. It can be a platform for dialogue and debate, discussion, critique and for the curation of artifacts and ideas.
Giving Multimodal Feedback
Kaizena is a Google Docs add-on that allows teachers to provide voice comments and other kinds of links to resources on students' work. Gonzalez writes, "With this web app and Google Docs add- on, teachers can leave many types of feedback: written comments, voice recordings, links to lessons on a concept related to the issue found in the student’s writing, and rubric-based feedback using rubrics created inside the app. To save time, teachers can build a library of frequently used text or audio comments to pull from. When students receive feedback, they can reply to it with voice or text." If you are the kind of person who likes to listen to feedback yourself, you may find you like to provide audio comments on student work too.
Marine Biology
https://www.kcedventures.com/blog/whales-science-activities-life-in-the-sea