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Resource Deck: Black Canadian History in the Curriculum

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Resource Deck: Black Canadian History in the Curriculum

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NARRATIVE TEXT

ASSIGNMENT

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Canadian Multicultural Inventors Museum

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Canadian Multicultural Inventors Museum

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Commission

We produce traveling exhibits highlighting innovators from diverse communities. Exhibitions are suited for schools, events, and corporations. Our presenter will lead patrons through a guided exhibition tour and provide engaging, interactive activities that enable learning through science, social studies, and history.

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The Canadian Multicultural Inventors Museum is a social innovation organization that promotes innovative thinking in young people by highlighting the achievements of innovators from diverse backgrounds. We work with the philosophy that every child deserves to see themselves in the people that inspir

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ONTARIO CURRICULUM CORRELATIONS AND CONTENT OVERVIEW (SANKOFA)

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ONTARIO CURRICULUM CORRELATIONS AND CONTENT OVERVIEW (SANKOFA)

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Sankofa Black Heritage Collection Activity - Ms. Pereira Neves

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Sankofa Black Heritage Collection Activity - Ms. Pereira Neves

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Activity_ Sankofa Black Heritage Collection 

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Attached you will find the following:

Sankofa Series: At-a-Glance

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Attached you will find the following:

Sankofa Teacher Resource

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Live Session: Jason Reynolds/Brendan Kiely Speak to TCDSB Students

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Live Session: Jason Reynolds/Brendan Kiely Speak to TCDSB Students

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Authors of All American Boys (Jason and Brendan) will be speaking to the TCDSB community on April 3, 2025.

To register your class, please click here.

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Ministry of Education De-streamed Curriculum

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Ministry of Education De-streamed Curriculum

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Link to your subject's curriculum as outlined by the Ministry of Education:

Science: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-science/courses/snc1w
English: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-english/courses/enl1w
Math: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-mathematics/courses/mth1w
French: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-fsl

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Ministry of Education:

Grade 9 Math: A Guide for Parents

Grade 9 Science: A Guide for Parents

Grade 9 English: A Guide for Parents

TCDSB:

De-Streaming Information

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Removing the Barriers: Planning for ALL!

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MTH1W:

MTH1W Curriculum

MTH1W Overall & Specific Expectations

MTH1W Key Changes

Grades 7-8-9 Alignment Chart

MTH1W Sample Course Plans

Ontario Math Support (Gr 9 Lessons)

Grade 1-8 Expectations by Strand

Edwin Login

Knowledgehook

Gr 10:

MFM2P Curriculum Addendum

MPM2D Curriculum Addendum

Supporting Documents/Sites:

High Impact Instructional Practices - Mathematics

Think Literacy Mathematics, 7-9

Think Literacy Mathematics, 10-12

Building Thinking Classrooms

TIPS for English Language Learners in Mathematics

FHC Math Resouce Teacher: Stefano Stradiotto

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SNC1W1 lessons with slides, labs & hand-outs for grade 9 de-streamed classes

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SNC1W1 lessons with slides, labs & hand-outs for grade 9 de-streamed classes

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Quick Guide

The Canada Guide is organized into seven Sections, each of which is split into many smaller Chapters. You can browse them using the links below, or simply navigate using the menu bar at the top of the site.

Have fun!

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The Canada Guide | In-depth reference website for all things Canadian

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The Canada Guide is organized into seven Sections, each of which is split into many smaller Chapters. You can browse them using the links below, or simply navigate using the menu bar at the top of the site. Have fun!

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BASICS OF VISUAL NOTE-TAKING FOR TEACHERS

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BASICS OF VISUAL NOTE-TAKING FOR TEACHERS

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Basics of Visual Note-taking for Teachers

Posted at 2:55pm in by Graphic Facilitation, Graphic Recording, Live Drawing, Live illustration, Meeting Engagement, Online meetings, Scribing, Sketchnotes, Virtual Graphic Recording, Visual note-taking, Visual Notes Tanya Gadsby

Teachers can use visual notes in almost any classroom setting: when you're explaining a topic, or when students are sharing ideas, insights, or presenting. Visual notes help enhance learning and information retention. They're effective for any student - whether elementary, high school, or post-secondary.

This free template outlines some of the basics of visual note-taking, but check out the video and the article below for more details!

There are a few basic building blocks of visual notes. Layouts are core to visual notes, as the clarity of your visual notes is all about how you organize content on the page. Other components include text, banners & boxes, dividers, bullets, images, and colors. You'll be a visual note taking super hero if you have a basic understanding of these.

Layouts

Your layout is how you organize the content and the "path" you want the viewer to follow. There are many ways of laying out your visual notes, but these are five basic ones.

1. Columns

Split the page into three, and start drawing left to right, filling up each column as you go.

2. Pathway

Snake your content around the page, and you might use a big arrow to guide the reader.

3. Hub and spoke layout (or mind map layout)

Your main topic is the hub in the middle, and sub topics radiate out. For example, you might have a diagram of an animal cell as the hub and each component of the cell as a spoke.

4. Boxes

Like a comic book, you might like to work with boxes as your main layout. Each box could be a different topic.

5. Popcorn layout

A popcorn layout is more open to putting content anywhere on the page.

Text

It's best to keep your text organized by Main Idea, Sub-Idea, and Supporting Text. Your main idea is the big topic you're covering, and it might have multiple sub-ideas. Same for the supporting text.

An example might be dog breeds as our main idea. A retriever could be a sub-idea, since it's one type of breed. And the characteristics of a retriever can be listed underneath. A different sub-idea might be a basset hound, as it's a different breed.

Banners & boxes

Banners and boxes are containers for your content. They really help split up a lot of text, and help the eye navigate the page. They also don't have to be banners and boxes - they could be an image like a car!

On our example here, we've added a big banner to the title so it stands out more, and banners to the sub-titles. You can see we've put each feature of a glacial valley into a separate box, and added bullet points to anchor our text.

Dividers & bullets

Dividers are great for splitting up content you've captured to help differentiate it. Dividers can be any style of line or shape you can think of.

Bullets are another type of divider because they help anchor each piece of text you've written in a list. These are a few simple ones, but bullets can be whatever you think up!

Color

We could go down a rabbit hole on color theory, but a good principle to keep in mind is dark colors are best for text, and light colors are best for background content that you don't want to compete with your text. Background content can also include arrows, shapes, and dividers.

You can also use a bright color, such as red or orange, to make a key idea pop in your text.

Images

Sometimes people think they need to be an artist to take visual notes. But this is not true - you don't have to be an "artist" to take effective visual notes. Visual notes that are mostly text, or just arrows and stick figures, can be highly effective.

It's helpful to practice drawing a few simple icons you might use over and over. Such as a piece of paper for a big list, a light bulb for ideas, or if you're a math teacher, maybe have a decent set of 3D shapes or triangles.

You also don't need to draw live! You can save your icons as individual images, and simply insert them into your visual notes when you need them.

Sharing your visual notes

For online classes, you can share your visual notes through screen share in Microsoft Teams, Zoom, etc.

And in the classroom, you can share visual notes to a Smart Board or projector. This is great if you don't want to be on your feet all day at the front of the class. Some people also find working on the smaller screen is easier and quicker than writing on a large smart board.

We've been taking visual notes in conferences around the world since 2010 (visual note-taking is also called live drawing, graphic recording, visual scribing, sketch-noting). We're always exploring new methods and ways of using visuals to explain complex topics - from to clickable graphics to augmented reality!

Have an idea for a visual project? We'd love to hear from you, so send us a message!

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Basics of Visual Note-taking for Teachers - Fuselight Creative

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Posted at 2:55pm in by Graphic Facilitation, Graphic Recording, Live Drawing, Live illustration, Meeting Engagement, Online meetings, Scribing, Sketchnotes, Virtual Graphic Recording, Visual note-taking, Visual Notes Tanya Gadsby Teachers can use visual notes in almost any classroom setting: when you're explaining a topic, or when students are sharing ideas, insights, or presenting.

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How—and Why—to Introduce Visual Note-Taking to Your Students

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How—and Why—to Introduce Visual Note-Taking to Your Students

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Alternative note-taking practices like mind-mapping and sketchnoting prompt students to organize their thoughts visually, boosting comprehension and retention.

kategisme/Twenty20; AJ_Watt/iStock; sydneyskye/Twenty20;

Unlike conventional note-taking, which can "border on the edge of transcription," allowing students to try more visual, interpretive methods of processing materials helps them "identify connections between topics and themes," writes Nimah Gobir for KQED.

One technique known as sketchnoting-simple, hand-drawn renderings of things like facts, dates, or abstract concepts-allows students to respond to complex new ideas by engaging multiple parts of the brain simultaneously to deepen learning and retention, says Gobir. Instead of passively writing down everything a speaker is saying, the practice pushes students to actively process and make sense of what they're learning.

"Sketchnoting doesn't just lead to gains in keeping students' attention, it's a useful way for learners to organize and retain information," she writes. "They're actively listening and creating a visual representation of what they're learning while continuing to stay engaged in class."

Findings from a 2018 study back that up: Students who were asked to draw what they'd learned were nearly twice as likely to remember information than students who wrote the same information down. Drawing wins out because it allows information to be processed in multiple ways, explained Edutopia's research editor Youki Terada: "When we draw, we encode the memory in a very rich way, layering together the visual memory of the image, the kinesthetic memory of our hand drawing the image, and the semantic memory that is invoked when we engage in meaning-making."

Here are some ways to introduce visual note-taking to your students:

Rethink Your Paper: Note-taking doesn't need to happen between the lines and within the margins of a sheet of notebook paper. The "more rigid structure of lines and lines of text" can bind the minds of some students, while the freedom to reimagine the space can free them, writes Gobir. Encourage students to play with spacing, vary text sizes, and add symbols anywhere on the page "to create a hierarchy of information that might be harder to capture in linear text."

Start With a Little Practice: Not all students will welcome the idea of sketchnoting and other visual note-taking methods at first, so encourage them to start off just scribbling. Artist and educator Todd Berman has students "scribble for the duration of a song," Gobir explains, which gets the creative juices flowing and creates a comfortable setting for the introduction of the concept. Berman then invites students to share what they've created with the class.

Develop a Symbolic Language: Educator Wendi Pillars has students "identify 10 key words or concepts" from the current learning materials and begin developing a visual library of shorthand-like an icon or character-to represent them, shares Gobir. Get students' input for the library too, recommends Pillars, so "you have a co-created visual vocabulary that everybody can refer to when they take their own notes." In time, students will develop their own vocabularies and visual note-taking styles independently.

Keep It Low-Fidelity: Communicate to your students that they don't have to be accomplished artists to use visual note-taking techniques: The process isn't about ensuring that the sketches and drawings look good, but that students find a way to tease out the relationships between topics and concepts. "It's giving them permission to say, 'You know what? Here's the key concept. Here's the key information," explains Pillars, who says she emphasizes to students that there is no right or wrong way to take visual notes.

Skip the Grading: Sketchnoting, diagrams, freehand drawing, mind-mapping, and similar techniques are vehicles to get student thoughts down on paper-not practices meant to demonstrate their mastery of subject material. Educator Sarah Schroeder suggests focusing on grading what is "construct relevant," or "avoiding measuring what is irrelevant or can't be measured," like creativity. Attaching a grade to visual note-taking might inhibit the student as they struggle to make sense of complex material, make them feel self-conscious, or simply be so subjective as to be meaningless-so provide feedback rather than a grade.

Join In: Modeling visual note-taking techniques for your students can be a great way to inspire them to try something new. Pillars uses her whiteboard and paper to show students how she visualizes her thoughts. "As we take the notes together, I will ask students, 'How would you represent it?'" she shared with Gobir. "And they'll shout out ideas like, 'You could draw this or this!' And sometimes I tell them 'I can't draw that! You want to come on up here and show [the class]?'"

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How-and Why-to Introduce Visual Note-Taking to Your Students

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Visual note-taking allows information to be processed by the brain in three different ways.

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Template - Weekly Planner for Online Lessons (Google Slides)

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Template - Weekly Planner for Online Lessons (Google Slides)

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Weekly Planner for Online Lessons · SlidesMania

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Students will construct rockets made from pipe insulating foam and use them to investigate the trajectory relationship between launch angle and range in a controlled investigation.

Foam Rocket [671KB PDF file]
View demonstration video
This activity is part of the Rockets Educator Guide.

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Students will learn about rocket stability and trajectory with rubber band-powered foam rockets.

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Welcome to Quick Rubric – Free, Fast, and Easy to Use! :)

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Quick Rubric – FREE, fast and simple rubric creator

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Matching High-Effect Size Instructional Strategies and Digital Tools

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Matching High-Effect Size Instructional Strategies and Digital Tools

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How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices

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How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices

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According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for . Instead, highlighting math's connection to concrete examples and students to claim it's not their thing students' everyday context communicates that math is all over the place.

"There's still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere," says Vilson. "It's just a matter of how we contextualize it in our society."

Learning isn't linear, it's embedded

Math can be intimidating to students because it seems like if they fall behind it's nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn.

"Learning is not linear," says Vilson. "So much of how we discuss math assumes that everybody picked up every single standard along the way." Most schools have students progress through math courses in stages - algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.

"Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they're both doing it and you're connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations."

Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.

Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.

Using mini-scaffolds to build confidence

In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he'll walk around the classroom to identify students that need help. Then, he'll ask students questions starting with "Tell me what you know." He calls this finding "mini-scaffolds."

"The bottom is 'I don't get it at all,'" says Vilson of when he's working with a student that isn't yet able to fully grasp foundational concepts. "If that's the case. Then I build from there. But I'm asking questions that continually go down until I get to that point," he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.

For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he'll guide students who need extra support with questions like "Are the planets all evenly spaced out?" and "How big are the planets compared to one another?"

"Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that," says Vilson. "You don't hear things like 'I don't get it.' You hear things like 'Oh, we'll figure it out together'

Additionally, Vilson is always trying to model how to react to wrong answers and mistakes . "If a kid tells you something like 'Two thirds is equal to three fourths because I added one above and below.' I say, 'I see that you're trying to make a pattern here.' And then you start interrogating."

He'll ask the class questions about the problem that will lead them towards the right answer . In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out.

"It's not like I told them it was wrong. I said, 'Here's a different path that you may consider.'"

Pathways for discussing math

Developing confidence in the math classroom helps students apply math principles anywhere they go. "I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly," says Vilson.

It's easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they've figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability.

When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip.

Vilson says,"They're able to participate in a whole different way. They're able to articulate their answers in a different way. They feel empowered by the things that they're doing."

Yeh relies on real life examples to engage students. If she's working on dividing by fractions with students, she won't just ask, "What is two divided by one half?" Instead she might say something like, "The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?" Students appreciate this accessible entry point into what is sometimes a tricky math unit.

"They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning," says Yeh. "I'm valuing and honoring students' experiences and also applying mathematics to understanding and investigating meaningful situations in their lives."

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How to Build Students' Math Confidence With Culturally Sustaining Teaching Practices - MindShift

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Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students' everyday contexts to find pathways for engaging math learning.

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The Six Most Effective Instructional Strategies for ELLs—According to Teachers

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The Six Most Effective Instructional Strategies for ELLs—According to Teachers

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The new question-of-the-week is:
What is the single most effective instructional strategy you have used to teach English-language learners?
This series is part of a longer series of questions and answers inviting educators from various disciplines to share their "single most effective instructional strategy."

There are many more to come!

Today, Valentina Gonzalez, Denita Harris, Cindy Garcia, and Deedy Camarena offer their responses.

Before we get to today's guest, I'd like to share my own answer.

Two that contributors to this series don't mention and are ones I like to use often are the Language Experience Approach (LEA) and Total Physical Response (TPR).

Two particularly useful posts that have not yet made it into that summary collection (I update them every summer) are Thirteen Instructional Strategies for Supporting ELL Newcomers and Ten Strategies for Teaching English-Language Learners Online.

Now, to responses from today's guests:

Picture Word Inductive Model
Valentina Gonzalez is a former classroom teacher with over 20 years in education serving also as a district facilitator for English-learners, a professional-development specialist for ELs, and as an educational consultant. Valentina delivers professional development and coaches teachers on sheltered instruction strategies. Her work can be found on Seidlitz Education and on MiddleWeb. You can reach her through her website or on Twitter @ValentinaESL:
Shifting the way we approach teaching English-learners can have a positive effect on their success in our schools. When we see our English-learners' assets first, we recognize everything they come with and value not only their culture but also the content and literacy they bring to the table.

I've found the Picture Word Inductive Model (Calhoun, 1998) to be one of the most effective instructional techniques in my experience teaching ELs. The benefits of using PWIM with English-learners are many. This literacy technique is quite flexible and can be used cross-curricularly no matter the grade level, language level, or content. PWIM leverages students' funds of knowledge and builds upon them. Through the PWIM, ELs are engaged in thinking and in all language domains: listening, speaking, reading, and writing with scaffolds and supports such as visuals and sentence stems or frames. This method can be used in all grade levels and cross-curricularly.

These are the steps I use to implement an adapted version of PWIM with English-learners and how each step benefits ELs:

This engaging instructional strategy helps to lower students' anxiety levels, which increases participation. After using the PWIM with numerous student groups, these are some tips I can offer to educators who haven't tried it before:

Carefully select images that are compelling to your age group of students.

Try color coding or chunking labeled words (ex.: all verbs in orange, adjectives in blue, etc.).

Keep in mind students' language-proficiency levels when creating sentence stems and frames. Students with advanced English proficiency will benefit from more sophisticated sentence structures.

Don't stress about doing it all in one day. Gage your students and make adjustments as needed.

On a subsequent day, use the generated words as a sorting activity. Ask students to work with a partner to put the words in groups and label the groups.

Co-create a sentence-patterning chart with the class. Some groups of students may need this level of support during Step 7.

Below is an example of a PWIM and sentence-patterning chart mash up. Combining these two techniques enhances ELs' listening, speaking, reading, and writing in English.

Sentence Frames
Denita Harris is a curriculum coordinator for the MSD of Wayne Township, Indianapolis. She has over 20 years of experience as a teacher, assistant principal, and district-level administrator. Harris is the recipient of the 2019 INTESOL (Indiana Teacher of English to Speakers of Other Languages) Best of the Best in K-12 Education, and the 2017 and 2020 African American Excellence in Education Award. Find her on Twitter @HarrisLeads:
The single most effective strategy I have used and would highly recommend when teaching English-language learners is the use of sentence frames for writing and speaking, the productive skills, accompanied with a word bank, word phrases, and/or pictures.

English-languagelearners possess a wealth of knowledge, and it is our obligation, as educators, to tap into their knowledge and continue to build upon what our students already know and can do. We must remember our students are in the process of learning a new language and are not in the process of learning a language; therefore, we can provide the words and the grammatical structures of the new language to help guide them in speaking and writing.

Here is an analogy to consider. English-language learners have the tools (vocabulary in their native language). They come to us with these tools; however, while learning English, they may not yet know the names of all the tools or how to use them properly to accomplish a task completely (speaking or writing in English). Our responsibility is to provide our students with the names of each tool (vocabulary in English) and demonstrate to them, through sentence frames, how they might utilize these tools to accomplish a complete task (express a complete thought or sentence in English). A sentence frame can be made up of only one sentence or several sentences to assist students in structuring paragraphs.

The use of sentence frames for writing and speaking not only give English-language learners a framework to communicate through both oral and written language, sentence frames also help build students' self-efficacy. When students have the language to contribute to classroom discussions and are able to express their thoughts on paper, they begin to feel a part of the classroom community, and that makes all the difference.

Comprehensible Input
Cindy Garcia has been a bilingual educator for 14 years and is currently a district instructional specialist for PK-6 bilingual/ESL mathematics. She is active onTwitter @CindyGarciaTX and on her blog:
The single most effective strategy that I used to teach English-language learners is comprehensible input. Comprehensible input means that the teacher speaks in such a way that students are able to understand what is being said even when they do not know or understand all of the words being stated. Below are some strategies to make input comprehensible:

Slow down rate of speech and enunciate clearly. As students are listening, they are also working to process what is being said and how that fits with what they already know. At the same time, ELLs are translanguaging and making sense of teachers' academic language. ELLs are developing their English language, and it is very important that they hear those initial and ending sounds of words in order to add them to their vocabulary. Sometimes when we speak too quickly, we drop important sounds such as "ing".

Avoid figurative language and idioms. While these phrases might make sense to you and emphasize a point, to ELLs they might break down their comprehension. Students will probably end up with a literal translation that makes no sense. For example, saying it was a piece of cake will be translated to it was a portion of a dessert, not it was easy! Not only that, but ELLs might stop listening as they try to figure what that idiom means.

Use gestures and total physical response (TPR). Language can sometimes be abstract and not precise. There can also be words that exist in English that do not exist in other languages. For example, toes do not have a Spanish equivalent. In Spanish, we have hand fingers and feet fingers. Using exaggerated gestures can help make the meaning of new vocabulary more clear to students. Using TPR, students also learn to associate a movement with a word, and that will make it more likely that they internalize that new vocabulary.

Collaborative Summarizing
Deedy Camarena is the coordinator for English-language development (ELD), dual and world languages, at the Santa Clara County Office of Education in California:
Second, students find one partner to dialogue with and " create a negotiated list that reflects their combined agreement on the three to six most important ideas." Once students have discussed the most important ideas, they turn them into one, collaborative 15-word summary. Teachers can strategically pair up students, or students can choose. Students must first determine the negotiating rules they will follow. For example, act respectively, cite evidence to prove your opinion, or use academic-language sentence frames, such as Kate Kinsella's, for discussing and collaboration. Students use these sentence frames to support the function of negotiating and intentionally use academically language correctly. The purpose of negotiating with their partner is to "identify who or what is the most important in the section, [and] identify what the subject is doing,"( English Learner Toolkit of Strategies).

Third, have each pair meet with another pair. One student from each pair reads their summary. Then, they dive in and renegotiate a common summary for their new group of four and add it to their graphic organizer.

Fourth, each group of four chooses another group of four to repeat the renegotiating process. Once again, the group will add this new summary to their graphic organizer.

Fifth, ask groups to edit their summaries for meaning, language, and word choice. As the focus of Collaborative Summarizing is utilizing purposeful dialogue to practice oracy, this could be an optional step.

Sixth, chose one student from the group to present the summary to the class. As ELLs have varying comfort levels of reading in front of a class, give the students time to practice in their group. Once a sufficient amount of time has passed, bring the class together to listen to the summaries.

Thanks to Valentina, Denita, Cindy, and Deedy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign-new ones are not yet available). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below. I am also creating a Twitter list including all contributors to this column.

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The Six Most Effective Instructional Strategies for ELLs-According to Teachers (Opinion)

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Teachers share their "go-to" strategies for teaching English-language learners, including sentence starters and Total Physical Response.

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Reading strategy template for students. It stands for Survey, Question, read, reflect, recite, and review.

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Collaboration and Community Building in English Class - ENL 1W1 curriculum connections

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Collaboration and Community Building in English Class - ENL 1W1 curriculum connections

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Community Building & Collaboration in English

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ENL1W1 - How-To Writing Unit Outline (mentor texts) 

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ENL1W1 - How-To Writing Unit Outline (mentor texts) 

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How-To Writing Unit Outline (mentor texts)

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Achievement Reflection Form (Google Doc.)

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Achievement Reflection Form (Google Doc.)

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Includes lesson plans for coding that is part of the grade 9 science de-streamed curriculum.

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Wow your students with engaging science activities, experiments and videos that meet the elementary and secondary Ontario Science and Technology curriculum. At the elementary level this includes Understanding: Life Systems, Structures and Mechanisms, Matter and Energy, Earth and Space Systems. At the secondary level, lesson plans are available for academic, applied, College and University streams in Chemistry, Biology, Physics and Earth and Space Science.

In addition to classroom resources, there are instructional videos to support teachers in the science classroom, with mini lessons from our Bluecoats and rubrics to help assess performance of students.

Have some feedback about our lesson plans? We would love to hear it! Email chisnell [at] sciencenorth.ca or call 705-522-3701 ext 317. Better yet, if you use our lesson plans, take a picture and post it to our Twitter account @SNEducators.

With funding from the government of Canada we have developed lesson plans around coding with the science curriculum. Please fill in the survey to tell us what you think.

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Wow your students with engaging science activities, experiments and videos that meet the elementary and secondary Ontario Science and Technology curriculum. At the elementary level this includes Understanding: Life Systems, Structures and Mechanisms, Matter and Energy, Earth and Space Systems. At the secondary level, lesson plans are available for academic, applied, College and University streams in Chemistry, Biology, Physics and Earth and Space Science.

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10 Strategies That Support English Language Learners Across All Subjects

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10 Strategies That Support English Language Learners Across All Subjects

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English Language Learners

Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

While we bring the mental health needs of our students into laser focus this year, it's still crucial that we keep the social and emotional world of our English language learners (ELLs) front and center. Just like their peers, ELL students come to our classrooms with the burning need to be seen and acknowledged for their unique personalities, life experiences, and talents. But language challenges can obstruct all these amazing facets of their personalities. Additionally, the social pressures of suddenly being in person again and needing to communicate may make them feel anxious, isolated, and embarrassed.

Because of the often-obvious communication difficulties, grade-level and subject-area teachers understandably often rely on ESL (English as a Second Language) teachers to step in and help these students. However, even if you aren't an ESL teacher, there's a plethora of strategies you can use to help these incredible students feel comfortable sharing their strengths and unique perspectives on the world.

Helping ELL Students Across All Subjects

1. Closed captioning isn't just for the hearing impaired. If you're showing video content, turning on closed captioning supports ELL students' comprehension as well as everyone's literacy skills. According to a 2017 study, the simple act of using closed captioning improves learning, even for students without learning challenges.

2. Voice typing in Google Docs (under the Tools menu) provides students with a voice-to-text option that can help learners who have some oral language but struggle with spelling and writing. By clicking the arrow next to the language, students can even dictate a text in their native language, if need be, and then use Google Translate to translate it.

For older students, or for those who are somewhat more advanced in English but need material translated immediately, the Google Translate app also lets you hold your camera (on a smartphone/iPad, etc.) up to a document and instantly see it in another language, no typing required.

3. Offer choices of what students can say if they're called on and aren't sure how to respond. This helpful anchor chart, for example, offers students options other than the ubiquitous "I don't know."

4. Add gestures to reinforce communication.Remember that in order to communicate, we need to ensure that the sounds coming out of our mouth create a mental image or concept in our listener's mind. You can increase comprehensible input (the amount of language that's understood) by using good, old-fashioned gestures. If you want to take it a step further, TPR (Total Physical Response) is a method of teaching vocabulary that uses physical movements to react to verbal input, similar to how young children naturally learn language at home.

5. Draw or write key words frequently as they come up during instruction to help students further decode what you're saying. You can also use Google Image search to help students visualize what your words refer to and share the images.

6. Utilize a chart: A PECS (Pictorial Exchange Communication System) chart can help individuals with communication challenges to express themselves. By pointing to an image on a classroom-themed PECS chart, students can let you know, for example, that they need to go to the bathroom by pointing to an image of a lavatory or that they are thirsty, sad, or confused, need a pencil, and so on. You can give them a laminated copy to tuck into their desk or hang one up on the wall for little learners. You may want to encourage students to say the words aloud as they point to the images to decrease their dependence on the chart. Try searching Google for "PECS chart for classroom" to find a chart that fits your needs.

7. Add images: A picture is truly worth a thousand words, but for ELLs, images are worth exponentially more. Document cameras provide ELL students with much-needed visual input of texts, worksheets, books, and other printed materials or realia. Project pages from a novel or picture book as the students follow along, display handouts and student writing samples, or use math manipulatives to solve a problem together. Document cameras make a world of difference in showing ELL students exactly what you're talking about rather than trying to explain it.

8. Pair up: If you want to pair an ELL newcomer with a bilingual student to help them, ask the ELL student to choose a student or two whom they'd prefer to work with, if possible. This prevents you from inadvertently pairing them up with someone they don't feel comfortable asking for help or with whom they really don't get along.

9. Give students a "language toolbox," a notebook full of pages of illustrated vocabulary words organized by theme that students can use as a reference. This is like a simplified version of an illustrated dictionary that younger ELLs can look through by theme to see vocabulary related to the colors, days of the week, classroom items, family members, and so on. In my classroom, I put these pages in plastic page protectors inside a binder for each student to flip through quickly. They can pull it out to help them fill in missing vocabulary when they write or as an easy reference whenever they need it.

10. Use a microphone or voice amplification system, which can help ELL students hear the nuances of your voice more clearly and understand you better. Record the lesson (if permitted), and digitally share the resulting video or audio with ELL students who might benefit from hearing/watching a replay. Similarly, ELLs have a hard time producing sounds correctly when the speaker's mouth is covered by a mask. Consider sharing posters of mouth formations or videos of you unmasked, creating some of these sounds.

Think about trying these strategies to help alleviate the communication difficulties that can prevent ELL students from becoming fully engaged in their learning and sharing who they are and what they can bring to the classroom.

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10 Strategies That Support English Language Learners Across All Subjects

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Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

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OVERVIEW

The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.

The jigsaw classroom has a four-decade track record of successfully reducing racial conflict and increasing positive educational outcomes such as improved test performance, reduced absenteeism, and greater liking for school.

Just as in a jigsaw puzzle, each piece - each student's part - is essential for the completion and full understanding of the final product.

If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

JIGSAW IN 10 EASY STEPS

The jigsaw classroom is very simple to use. If you're a teacher, just follow these steps:

STEP SEVEN

Bring the students back into their jigsaw groups.

STEP EIGHT

Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE

Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

STEP TEN

At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun and games but really count.

ABOUT ELLIOT ARONSON

Elliot Aronson is currently Professor Emeritus at the University of California in Santa Cruz. He has long-standing research interests in social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Professor Aronson's experiments are aimed both at testing theory and at improving the human condition by influencing people to change dysfunctional attitudes and behaviors.

Professor Aronson received his B.A. from Brandeis University in 1954, his M.A. from Wesleyan University in 1956, and his Ph.D. in psychology from Stanford University in 1959. He has taught at Harvard University, the University of Minnesota, the University of Texas, and the University of California. In 1999, he won the American Psychological Association's Distinguished Scientific Contribution Award, making him the only psychologist to have won APA's highest awards in all three major academic categories: distinguished writing (1973), distinguished teaching (1980), and distinguished research (1999).

MORE ABOUT
ELLIOT ARONSON

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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Have you tried a Concept Builder lately? You should. This growing collection of cognitively-rich exercises will focus student attention on discrete learning goals. Filled with interactive elements, this section is the perfect tool for getting students thinking about the meaning of concepts. Perfect for students and 1:1 classrooms using iPads, Chromebooks, and the like. And for Chemistry types, we've added a large collection of Chemistry Concept Builders.

Minds On Physics - Version 5 is the HTML5 version of Minds On Physics that replaces our App and Legacy versions. Relying on a large bank of carefully crafted questions, Minds On Physics seeks to improve students' conceptions of physics. "MOPs" combines interactive questioning modules with a thorough, question-specific Help system to engage students in an exercise in thinking, reflecting and learning. Version 5 is our best-yet version of Minds On Physics. There is a fully functional free version and a paid version that integrates seamlessly with our Task Tracker system and offers some rather enticing features.

Version 2 of the Calculator Pad is now available. Our newest version includes >2500 Physics and Chemistry problems organized into >250 ready-to-use problem sets. Numerical information is randomly-generated. An answer box allows students to solve and check their answers. Most problems are accompanied by an audio-guided solution that explains how to solve a similar problem while hilighting the habits that can be adopted for solving any problem. Teachers with Task Tracker accounts can modify problems and problem sets and even create their own problems. Task Tracker also allows teachers to assign problems to their students and track their progress.

Concept Checkers were built to coordinate with the Physics Interactives section of our website. Relying upon our Task Tracker tool to deliver questions, check answers, and track student progress, a Concept Checker is designed to coordinate with an interactive simulation. Use it as a follow-up check to understanding after exploring the simulation. Most sims are accompanied by a Concept Checker. Some sims have Task Tracker code built into the simulation. But not all sims will have a Concept Checker. Concept Checkers can be used with or without a Task Tracker account.

The Science Reasoning Center is our most recent upgrade. This section (once complete) will include more than 50 activities that are perfect for encouraging scientific reasoning skills. Students use science and engineering practices, combined with cross cutting science concepts and core ideas from the disciplines of physics (and chemistry) to analyze phenomenon, experiments, and data presentations. NOTE: We broke ground in April of 2023; we should have a large portion of content available by August of 2023. We will continue work throughout the 2023-24 school year.

A collection of pages with questions and answers/explanations which serve as reviews or practice. Each review complements a chapter from The Physics Classroom Tutorial.

A variety of question-and-answer pages which target specific concepts and skills. Topics range from the graphical analysis of motion and drawing free body diagrams to a discussion of vectors and vector addition.

Calling all high school juniors: You've trusted The Physics Classroom to help prepare you for that unit exam in physics. Why not trust us to help prepare you for the biggest test of the year - the ACT test? That's right. Let the TPC help you with the ACT.

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The Physics Classroom serves students, teachers and classrooms by providing classroom-ready resources that utilize an easy-to-understand language that makes learning interactive and multi-dimensional. Written by teachers for teachers and students, The Physics Classroom provides a wealth of resources…

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HOME > Topics > Literacy > Think literacy Think literacy Preface.pdf Accounting.pdf Appendix.pdf Business 9-10.pdf Business.pdf Canadian and World Issues.pdf Careers.pdf Classical.pdf Computer Integration.pdf Computer.pdf Coop.pdf Core French.pdf Drama Dance.pdf English

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Language Mats for the Classroom | Languages Connect

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Download language mats in your target language for some useful classroom vocabulary and some basic phrases and greetings

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50 Strategies For Differentiated Instruction

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50 Strategies For Differentiated Instruction

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The Ultimate List: 50 Strategies For Differentiated Instruction

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Here are 50 strategies for differentiated instruction to better meet the needs of your diverse, evolving learners.

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15 Google Forms templates you can use in class tomorrow

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15 Google Forms templates you can use in class tomorrow

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G Suite

If you have been reading the Ditch That Textbook blog for awhile now you know that we love to use familiar tools in new and exciting ways. Google Forms is no exception. Forms are used in the classroom as an effective way to gather information and assess student learning and they can be used for a variety of activities.

But what if we made sharing and creating activities tailored to your class just a little bit easier?

That's where Google Forms templates come in.

This post has 15 Google Forms templates that you can use in your class tomorrow. These templates are easy to use, customizable, and perfect for a variety of subjects and grade levels.

Surveys & Signups

Exit Tickets & Retrieval Practice

Interactive Activities

Lesson Planning

Explore-Explain-Apply HyperDoc Form

The framework for an Explore Explain Apply HyperDoc is simple, yet provides the teacher and the students with a concrete way to dive into a well thought out digitally designed lesson.

Explore: Students gather background knowledge on a topic on their own. This can be through articles, videos, images, and more.

Explain: The teacher fills in the holes with explanation. This can be whole-group instruction, or it can be teacher-provided videos, articles, images, and more.

Apply: Students take what they've learned and use it. They create something to show what they know instead of just answering questions.

FREE teaching ideas and templates in your inbox every week!

Subscribe to Ditch That Textbook

©2023 Ditch That Textbook by Matt Miller.

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15 Google Forms templates you can use in class tomorrow

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If you have been reading the Ditch That Textbook blog for awhile now you know that we love to use familiar tools in new and exciting ways. Google Forms is

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The Soil is Alive - Earth to Tables Legacies

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When you think about soil, do you see it as 'dead' or 'alive'?

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Google Docs Newsletter Template that we provide came from professional designers. We curated some free templates based on specific characteristics and uses. You can chose any design or formats based on a particular theme although actually, each design can be edited and be used for any purpose. For example, the classroom newsletter template can be used not only for classroom news but also for other purposes like family newsletter, school newsletter, college newsletter, and any other possibilities. Using these designs, you don't need a specific newsletter creator, builder, or programs, just go with the template easily.

Aliv Faizal's team offers a variety of professionally designed Google Docs newsletter templates, which cater to diverse themes and purposes without requiring specialized software. These templates were crafted with specific characteristics and uses in mind, allowing users to choose a design according to their needs, even though each one can be adapted for multiple applications.

Here are our collection of Google Docs Newsletter Template.

Before copying the template file, please make sure that you have logged in to your Google account. To learn more, please read: How to make a copy of a file in Google Drive

Google Docs Newsletter Template Ideas in Various Uses

School Events Newsletter

Get a gratuit or free and easily editable online School Upcoming Events Newsletter template for Google Docs. The colorful, rich and modern template is perfect for online course emails, parent newsletters, school event newsletters, or any other print or online publication. Simple and intuitive Google Docs editing tools will allow you to easily combine strips and blocks for articles with each other and help you create unique pages. You can also easily edit any part of the design.
Copy & Edit in Google Docs

Real Estate Newsletter

Get a free and easily editable online Real Estate Newsletter for Google Docs. Extremely minimalist in graphic design details and created in accordance with modern trends, the template will be positively received not only by your partners and landlords, but will also attract new tenants and property buyers. You can easily edit the template using Google Docs tools, and in particular change the color scheme, text and article blocks, font, scale, elements and any other parts. We advise you to use exclusively professional and contrasting photos to blend seamlessly with the design.
Copy & Edit in Google Docs

Company Newsletter

Get a free and easily editable and customizable online internal Company Newsletter for Google Docs. Minimalistic, conservative, contrasting and at the same time eye-catching design will be an excellent tool for attracting new customers or maintaining the loyalty of old buyers and tenants. Even if you are at the initial level of graphic editors, you can easily create a newsletter and keep your corporate identity. The template will help you release important news about the events and promotions of your company. Customize the color scheme, raster objects, artboard, and more. You can also use this newsletter document to attach into your company email newsletter or enewsletter.
Copy & Edit in Google Docs

Fall Newsletter

This free Fall Newsletter Templates will be so much useful and handy when you want to publish a newsletter for the Fall edition. While actually you can decorate any type of newsletter template with images or colors that resemble the situation in Fall, you can count on the chosen colors and images in this sample.

For other seasonal newsletters like winter in december, autumn in september, and so on like june and march, you can adjust the colors to the colors typically resemble the weather season.

What do you know about Fall? Is there any specific characteristics of Fall? When commonly happens during Fall? What activities you can do in Fall? You can answer all those questions and you can decorate this newsletter layout with anything you think about Fall.

This template is also downloadable, and you can edit offline using specific software like Power Point.

Copy Template 1
Copy Template 2

So if you are looking for newsletter design template, you can download aesthetic newsletter templates we provide here for free. It will make your job easier when it comes to sharing news to any party involving with you. The layout template can be used for various purposes like weekly classroom newsletter, staff newsletter, bulletin, church, and any type of news.

More Types of Newsletter Templates

Here are some other specific types or of newsletter templates and layouts based on each purpose:

Parents Newsletter Template : This template specifically displays information to parents from a school.
Preschool Newsletter Template : Communicating with all stakeholders in a preschool becomes easier using this template.
Church Newsletter Examples : Start designing and sending newsletters to your church members quickly and expand your community.
Preschool Newsletter Examples : While the upper one is more about the template, these ones are the real examples.
Daycare Newsletter Templates : parents of some babies in a daycare do need updated information like parenting tips.

How to create a newsletter in Google Docs

To make a newsletter using Google Docs, use the following procedures:

Open Google Docs and select "File" in the upper left corner.

Click "New" and then choose "From a template."

Type "Newsletter" into the search field and press Enter.

Choose the newsletter template that most closely meets your needs.

Customize the template with your own text, photos, and layout.

In the top menu bar, select the "Format" tab, then the "Align & Indent" submenu, and finally "Indentation options."

Adjust the indentation to your desire.

When you're finished customizing, click "File" in the upper left corner and choose "Download as" to save your newsletter in PDF or other format.

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Google Docs Newsletter Templates- FREE [ Best Voted ] - FREE [ 2024 ]

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Our users have voted for the best free google docs newsletter templates. These are the templates they found useful:

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Read&Write is available to all TCDSB staff & students *You must be logged into Google Chrome with your TCDSB Google account* Username: username@tcdsb.ca Password: same as your school password Need a reminder? CLICK HERE for the proper TCDSB login procedure Read&Write for Google Chrome™

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An interactive visualization of the enormous objects in our universe. See how the Earth compares to the Sun, black holes and the Milky Way.

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Interactive Chemistry Game - Bond Breaker

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Interactive Chemistry Game - Bond Breaker

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This game is based on accurate atomic physics. While playing, you might:

Combine atoms into molecules

...or break them apart

Use lasers to boost electrons

Heat molecules up to get them vibrating

Use a muon to create fusion

Run from a Scanning Tunneling Microscope

Push H2O around, overcoming its Hydrogen bonds

...and way more

Want to know more about the Science?

Follow the links to 'learn more' in the game, or go here to check out some deeper explanations of what's going on in the game.

Blog Posts:

Videos:

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Dive back into the nanoscale world in Bond Breaker 2.0 - where you need to manipulate protons, molecules, laser light, and more to solve challenging levels. Push and pull atoms around, combine them, split them, all while avoiding obstacles.

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Materials Required:

Lab Procedure:

1

Take a piece of magnesium ribbon and rub it with sand paper to remove dirt from its surface.

It looks silvery white.

Colour of magnesium metal is silvery white.

2

Hold the magnesium ribbon with the help of a pair of tongs, light the magnesium and collect the ash of burnt ribbon in a china dish.

It burns brilliantly and a white ash is left behind.

Magnesium burns in air to form Magnesium oxide (MgO).

3

Take a moist red litmus paper and bring it in contact with the white ash of MgO.

Red litmus paper turns blue.

MgO is basic in nature.

Inferences:

Magnesium is a silvery white metal that burns in air and utilizes atmospheric oxygen from air to form magnesium oxide.

Magnesium oxide changes the colour of red litmus paper to blue. This reaction shows that magnesium oxide is basic in nature.

The formation of magnesium oxide is a direct combination reaction of two elements: magnesium and oxygen. Magnesium oxide is entirely different from the reactants magnesium and oxygen. So, this reaction is a chemical change.

Precautions:

1. The surface of magnesium ribbon should be properly cleaned with sand paper.

2. The white ash of magnesium oxide should not be touched.

3. Magnesium ribbon should be held by a pair of tongs while burning it.

4. It is better to use sun glasses to protect eyes from dazzling light of burning magnesium ribbon.

Materials Required:

Lab Procedure:

Clean two iron nails of sufficient size by rubbing with sand paper so that their colour appears greyish.

Take sufficient quantity of copper sulphate solution in two test tubes and fix one test tube in each stand.

Tie one iron nail with a thread and hang it in one test tube so that it is completely immersed in copper sulphate solution. Tie the other end of the thread with the stand.

Keep the other nail in a petri dish for comparison after the experiment.

Keep the two test tubes undisturbed for about 15 min.

After 15 min. remove the iron nail immersed in copper sulphate solution and put it in the petri dish.

Observations:

There is a brown coating on the iron nail which was dipped in the copper sulphate solution, whereas the iron nail placed in petri dish shows greyish colour of iron.

The colour of the copper sulphate solution in which the iron nail was dipped turns light greenish, whereas the solution of copper sulphate in the other test tube does not change.

Inferences:

The brown coating on the iron nail shows that copper is deposited on the iron nail by displacing iron.

The greenish colour of the solution in the test tube shows that Fe²⁺ ions are present in the solution.

This shows that iron is more reactive than copper as Fe²⁺ ions have displaced Cu²⁺ ions from copper sulphate solution and form light greenish coloured ferrous sulphate solution.

This is a single displacement reaction in which copper has been displaced by iron from copper sulphate solution and a new compound, ferrous sulphate, is formed. So, this reaction is a chemical change.

Precautions:

1. Clean the iron nails by rubbing them with sand paper to remove rust, dust or greasy surface.

2. Keep the control experiment to compare the colour of iron nails and copper sulphate solution.

3. Avoid touching copper sulphate solution or a nail dipped in copper sulphate solution. As copper sulphate is poisonous.

Materials Required:

Lab Procedure:

Take a small amount of copper sulphate crystals in a dry boiling tube.

Hold the boiling tube with a test tube holder.

Heat the boiling tube over the flame of a burner first gently and then strongly.

Observe the colour of copper sulphate crystals after heating for some time.

Note the water droplets along the sides of the boiling tube.

Remove the boiling tube from the flame and cool.

Add 2-3 drops of water on the sample of copper sulphate obtained after heating.

Observations:

On heating, the colour of copper sulphate crystals changes from blue to white.

There are water droplets on the walls of the boiling tube.

On adding 2-3 drops of water white copper sulphate turns blue.

Inferences:

Copper sulphate crystals contain water of crystallisation (CuSO₄.5H₂O).

On heating, hydrated copper sulphate loses its water molecule and forms white coloured anhydrous copper sulphate.

On adding water anhydrous copper sulphate changes to hydrated copper sulphate.

It is a reversible chemical change.

Precautions:

1. Keep the mouth of the test tube away from your face and also from other classmates.

2. Always use test tube holder while heating the test tube.

3. Take a small quantity of copper sulphate crystals.

Materials Required:

Lab Procedure:

Take a small quantity of dil. H₂SO₄ in a conical flask.

Add a small quantity of zinc granules to it.

Bring a wet blue and red litmus paper near the mouth of the conical flask one by one.

Cork the flask with a one bored cork and insert a jet tube through the hole in the cork.

Bring a burning candle near the mouth of the fine jet tube.

Pour a small amount of the solution from the conical flask into a test tube.

Add few drops of sodium hydroxide solution into it. A white gelatinous precipitate is formed.

Add excess of NaOH into the gelatinous precipitate.

The precipitate is soluble in excess of NaOH.

Take a small amount of the solution in another test tube and pass H₂S gas through it using Kipp's apparatus.

A white precipitate is formed.

Observations:

After adding zinc granules to dil. H₂SO₄ evolution of gas bubbles occurs.

The gas coming out does not change the colour of blue and red litmus papers.

On bringing the flame, the gas coming out of the jet tube burns instantaneously with a small explosion and produce a pop sound and the flame dips out.

On adding NaOH to the small amount of solution taken from the conical flask, white gelatinous precipitate is formed which is soluble in excess of NaOH.

On passing hydrogen sulphide gas through the solution taken in the test tube a white precipitate is formed.

Inferences:

Zinc reacts with dil.H₂SO₄ to form zinc sulphate and evolve hydrogen gas.

The test with red and blue litmus papers shows that hydrogen gas is neither acidic nor basic in nature.

NaOH reacts with ZnSO₄ to form a white gelatinous precipitate of zinc hydroxide (Zn(OH)₂) which is soluble in excess of NaOH.

ZnSO₄ reacts with H₂S to form a white precipitate of zinc sulphide (ZnS).

Zinc metal is more reactive than hydrogen.

This is a single displacement reaction of a non-metal by a metal.

ZnSO₄ is entirely different in chemical composition and chemical properties than Zn and H₂SO₄. So it is a chemical change

Precautions:

1. Use the chemicals judiciously.

2. Do not inhale gases evolved directly.

3. Hydrogen gas instantaneously burns with mild explosion. Therefore, a fine jet tube should be used to see the burning of hydrogen.

4. Handle acids and alkalies carefully.

Materials Required:

Lab Procedure:

Take a small amount of barium chloride solution in a test tube and pour it into a conical flask.

Then take a small amount of sodium sulphate solution in another test tube and add it into barium chloride solution taken in the conical flask.

Stir the contents of the conical flask and keep it undisturbed for some time.

After some time decant the upper solution from the conical flask and add a small amount of dil. HCl to the precipitate in the conical flask.

Observation:

On adding sodium sulphate to barium chloride a white precipitate is immediately formed which is insoluble in dil.HCl.

Inferences:

Sodium sulphate chemically reacts with barium chloride in the form of their aqueous solution to form a white precipitate of barium sulphate.

This reaction is a chemical change, as the products are entirely different from the reactants in chemical composition and chemical properties.

Simulator Procedure:

You can select the reactions by clicking on the respective icons.
Burning of Magnesium in Air

To turn on the burner, click on the knob of the burner.

Click on the tongs to burn the magnesium ribbon and drop the ash into the china dish.

You can see the inference by clicking on the inference icon.

Drag the spatula and put some ash (MgO) into the three litmus papers.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Sublimation of Dry Ice

Keep some pieces of dry ice in a bowl.

You can see that a gas is formed from the bowl.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Reaction between Sodium Sulphate (Na₂SO₄ (aq)) and Barium Chloride (BaCl₂ (aq))

Click on the cork to open the bottle containing BaCl₂ solution.

To pour BaCl₂ solution into the conical flask, drag the bottle towards the conical flask.

Click on the cork to open the bottle containing Na₂SO4 solution.

To pour Na₂SO₄ solution into the conical flask, drag the bottle towards the conical flask.

You can see that a white precipitate is formed.

You can see the inference by clicking on the inference icon.

Click on the conical flask to place a glass rod in it.

Stir the contents of the conical flask by clicking on the glass rod, the preciptate will settle down.

Now drag the conical flask to decant the upper solution into the beaker.

Click on the cork to open the bottle containing dil.HCl.

To pour dil.HCl into the conical flask, drag the bottle towards the conical flask.

Click on the conical flask to place a glass rod in it.

Stir the contents of the conical flask by clicking on the glass rod.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Reaction of Iron nails with Copper sulphate solution (CuSO₄ (aq))

You can see two test tubes with copper sulphate solution and two cleaned iron nails with thread.

Drag one iron nail towards one of the test tubes to immerse it in copper sulphate solution.

Once its done, wait till the timer shows 15 minutes.

After about 15 minutes you can see that the colour of the solution changes from blue to green.

You can see the inference by clicking on the inference icon.

Click on the thread to remove iron nail from the test tube.

You can see a brown coating on the iron nail.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Heating of Copper Sulphate (CuSO₄)

To turn on the burner, click on the knob of the burner.

To heat the hydrated copper sulphate, drag the boiling tube holder towards the burner.

The burner turns off automatically when blue coloured copper sulpahte crystals changes its colour to white.

You can see the inference by clicking on the inference icon.

Drag the dropper towards the beaker to take distilled water and drag it back towards the boiling tube to add water into the boiling tube containing anhydrous copper sulphate.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Melting of Ice

Take few ice cubes in a bowl and keep it for some time.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Reaction of Zinc with Dilute Sulphuric Acid
You can select the identification tests by clicking on the respective icons given below.

To add zinc granules into dilute sulphuric acid, drag the spatula towards the test tube.

You can see the inference by clicking on the inference icon.

Drag the litmus papers one by one over the mouth of the test tube to check its reaction with the gas coming out of the test tube.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Drag the spatula towards the test tube to add zinc granules into the test tube containing dil. H₂SO₄.

To close the test tube, drag the single bored cork in which a fine jet tube is inserted, towards the test tube.

Drag the burning candle towards the mouth of the fine jet tube.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Drag the spatula towards the test tube to add zinc granules into the test tube containing dil. H₂SO₄.

You can see the inference by clicking on the inference icon.

Wait for some time to complete the reaction.

Drag the dropper to add NaOH into the test tube containing zinc sulphate solution.

Click on the test tube to shake the contents of the test tube well.

You can see the inference by clicking on the inference icon.

Again drag the dropper to add excess of NaOH into the test tube.

Click on the test tube to shake the contents of the test tube well.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Drag the spatula towards the test tube to add zinc granules into the test tube containing dil. H₂SO₄.

You can see the inference by clicking on the inference icon.

Wait for some time to complete the reaction.

To pass H₂S gas through the solution, drag the test tube towards the Kipp's apparatus.

Click on the knob of Kipps apparatus to open it and pass H₂S gas through the solution in the test tube.

Click on the knob of Kipps apparatus to close it.

Click on the test tube to shake the contents of the test tube well.

You can see the inference by clicking on the inference icon.

You can check your result by clicking on the icons shown on the right side.

Click on the 'Reset' button to redo the experiment.

Note: Click on the ' HELP ' button to see the instructions.

Precautions:

1. Use the chemicals judiciously.

2. Keep the mouth of the test tube away from your face and also from other classmates.

3. Handle the acids and alkali carefully.

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Includes videos on current women scientists from diverse cultural backgrounds.

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Role Model Profiles | SciGirls | PBS LearningMedia

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Welcome to SciGirls CONNECT on PBS LearningMedia! SciGirls has the bold goal of changing how millions of girls think about science, technology, engineering and math—or STEM. Each half-hour episode highlights the processes of science and engineering, following a different group of middle school girls who design, with the help of scientist mentors, their own inquiry-based investigations on a variety of topics. They also learn how rewarding and fun it is to work with their peers, and the shows’ female mentors offer girls a glimpse of exciting STEM career possibilities.SciGirls educational materials provide gender-equitable teaching strategies and hands-on inquiries based on the concepts modeled in SciGirls’ videos. The SciGirls approach is rooted in research on how to engage girls in STEM. A quarter of a century of studies have converged on a set of common strategies that work, and these have become SciGirls’ foundation—aka the SciGirls Strategies. All SciGirls activities were created with the SciGirls Strategies in mind and incorporate as many strategies as possible.

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Lesson plans for different subjects available.

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Stay Connected

Sign up for the TVO Learn Newsletter. Discover engaging ways to support learning. Connects families to the Ontario K-12 curriculum.

Active Body, Healthy Mind

Check out these health and wellness resources to foster and support your child's health and wellness during the pandemic. A healthy, active child means a child ready to learn.

Help Your Child Stay on Track with TVO

These free online learning resources make it easier for you to support your child in progressing through the Ontario Curriculum: Math, Language, Science, Social Studies, and more. Understand what your child needs to learn and get started.

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Learn at Home Resources for K to Grade 12 Students

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Support your child's learning with straightforward, engaging and free resources that align with the Ontario curriculum, from Kindergarten to Grade 12.

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Expository writing is an increasingly important skill for elementary, middle, and high school students to master. This interactive graphic organizer helps students develop an outline that includes an introductory statement, main ideas they want to discuss or describe, supporting details, and a conclusion that summarizes the main ideas. The tool offers multiple ways to navigate information including a graphic in the upper right-hand corner that allows students to move around the map without having to work in a linear fashion. The finished map can be saved, e-mailed, or printed.

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Expository writing is an increasingly important skill for elementary, middle, and high school students to master. This interactive graphic organizer helps students develop an outline that includes an introductory statement, main ideas they want to discuss or describe, supporting details, and a conclusion that summarizes the main ideas.

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Interactive Periodic Table of Elements | Fisher Scientific

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Try our Interactive Periodic Table of Elements that lets you sort by metals, physical states, group, and period, and view the most important elemental properties.

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Découvrez des activités d'apprentissage sur lesquelles vous pouvez compter, harmonisées au curriculum de l'Ontario, de la maternelle à la 8ᵉ année, dans toutes les matières! Accédez à des ressources simples, engageantes, gratuites et interactives. Ces activités sont un moyen efficace de soutenir votre enfant dans son apprentissage!

Explorer les activités

Pour soutenir votre enfant dans son apprentissage!

Dans toutes les matières et harmonisées au curriculum

À travers les activités éducatives, découvrez les exigences du curriculum et dressez un plan pour votre enfant qui l'aide à voir, à avancer, à reprendre ou à consolider ses apprentissages dans toutes les matières de la maternelle à la 8ᵉ année. Vous pouvez utiliser ces ressources en guise de complément aux apprentissages de votre enfant à l'école, à distance ou à la maison.

En savoir plus

Diversité culturelle, équité et inclusion

Les activités mettent en valeur la richesse de notre diversité culturelle, selon les principes d'équité et d'inclusion. Elles font entre autres la promotion de la culture des peuples autochtones et de la culture en langue française.

En savoir plus

Accessibles, universelles et significatives

Concentrez-vous sur une matière à la fois ou explorez plusieurs matières de façon transdisciplinaire. Les activités permettent aux élèves de s'engager dans leur apprentissage à leur rythme et présentent des ressources significatives pour eux. Elles tiennent compte des besoins particuliers des élèves et offrent des options de narration, lecteur d'écran, des appuis vidéo et de la navigation clavier.

En savoir plus

Gratuites et sécurisées

Ces activités éducatives sont facilement accessibles dans un espace sécurisé, offertes gratuitement, sans frais cachés ni publicité.

En savoir plus

Explorer les activités par année d'études et par matière

Aller plus loin dans son apprentissage!

Ces activités éducatives sont de courts modules d'apprentissage en ligne pour les élèves de la maternelle à la 8ᵉ année, dans toutes les matières. Elles ont été conçues pour le personnel scolaire de l'Ontario en fonction des attentes des programmes-cadres.

Elles offrent des moments d'apprentissage interactif pour apprendre tout en s'amusant!
Comment utiliser les activités éducatives?

À propos de TFO

Le seul média francophone public entièrement dédié à la francophonie ontarienne.

TFO diffuse et produit des contenus éducatifs destinés prioritairement à cette communauté. 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.
Découvrir TFO; ce lien s'ouvre dans une nouvelle fenêtre.

Découvrez nos plateformes

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Découvrez des activités d'apprentissage interactif pour soutenir vos enfants dans leurs apprentissages de la maternelle à la 8ᵉ année!

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Getting Started with "Creating your Google Sites Portfolio" Tutorial

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Using Hip-Hop songs to learn literary devices

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Using Hip-Hop songs to learn literary devices

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A sample lesson provided at a Conference that I attended.

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Elements 1-20

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A song to help my Chem Students memorize the first 20 elements of the Periodic Table.

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Grâce à ses services d'accompagnement gratuits et stimulants, Alloprof engage les élèves et leurs parents dans la réussite éducative.

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She is Indigenous honours the strengths and contributions of First Nations, Métis and Inuit women. The campaign started with the stories of nine resilient and diverse Indigenous women from across Canada telling their stories, in their communities, with their voices.

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She is Indigenous | Celebrate Indigenous Strengths

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She is Indigenous honours the strengths and contributions of First Nations, Métis and Inuit women through first-person storytelling.

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The Plot Diagram is an organizational tool focusing on a pyramid or triangular shape, which is used to map the events in a story. This mapping of plot structure allows readers and writers to visualize the key features of stories.

The basic triangle-shaped plot structure, representing the beginning, middle, and end of a story, was described by Aristotle. Gustav Freytag modified Aristotle's system by adding a rising action and a falling action to the structure. This interactive version of the graphic organizer supports both Aristotle's and Freytag's conceptualizations of plot structures.

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The Plot Diagram is an organizational tool focusing on a pyramid or triangular shape, which is used to map the events in a story. This mapping of plot structure allows readers and writers to visualize the key features of stories. The basic triangle-shaped plot structure, representing the beginning, middle, and end of a story, was described by Aristotle.

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Win a free 10 sheet book of reusable anchor charts to brainstorm and share ideas with your students.

Enter contest: https://wipebook.com/04gm14

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The Original

Our most economical paper based dry-erase flipchart sheets. Includes 10 detachable, 24" x 36" sheets with both graph & blank sides. Perfect for setting up static dry erase stations around a room.

The Heavy-Duty

Our most durable dry-erase flipchart sheets with "tear-proof" synthetic paper. Includes 10 detachable, 24" x 36" sheets with both graph and blank sides. Perfect for re-using and moving sheets around.

The Mini Heavy-Duty

Our most cost-effective dry-erase flipchart sheets with "tear-proof" synthetic paper. Includes 10 detachable, 12" x 18" sheets with both graph and blank sides. Perfect for setting up large table top dry-erase surfaces.

What is a Wipebook Flipchart and how does it work?

Wipebook Flipcharts erase just like your standard whiteboards but have multiple sheets that are light-weight and durable, and when you're done, you can put all of the sheets back together for easy storage and transportation. Since our flipcharts are light and flexible, you can roll them up and bring them with you whenever needed. Essential for anyone who needs large impromptu whiteboard surfaces. The perfect companion for training sessions, workshops, and classrooms.

WORK

Work things out like you would on a whiteboard. Anywhere.

SAVE

Never lose your work by scanning it to your favorite cloud service with the new Wipebook Scan App.

ERASE

Wipe things away knowing that your work is stored in a safe place.

RESTART

A fresh new canvas to work on every time. Re-use it over and over again.

The tool for groups who need to problem solve..

Want to learn more about the Wipebook Flipchart? Then check out this hands on video.

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Create dynamic and reusable anchor charts, brainstorm ideas in the boardroom, and share ideas with the class using our dry-erase chart paper. Wipebook flipcharts have 20X the surface area of a similar-sized whiteboard. Even better, these surfaces detach, allowing you to create flexible workspaces anywhere. You'll also

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Gratuités Archives - Fiches reproductibles pour enseignant(e)s - Cahiers d'activités N.G.

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Description: Idéllo is a learning platform for everyone. Find educational resources for teachers, educators, students and parents, from a world leader in education. Multimedia content, certified resources in French, relevant and categorized according to subject matter and school grade.

For: Core, FI, EF and French Specialty (K-12)

Cost: FREE. Digital resource available to all FSL Ontario teachers - must create a (free) teacher account.

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Creating an inclusive classroom - start with this video

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Creating an inclusive classroom - start with this video

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The SOAPSTone Strategy is a simple method of rhetorical criticism designed to help with the process of analyzing texts, writing about written texts, and even planning for the writing of an original text. SOAPSTone is an acronym, standing for Speaker, Occasion, Audience, Purpose, Subject, and Tone.

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The Visual Communication Guy: Designing Information to Engage, Educate, and Inspire People

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The SOAPSTone Strategy for Written Analysis is a simple method of rhetorical criticism designed to help with the process of analyzing texts, writing about written texts, and even planning for the writing of an original text. SOAPSTone is an acronym, standing for Speaker, Occasion, Audience, Purpose, Subject, and Tone. By utilizing the six parts of the SOAPSTone strategy, you can take nearly any written text (for example, a novel, journal article, speech, creative nonfiction piece, or any other written document) and develop a good sense for what the author was intending to do with the document and how audiences may (or may not) react to the text. See the graphic here, or read the description in larger text below.

Related: See the OPTIC Strategy for Visual Analysis

SPEAKER

STEP 1: DETERMINE THE SPEAKER. Identify who is telling the story or giving the information. Is it an omniscient narrator, a character in the story, or the actual author? Why do you think the author chose that person to be the speaker? What details about this person are important to know?

OCCASION

STEP 2: RECOGNIZE THE OCCASION. The occasion refers to the time and place of the story or written document. When and where do the events take place? From what geographical and chronological context is the speaker thinking and acting? How does the time and place affect and inform the text? What details are given about the occasion in the text itself?

AUDIENCE

STEP 3: DESCRIBE THE AUDIENCE. Consider the primary, secondary, and even tertiary audiences of this text. Who was the text written for? Why was it written for them? What characteristics do you know about the audience and how do you know that the text was written with them in mind?

PURPOSE

STEP 4: ESTABLISH THE PURPOSE. Why would the author write this particular text for the audience you noted above? Determine the meaning and message underlying the prose and ask yourself: what value does this give to my audience? What does the author think or hope the audience of the text will think about the text or do as a result of it? How does the author effectively (or ineffectively) make his or her purpose clear and realize the purpose's goals?

SUBJECT

STEP 5: INVESTIGATE THE SUBJECT. Knowing the audience and purpose of the document, in conjunction with the occasion and speaker allows you to better understand the subject or topic of the text. What is the author really getting at? What belies the story or prose, possibly providing a deeper meaning? What does the author reveal (or not reveal) when addressing the subject?

TONE

STEP 6: DISSECT THE TONE. Evaluate the word choice, organization, and rhetorical patterns in the prose. How do the textual elements make the audience feel? How does the author feel about the subject? Is the message heavy-handed, or is it subtle? What can you say about the syntactical construction and structure of the text in regards to tone?

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The SOAPSTone Strategy for Written Analysis is a simple method of rhetorical criticism designed to help with the process of analyzing texts, writing about written texts, and even planning for the writing of an original text. SOAPSTone is an acronym, standing for Speaker, Occasion, Audience, Purpose, Subject, and Tone.

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AnswerGarden is a new minimalistic feedback tool. Use it for real time audience participation, online brainstorming and classroom feedback.

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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A blog about the discussion of different concepts in a variety of fields of the discipline - Geography. It has several subcategories.

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Let's Talk Geography is a blog about the discussion of different concepts in a variety of fields of the discipline - Geography. It has several subcategories

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Excellent website with amazing videos, exercises, and interactives.

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Vous souhaitez progresser en français et atteindre un niveau intermédiaire B1 ? Plus de 750 exercices de français gratuits au niveau intermédiaire.

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TEDEd - Educational videos on different topics

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TEDEd - Educational videos on different topics

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TED-Ed lessons on all subjects. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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An AI tool that will differentiate topics, articles, videos and more for different grade levels to allow for accessibility of content for all learners.

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Atom Structure Doodle Sheet Visual notes

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Atom Structure Doodle Sheet Visual notes

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Thank you to Jenny for sharing this resource!

Use your school e-mail to login as a Teacher.

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Free, fun, and effective
math software for the classroom.

Fully Curriculum-Aligned K-10 Assessments

Differentiate your math class with consistent quality assessments that meet the pedagogical standards required by school boards.

District-Stamped Classroom Fun

Confidently engage your students with the excitement of popular game-based learning, fortified by the learning science that school boards trust.

Learn more on how we engage students

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Rely on classroom dashboards that tell the full story with unmatched assignment completion rates and a vibrant view of your students' progress.

Transform how you teach with Classroom Connected Professional Learning. ClassOS Pro is designed around your unique classroom challenges.

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Uniting Classroom Insights with Home Tutoring

Introduce parents to a tutoring solution that aligns with your teaching, ensuring students receive consistent, affordable, and quality support.

Learn more about KH After School

Privacy Matters

At Knowledgehook, we make sure to maintain each and every student's privacy in all products. See how we protect students, teachers, and parents

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Knowledgehook - Change how children feel about math

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Experience engaging math lessons with Knowledgehook. Perfect for classrooms, at-home learning, and districts. Free for teachers. Start today!

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Grade 9 English - Diagnostic Assessments

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Grade 9 English - Diagnostic Assessments

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Secondary Literacy Toolkit - Diagnostic Assessments

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Before proceeding with diagnostic assessments, please review the DIAGNOSTICS IN THE ENGLISH CLASSROOM introductory slideshow and the WHAT TO DO WITH THE INFO. GATHERED THROUGH DIAGNOSTIC ASSESSMENT slideshow below. Below the slideshows, you will find diagnostic assessments, designed by a team of

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Grade Nine Inclusive English - Mentor Texts

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Grade Nine Inclusive English - Mentor Texts

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FLE - Le rap du passé composé avec Être - Nathalie Maguérès

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HOME > Topics > Literacy > Think literacy Think literacy Preface.pdf Accounting.pdf Appendix.pdf Business 9-10.pdf Business.pdf Canadian and World Issues.pdf Careers.pdf Classical.pdf Computer Integration.pdf Computer.pdf Coop.pdf Core French.pdf Drama Dance.pdf English

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contributed by Ryan Schaaf, Assistant Professor of Technology, Notre Dame of Maryland University

This is sponsored content. You can read more about our sponsored content policy here.

Do they get it?

After an instructional lesson is over, educators are left with a classroom full of students looking at them. Did my students get the lesson? Are there any ideas, concepts or skills they are still unsure of? Do my students have any misconceptions about the lesson and its content? Do I have to review anything tomorrow?

These are just a few of the questions reflective educators are left to contemplate after the bell has rung. In truth, many of these reflective questions educators are left asking themselves can be addressed if they use an exit ticket. Exit tickets are a simple, quick, and oftentimes insightful formative assessment method employed close to the end of a lesson. It is a simple task that requires learners to answer a few questions or perform certain tasks explored during the learning process.

The format of an exit ticket varies. Educators can use a variety of question/activity types. There are multiple-choice, true or false, short written response, matching, cloze (fill in the blank), and surveys or polls to name but a few. In terms of classroom implementation, exit tickets should be short, concise, and engage learners in a review of the skills, concepts, and experiences explored during the lesson. They are also ideal for continuing the learning into the next class - many educators begin with the exit tickets from the previous lesson to activate students' previous knowledge.

In the age of digital learning, exit tickets are no longer confined to small slips of paper collected by educators as students leave their classrooms (although this method is still fine). There are numerous digital tools at the disposal of educators to collect this valuable performance data from their students.

Here are 18 of the best formative assessment tools for teachers-to glean data, take snapshots of understanding, create digital exit slips, and more.

Digital Exit Slips? 18 Of The Best Formative Assessment Tools For Teachers

Using digital exit ticket tools like Loop can be an easy means of checking whether students have understood lesson content, while also prompting (and promoting) student reflection.

Educators can set up exit tickets with varying question types and submit requests to participate via email or sharable link. Recent upgrades now allow questions to include images and YouTube links. All participants will have their responses populate a single spreadsheet. Educators will be able to review every single exit ticket on the same document.

Socrative lets educators assess their students with educational activities on tablets, laptops, or smartphones (ideal for BYOD environments). Through the use of real-time questioning, educators and students alike can visualize the data to make decisions about upcoming learning.

4. Hand signals

Okay, this one isn't a digital tool but using hand signals to quickly 'take the temperature' of the class is likely already in the toolkit of most teachers. Even a basic 'thumbs up if you get it, thumbs sideways if you halfway there, and thumbs down if you're lost' provides instant 'formative assessment data' for teachers. Of course, this is self-assessment, which means you're depending on their ability to self-evaluate but that's a skill that can be developed over time as well.

While using Plicker cards, students are able to provide answers to their teacher's questions. The educator can use a smartphone or tablet to capture student responses and the app collects and reports the data.

If you want to assess students through video prompts-by asking them to create short summaries, 3-2-1 (3 things I remember, 2 questions I have, and 1 thing I found interesting, etc.), Flipgrid is an easy way to create and share videos while also controlling visibility and privacy.

Here are some more ideas for using Flipgrid in the classroom.

You can read more about how to use IXL here but in short, it's an adaptive learning platform that's content-based-meaning the content and lessons are there and as a teacher, you'd simply assign (or have students self-select) content to assess their understanding of said content.

Game-based formative assessment for the win?

While it may not be the quickest way to get data in real-time (depending on the teaching and learning model being used), Google Classroom is certainly popular and if you use it, having the questions and data and class rosters all right there in one place definitely makes life simpler for you as a teacher.

VoiceThread allows educators and students to discuss documents, presentations, images, audio files, and videos using numerous methods. Students are able to add audio, text, or video responses for a media-centric assessment experience.

Similar to lino, Padlet is an online shared space students can post notes, multimedia files, hyperlinks, and documents on. Educators are also able to adjust privacy settings to ensure student safety.

Of course, there are hundreds of additional digital tools or strategies connected educators could use for administering an exit ticket to students that are not listed here. Please add a comment with some of the digital tools you use for your classroom exit tickets.

Mentimeter allows for the use of interactive presentations with real-time polling of students as you teach. Though they have a free account tier, it's limited to only two questions per presentation. However, their 'Education Basic' plan is only $6.99/month and Education Pro is $14.99. You can find more details at the links above.

According to the developers, Dotstorming is a "space for real-time group brainstorming and decision-making."

Developer Description: "Choose a video, give it your magic touch, and track your students' comprehension."

Ideal for older students, educators can ask students to post a 280 character summary of today's lesson and allow the discussion to transpire after the class has officially ended. You can anchor the response using your own personalized hashtag so it's searchable later. Obviously, the downside here is student privacy concerns-not to mention that they're on twitter (with all of the inherent distractions). To use twitter for formative assessment would require a fairly niche circumstance.

If you don't have your own content, simply grab a formative from our public library of 1000s of pre-made formatives. Feel free to edit any question details to make it right for your students. Once you have something you'd like to assign to your students, it only takes a click. Then, share login info, a link, or guest code for your students to join in and let the fun begin.

Among the other benefits of this popular teaching tool are the integrations with other tools, including Google or Microsoft-based digital teaching tools.
Digital Exit Slips? 18 Of The Best Formative Assessment Tools For Teachers

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18 Of The Best Formative Assessment Tools For Teachers [Updated]

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contributed by Ryan Schaaf, Assistant Professor of Technology, Notre Dame of Maryland University This is sponsored content. You can read more about our sponsored content policy here. Do they get it? After an instructional lesson is over, educators are left with a classroom full of students looking at them.

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5 Scaffolding Strategies To Bolster Student Learning

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Ontario Secondary Mathematics resource centre for students, parents and teachers.

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Welcome Welcome to BHNmath, an Ontario Secondary Mathematics resource centre for students, parents and teachers. Students A variety of tools to supplement classroom learning, strengthen understanding and enrich mathematical experience. Parents Strategies and materials for parents to use while accompanying children on their journey through mathematics.