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Use the new Padlet app for Zoom to present interactive, lag-free presentations, collaborate, or take notes with Padlet during Zoom calls.

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you tube video - The Man that saved the world (52mins) Cuban missile crisis

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Missile Crisis: The Man Who Saved the World

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Best Cold War documentary

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The ENTIRE History of the Cold War Explained | Best Cold War Documentary

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QCT has produced a useful Research Digest publication on behaviour management. This publication outlines a number of key issues.

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Issues addressed include: Managing classroom behaviour, Behaviour management and effective teaching and learning, Styles of behaviour management, What works and what doesn't work, Restorative justice practices, Behaviour management an issue that affects all teachers.

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This is an online resource exploring the interconnections between Australian consumers and Indonesian cashew farmers. The resource includes a video featuring interviews with farmers, buyers and a World Vision aid worker and includes maps, photographs, and data as well as activities and a list of resources.

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This chapter looks at an economic development strategy and addresses the Year 9 unit Exploring interconnections and the Year 10 unit Global geographies of human wellbeing. The case study explores the interconnections between Australian consumers and Indonesian cashew farmers.

Overview:

Interconnections - a poor man's crop and a rich man's food

International trade - cashews

How can farmers improve their human wellbeing?

Reflections and thinking hats

Download: Chapter 5 - Interconnections and human wellbeing.pdf

Interconnections - a poor man's crop and a rich man's food (5.21)
Australia's Engagement with Asia: Indonesia homepage

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Interconnections and human wellbeing (Years 9, 10)

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This chapter looks at an economic development strategy and addresses the Year 9 unit Exploring interconnections and the Year 10 unit Global geographies of human wellbeing. The case study explores the interconnections between Australian consumers and Indonesian cashew farmers.

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I found this site extremely interesting because it had many links for all sorts of alternatives to mainstream education for students with disabilities, especially sight and hearing impaired, ASD and even effective inclusive remote learning.

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Research article Open access | Available online on: 06 May, 2021 | Last update: 25 October, 2021

There is no doubt that education is one of the most vital areas in societies, as the development and progress of peoples are mainly linked to the effectiveness and quality of their education systems. Today in the digital age, learners are looking for innovative learning opportunities beyond the one size fits all and traditional classroom-based approaches harnessing the power of information and communication technologies -ICTs. Indeed, availing digital technologies became a necessity for education systems as they offer unprecedented opportunities for all learners, with different abilities, needs, and disabilities, to learn effectively and overcome (or at least reduce) barriers prohibiting them to access education and enjoy meaningful learning experiences. This paper introduces main concepts related to inclusive ICTs in education and explores ways to make them accessible for all.

It is the right of all students, especially those with different abilities, needs, and disabilities, to have equal learning opportunities. Inclusive education, as stated in the broad definition set out by UNESCO (2009), entails enhancing the ability of the educational system to reach all learners, in a way that will support equity for the benefit of all learners without exception, especially those with disabilities.

The United Nations Convention on the Rights of Persons with Disabilities UNCRPD urges all countries to take a number of important measures to overcome the obstacles that prevent learners with disabilities from accessing education and availing inclusive ICTs that facilitate inclusive education (Article 9 on accessibility, and Article 21 on freedom of expression, opinion and access to information, and Article 24 on education). This actually requires tremendous work to provide equitable learning opportunities, support education services, and create an enabling environment that will help learners, especially those with disabilities, accessing quality education and benefiting from the potential of ICTs.

Equally important, the Sustainable Developement Goals SDGs of the 2030 UN Agenda, designed to achieve a better and more sustainable future for all, draw on the principles of access, and equity, and inclusiveness towards building sustainable knowledge-based societies. The fourth goal (SDG 4) focuses on achieving quality education for all: "Ensuring inclusive and equitable quality education for all and promoting lifelong learning opportunities for all". On that premise, ICTs play a primary role toward ensuring access to quality education for all, provided that all learners, especially those with disabilities, can access and avail these technologies, and improve accordingly their learning experiences. Hence, there is a profound need to promote the effective use of inclusive ICTs in education for learners with disabilities. Nevertheless, such technologies would be profitable for learners with disabilities if and only if barriers (i.e. physical, financial, cognitive, didactical, and content) hindering access to them are removed or at least reduced. To this end, it is required that appropriate ICTs facilitating inclusive education, are universally accessible and compatible with assistive technology in order to support as much as possible diversity, in particular for learners with disabilities, improving thus their educational attainment.

According to the "Model Policy for Inclusive ICTs in Education for Persons with Disabilities" report, which is part of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and Global Initiative for Inclusive Information and Communication Technologies (G3ict) joint efforts to facilitate the implementation of the UNCRPD, Inclusive ICTs for education include:

Mainstream technologies readily available in the marketplace, e.g. computers, web browsers, software, text editors, word processors, whiteboards, mobile devices, etc. for all learners ;

Assistive Technologies mitigating difficulties in using mainstream technologies, e.g. screen readers, alternative mice and keyboards, augmentative and alternative communication devices, and other specific applications ;

Compatibility between assistive technology products and mainstream technologies;

Accessible media and formats e.g. word and presentation documents, Web files, multimedia, DAISY (Digital Accessible Information System) books, EPUB, PDF files, etc ;

Accessible digital educational resources;

Accessibile e-learning platforms and tools e.g. Learning Content Management Systems LMS, Virtual Classrooms, Authoring tools, Courseware, and repositories, etc.

Furthermore, coupled with providing inclusive ICTs for learners with disabilities, promoting open and digital education can help a lot in reducing barriers and enabling all learners, especially those with disabilities to access the same educational opportunities, according to their needs, time, pace, device, and location.

Above all, for digital education to be inclusive and accessible for all learners, digital tools, platforms, contents, and education technologies must, in turn, be accessible, and properly and universally designed to scaffold and enable each and every learner to learn effectively considering her/his abilities, disabilities, and individual learning preferences. For this reason, e-learning platforms, educational contents and applications should enable learners to use accessibility features and ensure compatibility with assistive technologies, so that it can be accessed and presented properly and in multiple ways fitting the needs and preferences of learners (e.g. enlarging and selecting fonts, adjusting color contrast and display preferences, using alternative texts for images and visuals, adapting page content, simplifying interfaces, using screen readers, keyboard navigation, etc.).

All things considered, it is important to consider that achieving inclusive education harnessing the power of ICTs requires mainly:

Establishing supportive policies and strategies;

Raising awareness, capacity development, and continuous training;

Reducing barriers to accessing appropriate ICTs;

Providing appropriate accessibility solutions and assistive technology;

Ensuring the accessibility of e-learning platforms and digital education content;

Designing for everyone without exception and meeting the needs of different students, especially those with disabilities;

Applying universal design for learning UDL guidelines and providing required editing and assessment tools.

With this in mind, we must not lose sight of the fact that education in the era of digital transformations should not focus and depend solely on using technologies and related trends. Rather, inclusive technologies should be effectively harnessed in a bid to enabling all learners to reach their learning goals and supporting their individual learning styles and special needs in order to let them be well prepared for inclusion and adapted to future changes, towards building inclusive sustainable knowledge-based societies.

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Inclusive ICTs in Education - Nafath newsletter by Mada

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There is no doubt that education is one of the most vital areas in societies, as the development and progress of peoples are mainly linked to the effectiveness and quality of their education systems. Today in the digital age, learners...

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When the men went off to war it was the Australian women left behind that had to feed the nation and ensure that the home fires were kept burning. This part of history is seldom talked about and the hardships forgotten.

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A Guardian article about how women have been written out of Australian history.

Tools and resources to support your work

Find free, high quality tools and resources to support respectful relationships education in primary and secondary schools

Tools and resources

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Women are central to Australia's history. Why have we forgotten them?

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A Guardian article about how women have been written out of Australian history. Find free, high quality tools and resources to support respectful relationships education in primary and secondary schools Tools and resources

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This is an amazing resource to use for Geography to help engage all learners to explore and understand our changing world.

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Engaging all learners to explore and understand our changing world

View our collection of K-12 educational resources to support teachers and parents with distance learning and homeschool.

Check out our K-12 virtual field trips and programs including science experiments you can do at home and Meet the Experts! chats with science experts.

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Engaging all learners to explore and understand our changing world View our collection of K-12 educational resources to support teachers and parents with distance learning and homeschool. Check out our K-12 virtual field trips and programs including science experiments you can do at home and Meet the Experts! chats with science experts.

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Always a great way to check learning, engage the classroom and fill in at the end of term 😆

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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I scooped this from Tanicqwa and was intrigued by the concept of combining the principles of great pedagogy with an experience that meets students culturally.

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HMH Classcraft pairs ELA and math content with research-based lesson plans resulting in reduced educator planning time and increased student engagement.

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Information on History Teaching materials, History content and best practice advice.

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Teachinghistory.org is designed to help K-12 history teachers access resources and materials to improve U.S. history education in the classroom. With funding from the U.S. Department of Education, the Center for History and New Media (CHNM) has created Teachinghistory.org with the goal of making history content, teaching strategies, resources, and research accessible.

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A great resource for year 9 history curriculum about WW1 and Australia's involvement via their battle at Gallipoli. The content is interactive and allows students to create and evaluate which reaches those higher level pedagogies and provides opportunities for modification and redefinition in the SAMR model.

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This lesson sequence is a great way to teach students about the history of WW1 and Australia's involvement via their battle at Gallipoli. The content is interactive and allows students to gain a real understanding as to what went on during the day of April 25, 1915. Students can be taught explicitly or allowed to run an inquiry into the events. A wonderful resource!

Sequence historical people and events. (ACHHS117)

Compare information from a range of sources. (ACHHS122)

Identify points of view in the past and present (ACHHS123)

Please read the 'Teachers Guide' Below to develop your own lesson structure.

Then log onto the Interactive Site using the link below.

Soldier Profile

Analysis of a Website

Interviewing a Soldier

Creation of a story

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If you like this lesson plan, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below.

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Australian Curriculum Lessons Admin Account

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Australian History Lessons - Gallipoli 'The Landing' via ABC - Australian Curriculum Lessons

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Summary: This lesson sequence is a great way to teach students about the history of WW1 and Australia's involvement via their battle at Gallipoli. The content is interactive and allows students to gain a real understanding as to what went on during the day of April 25, 1915.

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A great collection of classroom resources centred around WW1

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Anzac Diversity

Year 6 and up: A collection of case studies exploring the ethnic diversity of the Australian Imperial Force (AIF) during the First World War. Aboriginal and Torres Strait Islander people please be aware that this resource contains images and names of deceased persons.

Understanding Gallipoli

Years 5-9: a concise and useful overview of the Gallipoli campaign with activities for students and teachers.

A camera on Gallipoli

Years 5-8: This education resource focuses on Sir Charles Ryan's 1915 series of candid photographs documenting the experiences of Australians on Gallipoli.

1916

Years 5-9: This package of case studies and inquiry questions looks at the places Australians fought during some of the darkest days of Australia's military history.

Back to the Source

Years 9+: Turn your students into historical detectives in this guided journey through original source materials from the Memorial's collection

Art in the Aftermath

Years 9+: This resource is a visual exploration of the aftermath and impact of the First World War. Exploring themes of peace, loss, and remembrance, the works of art are brought to life in high resolution via Google’s Art & Culture platform.

Mephisto

On the morning of 24 April 1918, 13 German A7V tanks in three groups left the town of Marcelcave to attack the British lines in and between the towns of Villers-Bretonneux and Cachy.

Last updated: 3 August 2021

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Use this login for Shop items, and image, film, sound reproductions

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This is an Australian site that helps integrate ICTs into lessons by understanding Digital Technology, it also has a tab for Planning and Preparing lessons as well as Teach and Assess.

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Understanding DT

Engage with the Digital Technologies curriculum to plan, implement and assess effective lessons.

Plan and prepare

Guidance and support to develop and implement a whole-school plan.

Teach and assess

Students can learn to code and create using digital technologies, and find out about relevant careers.

For families

Find out about Digital Technologies to support your child to learn skills, create digital solutions and find a related career.

Programming

This series of three infographics provide an explanation of 'Programming' with relevant examples for each Year band and 'I can' statements

Algorithms

This series of three infographics provide an explanation of 'Algorithms' with relevant examples for each Year band and 'I can' statements.

Data representation

This series of three infographics provide an explanation of 'Data representation' with relevant examples for each Year band and 'I can' statements.

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Support for the Australian Curriculum: Digital Technologies with lesson plans, case studies, advice for school leaders, activities for students and for families. See links to the digital technologies industry events and programs. Get support with the development of computational thinking and coding skills in Australian students.

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Effective technology integration in education requires an evidence-based teaching pedagogy where technology practices are informed by a strong theory-backed teaching philosophy.

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Educational Technology and Mobile Learning

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Effective technology integration in education requires an evidence-based teaching pedagogy where technology practices are informed by a strong theory-backed teaching philosophy (the why part). The goal is not to use technology at the substitution level of the  SAMR model, that is to merely replace 'traditional' ways of teaching with more technology-focused ones, but rather use technology  at the redefinition level, that is, to transform our teaching practice and to create optimal learning experiences that won't be possible otherwise

Besides knowing the 'why' part behind effective technology integration in education, we also need to address the 'what' part, that is, knowing and having access to the digital resources we need to incorporate into our instructional practice. The what part is not as straightforward as the why part because the web is teeming with all kinds of web technologies.

However, not all educational technology websites are equal. Some have much more pedagogical potential than others. Searching for and accessing quality educational technology websites can be a challenging and time consuming task for teachers hence the importance of lists such as the one below. They offer teachers and educators readily-available educational technology resources curated, in this case, by a fellow teacher and an Edtech blogger with more than 10 years of experience reviewing educational technology websites.

In this collection, I share some of the best educational technology resources that can help you leverage the potential of technology to grow professionally and to create optimal learning experiences for your students in and out of class.

1. ClassDojo

ClassDojo is a classroom management system that enables teachers to manage and keep track of students behaviour. Teachers can create their own classes and invite students to join. Teachers can share resources and track students learning. Parents can also join classes and take part in the discussions taking part online.

2. Canva for Education

Looking for a good platform where you can create a wide variety of interactive media materials, Canva is a great option to consider. You can use it to design educational posters, infographics, presentations, comic strips, newsletters, book reports, cards, worksheets and many more. You can build your visual from scratch or you can start with a pre-made template. There are tons of pre-designed professional templates that are fully customizable that you can start with. Canva for Education offers all the pro features included in Canva for free for teachers, students, and school districts.

3. Khan Academy

Khan Academy provides free educational content in the form of instructional videos and practice exercises covering different subjects including math, chemistry, physics, science, arts, humanities and many more.

4. Tools to Create Video-based Lessons and Activities

Some of the best tools for creating video-based lessons and activities include Edpuzzle, Flipgrid, and Playposit. Depending on which one you choose, these tools are especially ideal for creating and sharing annotated video-based activities and lessons. You can either use YouTube videos or upload your own , add annotations (e.g., questions, notes, and voiceovers), and share with your students.

Students watch the video assignments and provide their audio and/or textual responses. Using integrated assessment features, you will be able to grade students submissions, share feedback with students, and collect assessment data to help with planning future video lessons.

5. Free Printable Kindergarten Worksheets

This is a collection of websites and platforms where you can access a wide range of downloadable printable kindergarten worksheets that you can use with your kids in class. These worksheets cover various topics and subject areas including reading, writing, spelling, numeracy and more.

6. Tools to Create Interactive Presentations

Some of the best tools teachers can use to design interactive presentations include Pear Deck, Google Slides, PowerPoint and Keynote. You can also use sites such as Slidesgo and Slidesmania to search for and access  professionally designed templates to use on your PowerPoint or Slides presentations.  These templates are customizable allowing you to adapt them to your own teaching needs.

7. Tools to Create Game-based Quizzes

Some of the best tools teachers can use to create interactive game-based quizzes include Quizizz, Quizalize, Blooket, Quizlet, and Kahoot. Quizzes can embed different types of questions (e.g., multiple choice, open ended, polls, fill in the blanks, etc) and media (e.g., images, audio recordings, voice clips, and videos). You can either create your quizzes from scratch or use the integrated libraries to search for ready-made quizzes that you can adapt to your own teaching needs.

8. Web Conferencing Tools for Teachers

This collection features a meticulously curated list of some of the best video conferencing and webinar hosting tools for teachers and educators. These are platforms that are simple and easy to use and can be incorporated into any instructional setting. You can use them to host virtual conferences, hold virtual meetings, run remote instructional classes, organize online trainings and workshops, and more.

9. Scheduling and Planning Tools for Teachers

This is a collection of tools I curated specifically for teachers and educators to help them with their planning and scheduling. The goal is to enhance teacher productivity by providing them with the required tools to do all their planning with the minimum time possible. Whether to host an online conference, organize a virtual event, host an online webinar or training workshop, these tools will definitely help teachers take their planning and scheduling to the next level.

10. Digital Curation Tools

Some of the best digital curation tools I have been recommending to teachers over the years are Padlet , Wakelet, and Symbaloo for Education. Teachers can use them to save, organize, and share digital resources. These tools also offer collaborative features that encourage team work collaboration. Students can take part in the digital curation process by adding their own resources and interacting with (e.g., sharing comments and reactions) shared resources. Classroomscreen is another good web platform that be can used to curate and share resources with students.

11. Bibliography and Citation Tools

Looking for some reliable bibliography and citation tools to use with your students? This collection of tools has you covered. It features some of the best web tools you can use to generate citations in different style formats. Some of the featured tools provide other equally helpful features including proofreading, plagiarism checking, grammar correction, and many more.

12. Tools to Create and Share Audio Feedback with Students

Kaizena and Mote are two excellent tools you can use to record and share audio feedback with students. Besides audio feedback sharing, Kaizena offers Lessons, Skills, and Rubrics, while Mote offers translation and transcription features.

13. Tools to Create Interactive Media-rich Lessons

Interactive lessons have the power to engage students, hold their focus, and motivate them to become actively involved in their learning. Adding interactive layers to your lessons helps makes learning more accessible and student-centred. In this collection I share some of the best tools you can use to add interactivity to your lessons.

15. Discovery Education

Discovery Education provides tons of standards-aligned resources, tools to enhance students thinking skills, and opportunities for collaborative learning experiences to help teachers grow their professional practice.

16. Math Worksheets Resources

In this math collection you will find a wide range of educational technology websites where you can access downloadable free math worksheets. These worksheets are organized into numerous categories and are searchable by grade or topic. The sites also feature other math resources such as math exercises, lessons, activities, puzzles, games, and more.

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Best Educational Technology Websites for Teachers and Educators

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In this post I share a collection of some of the best educational technology websites for teachers and educators. Read to learn more.

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ThingLink is an education technology platform that makes it easy to augment images, videos, and virtual tours with additional information and links.

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Scooped from Jarrid's Padlet @ https://padlet.com/jarridkennedy/59paj2ve9to1hfpw. All credit to him. Seeing as World War 2, particularly Australia's involvement in it is a critical part of the curriculum, this will be a great site to use.

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Australian War Memorial 009249/19

1. Overview of the learning module

Introduction

This learning module provides resources and classroom activities for teachers to use in their Australian Curriculum: Humanities and Social Sciences Year 10 classrooms.

It supports the History knowledge and understanding strand, Depth Study 1, World War II (1939- 1945).

How did the nature of global conflict change during the twentieth century?

What were the consequences of the Second World War? How did these consequences shape the modern world?

How was Australian society affected by other significant global events and changes in this period?

The learning module is self-contained, and can be used in any of the following ways:

as whole class activities with all students studying a number of Defining Moments in Australian History that help them understand aspects of Australia's history

distributed between small groups, with students reporting back on their findings to the whole class

as selected enrichment activities for individual students.

The investigations provide a rich digital resource for classroom use. They include contextual information, documents, images, scaffolded comprehension, analytical and extension questions, and individual, group and class activities. Using these materials and activities, students can explore aspects of twentieth century Australian history through text, images and objects.

The learning module has been designed to draw on the National Museum of Australia's Defining Moments in Australian History, together with some supplementary resources.

What constitutes a defining moment in Australian history, and why some issues and situations can be considered more significant than others, is an underlying theme that can be raised with students throughout the module.

Module snapshot

The learning module can be used to create a set of preliminary ideas, understandings and questions that will help students investigate the topic in more detail.

It contains the following information:

a series of key questions to explore several of the knowledge and understanding requirements

mapping activities helping students understand the changing theatres of the war over time

evidence and statistics covering the main areas where Australians fought

a background briefing outline of the course of the war

questions to help students use eight of the Defining Moments in Australian Historyto explore key aspects of the war

a case study of the soldiers' experience of Kokoda. This explores the nature of the fighting in an empathetic way, and can also serve as a model for other soldiers' experiences, in other theatres of war, such as those of POWs.

It concludes by asking students to consider change and continuity in relation to what Australia was like at the start of the war compared to what was it like at the end.

2. Student activities

Student activities

Investigation 1: The causes and course of the Second World War

Investigation 2: The Australian military experience of the war

Investigation 3: How did the war change Australia?

Investigation 4: Australia and the world

Investigation 5: Further research

Bringing it together

3. Relevant Defining Moments in Australian History

The learning module draws on the resources on the Defining Moments in Australian History website, together with supplementary materials.

Defining Moments that are relevant to the inquiry questions in the curriculum include:

Simplified versions of many of the relevant Defining Moments are also available:

4. Australian Curriculum level and focus

Historical knowledge and understanding
Students will cover the following areas:

Overview of the causes and course of World War II (ACDSEH024)

Examination of significant events of World War II (ACDSEH107)

Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108)

The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)

The significance of World War II to Australia's international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia (ACDSEH110)

Historical skills
Students will exercise the following historical skills:

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)

Use historical terms and concepts (ACHHS183)

Historical questions and research

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)

Evaluate and enhance these questions (ACHHS185)

Identify and locate relevant sources, using ICT and other methods (ACHHS186)

Analysis and use of sources

Identify the origin, purpose and context of primary and secondary sources (ACHHS187)

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)

Perspectives and interpretations

Identify and analyse the perspectives of people from the past (ACHHS190)

Identify and analyse different historical interpretations (including their own) (ACHHS191)

Explanation and communication

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)

Interdisciplinary thinking
Students will engage with the concepts of:

significance

continuity and change

cause and effect

place and space

interconnections

roles, rights and responsibilities

perspectives and action.

Cross-curriculum priorities
Students will be involved in additional learning about aspects of:

Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia's Engagement with Asia

Source: The Australian Curriculum Humanities and Social Sciences v8.3, December 2016, viewed 1 November 2018

5. History outcomes matrix

All case studies in the learning module have been designed to help students develop the knowledge and skills outcomes specified in the Australian Curriculum - History. At the end of each case study teachers could use this matrix to help guide student discussion about what they have achieved from the case study. The matrix is suitable to be used from Years 5-10, but with teachers guiding the discussion as appropriate to the particular class. It could also be used for assessment purposes.

Outcome

Elaboration or Explanation

Applying this to each case study

6. History source analysis guide

Some of the case studies involve students using historical skills to evaluate primary sources of evidence. This process involves identifying 'bias' but also many other features of the evidence. Students can use a source analysis guide to help them interrogate sources.

Aspects

Elaborations

Document

Image

Artefact

7. Learning at the National Museum of Australia

Enjoying our online teaching resources? Why not check out what else we have to offer?

We run onsite school programs, digital excursions and teacher professional learning programs.

Discover more about defining moments in Australian history through these curriculum-linked learning activities.

Student activities

Investigation 1: The causes and course of the Second World War

Investigation 2: The Australian military experience of the war

Investigation 3: How did the war change Australia?

Investigation 4: Australia and the world

Investigation 5: Further research

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Second World War Defining Moments, 1939-1945

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Australian War Memorial 009249/19 1. Overview of the learning module Introduction This learning module provides resources and classroom activities for teachers to use in their Australian Curriculum: Humanities and Social Sciences Year 10 classrooms. It supports the History knowledge and understanding strand, Depth Study 1, World War II (1939- 1945).

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Free downloads to Australian education resources for middle school.

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The education resource material published on this website is provided for use by Australian primary and middle-years teachers and their students, and home school educators. Registration is NOT REQUIRED to download the resources.

On this website you will find

Themed curriculum support resources: 'topic' facts for students, units of work, lesson ideas, student activity sheets, IWB files plus extra resources such as short stories, interactive quizzes and games, videos and other useful educational websites.

Templates and masters: printable templates and masters for student activities.

Interactives & videos: educational and fun - designed to support various topics relating to your teaching program.

Photos & illustrations: images included in the various Themed curriculum support resources found on this site.

Free external resources portal: descriptions and links to education resources that are hosted on external websites.

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For Teachers for students provides free Australian Government and selected private sector curriculum-appropriate, education resources and programs for both primary and middle years teachers and their students across all education systems throughout Australia.

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Alternative to Kahoot

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Students experience inclusive education when they can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices.

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Introduction

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

General Capabilities in the Australian Curriculum

In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas. General capabilities are identified where they are developed or applied in the content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are provided to give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in learning area content descriptions and elaborations.

Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content. State and territory education authorities will determine if and how student learning of the general capabilities is to be further assessed or reported.

General capabilities materials are presented to help teachers develop a shared understanding of the nature, scope and sequence of the general capabilities in the Australian Curriculum and to help teachers plan for students' development of the general capabilities in school and classroom learning programs.

The materials for each general capability include:

an introduction that describes the nature and scope of the capability, its place in the learning areas and its evidence base

organising elements and sub-elements that underpin a learning continuum

a learning continuum.

Learning continua have been developed for each capability to describe the relevant knowledge, skills, behaviours and dispositions at particular points of schooling. Within each of the capabilities, specific behaviours and dispositions have been identified and incorporated into each learning continuum as appropriate.
Using the learning continua Personalising learning
Students need opportunities to develop capabilities over time and across learning areas. What is learnt in the early years supports all subsequent learning. The learning continua map common paths for general capability development while recognising that each student's pace of development may be influenced by factors such as their prior experience, sense of self in the world and cognitive capacity.

Learning continua typically, but not exclusively, align with years of schooling. Stages in each learning continuum are labelled from Levels 1 to 6 to emphasise that the continuum presents a sequence of learning independent of student age.

For Literacy, Level 1 is divided into five sub-levels: 1a, 1b, 1c, 1d and 1e. Levels 1a-1d represent the development of early literacy skills with a particular emphasis on communication. For Numeracy, Level 1 is divided into two sub-levels: 1a and 1b; to represent the progression from early numeracy to numeracy skills. For Personal and Social capability, Level 1 is divided into two sub-levels: 1a and 1b. Level 1a describes the development of awareness of self and others and Level 1b describes the skills or actions to accompany those understandings about self and others.

For more information on using the general capabilities continua to personalise learning for students for whom English is an additional language or dialect, students with disability and gifted and talented students see Student Diversity.
Viewing on the website
Each general capability learning continuum is available online in two views:

expected learning across the levels in a table format

expected learning for each level in turn, in text format .

Users can also see which general capability elements and sub-elements are addressed in the content description by selecting the capability icon.

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The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century. In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

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year 7-10

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Scooped from Jarrid's Padlet @ https://padlet.com/jarridkennedy/59paj2ve9to1hfpw. All credit to him. A great 'base of operations' when constructing a unit design for history.

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Teachinghistory.org is designed to help K-12 history teachers access resources and materials to improve U.S. history education in the classroom. With funding from the U.S. Department of Education, the Center for History and New Media (CHNM) has created Teachinghistory.org with the goal of making history content, teaching strategies, resources, and research accessible.

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Year 7-10

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There are two units of study in the Year 7 curriculum for Geography: 'Water in the world' and 'Place and liveability'.

'Water in the world' focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. 'Water in the world' develops students' understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards. Water is investigated using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa.

'Place and liveability' focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students' ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe.

The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students' geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 7 are:

How do people's reliance on places and environments influence their perception of them?

What effect does the uneven distribution of resources and services have on the lives of people?

What approaches can be used to improve the availability of resources and access to services?

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There are two units of study in the Year 7 curriculum for Geography: 'Water in the world' and 'Place and liveability'. 'Water in the world' focuses on water as an example of a renewable environmental resource.

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Scootle resources are currently aligned with the Australian Curriculum: 7 - 10 History. Use the filters below to refine the curriculum results shown by year level, strand, general capability or cross curriculum priority.

Year 7

Year 8

Year 9

Year 10

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Browsing by Australian Curriculum - Scootle

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Scootle resources are currently aligned with the Australian Curriculum: 7 - 10 History. Use the filters below to refine the curriculum results shown by year level, strand, general capability or cross curriculum priority.

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Digital Media is one of the many ways we can cater to the multitude of learning needs within the classroom. We use media to communicate ideas, develop knowledge and gauge levels of understanding through teaching students to explore and collaborate new ideas, create and engage in technology all while using safe practices. The range of digital tools and applications that are available are endless and can be somewhat overwhelming. Just as the image portrays an idea and is able to tell a story, effective images through digital media can be instrumental in engaging students by influencing their feelings and enhancing their skill development (Hobdell, 2022). Technology Overload Introducing Digital Media into the classroom Importantly - start off small, something easy that will give you a benchmark of your students digital abilities. Become an exp

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Digital Media is one of the many ways we can cater to the multitude of learning needs within the classroom. We use media to communicate ideas, develop knowledge and gauge levels of understanding through teaching students to explore and collaborate new ideas, create and engage in technology all while using safe practices.

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Resilience, Growth mindset, connectedness, Bullying, Mental Health and Friendships

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Engaging activities for students. Credible, flexible resources for teachers. Practical support for parents and carers.

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Engaging activities for students. Credible, flexible resources for teachers. Practical support for parents and carers. Explore resources by topics Subscribe to our newsletter for the latest teaching resources on mental health and wellbeing. Free, easy-to-use student survey that helps teachers form relationships with their students.

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In 1994, Oscar-winning actor, Jack Nicholson jumped out of his car at a red light in a Los Angeles suburb and, after accusing a man of cutting him off, proceeded to use his 2-iron golf club to bash in the windshield of the man's Mercedes-Benz. Misdemeanor charges of assault and vandalism were filed against Nicholson. Nicholson later expressed regret about the incident, explaining that a close friend had recently died in addition to Nicholson being under a good deal of stress during the shooting of his most recent movie.

Maybe you can relate to Nicholson.

Maybe you have never acted impulsively with uncontrolled "road rage" like Nicholson, but getting behind the wheel is often the perfect recipe for stress. Especially when you are stuck in traffic, running late or if you were experiencing stress before you got in the car, like Nicholson.

As it turns out, driving is rated one of the most salient sources for everyday stress. A number of studies report time spent driving everyday correlates with poorer health outcomes, increased risk for cardiovascular disease and major depression ( 1, 2). However, driving is only a minor contributor to everyday psychosocial stress next to factors like job pressure, money, health and relationships.

In 2014, research conducted by the American Psychological Association and American Institute of Stress found that 77 percent of people in the United States regularly experience physical symptoms (e.g., fatigue, headache, upset stomach, muscle tension, etc.) caused by stress ( 3). These perceived stressors are now increasingly viewed as catalysts of systemic inflammation, cellular aging, cognitive decline, cardiovascular disease and psychopathology ( 5, 6, 7). In general, people appear to recognize that stress can impact health and well-being, but they do not necessarily take action to prevent stress or manage it well.
But what about you? Are you vulnerable or resilient to everyday stress, stress-related disease or dysfunction? I hope to provide you with two tools that will help you determine the answer.
What is stress exactly?
The term stress was borrowed from the field of physics by one of the founding fathers of stress research, Hans Selye. In physics, stress describes the force that produces strain on a physical body. For example, the act of putting pressure on something until it breaks. That pressure is known as stress.

But Selye began using the term stress when he noticed medical patients all suffered from severe, prolonged mental or physical strain on the body ( 8). It is commonly referred to in our daily lives as an event that produces tension, anxiety and is generally aversive, such that any individual experiencing a high level of "stress" would voluntarily avoid or attenuate the stressor if given the choice.

Selye also coined the term " eustress" to characterize more adaptive forms of stress that can be beneficial for intellectual, emotional and physical growth. Eustress is associated with positive events (e.g., birth, marriage, new job, etc.) that have an interpretation of "meaning," "hope," "joy" or "courage" and are associated with novelty, reward, optimum performance/achievement and development. One critical difference between eustress and distress is one's perception of the condition. In this manner, perception of control can make the critical difference between healthy and harmful forms of stress. If we perceive a stressor as a challenge, rather than threat, a sense of control prevents the stressor from being overwhelming and helps prepare us to confront the stressor even more effectively the next time it is confronted.

Stress is typically defined in biological systems as any internal or external condition that significantly perturbs the resting, physiological homeostasis of an individual organism or is interpreted as threatening and results in a "stress response." A stress response involves a cascade of automatic (e.g., stress hormone release) and behavioral (e.g., fight, flight, or freezing) and/or emotional responses (e.g., fear, anxiety, frustration, sadness) ( 5, 9).

There are benefits to the stress response in the context of an external condition that is truly threatening, like facing a hungry grizzly bear in the woods, getting out of a burning building or coping with physical trauma or violence. Your immediate response is built in - fast and automatic - something you do not have to think about. After the immediate fight, flight or freeze response, there comes a moment in which we can appraise the environment for the existence of threat or not. If we determine that all is safe, we can then regain our homeostasis, rest and recuperate.

When stress responses happen at high levels too frequently and are not terminated rapidly, they are no longer adaptive and can lead to fatigue or exhaustion. And, at this point, they can have wear and tear across brain and bodily systems. Internal conditions, like perceived (real or imagined) physical, psychosocial or emotional stress, can also engage the same automatic response-fight, flee or freeze. One maladaptive tendency our mind has is to catastrophize real or imagined threat. This means, we magnify an external condition as a larger problem than it really is, ruminate over and over about what happened in the past, which makes the stressful event longer than necessary, or makes us feel helpless about our situation.

For example, if your boss does not respond to an email, you may believe you did something wrong and you will ultimately lose your job. In reality, it may only be a temporary issue, and there are things you can do to change the situation or interpret it in a more realistic fashion: your boss is likely not available or the email slipped off his/her radar. This tendency to make things worse and exacerbate the threat is associated with continuous physiological changes that put prolonged pressure on bodily systems.

Raincoat and the towel: Tools for successful management of life stress
How we deal with physical and/or emotional stress is a highly individualized experience because every person handles stress differently. Two critical factors in dealing with stress effectively are protection and recovery. Protection refers to the resources that protect you from experiencing something as stressful, while recovery reflects how well you can cope with the onset of a stressor. How well you are able to protect yourself from stress and how rapidly you can recover determine the extent to which stress contributes to stress-mediated disease states like cardiovascular disease and psychopathology.

I like to think about protection and recovery in two metaphors: the raincoat and the towel. If it rains (stressor), what will be the outcome? Will your raincoat protect you from getting wet? Whether or not you experience the rain as stressful depends on if you wear a raincoat, the "type" of raincoat you were given at birth and how effective that type of raincoat is. Would you rather get caught in the rain with full GoreTex gear or a makeshift raincoat made of a garbage bag? Furthermore, if you get wet from the rain and experience a stress response from being wet, how quickly do you use a towel to dry off and regain homeostasis across brain and bodily systems?

Your stress can therefore be managed in an adaptive or maladaptive way. If you prepare for rain by wearing a raincoat and carrying a towel, that is considered an adaptive response. You proactively avoid getting wet and experience rain as eustress - with confidence, courage, joy and a feeling of control. You know that your raincoat will provide the support and resources needed to effectively deal with potential rain. Even better, you know if your GoreTex raincoat fails by some slim chance, you also have a super absorbent towel to dry yourself off quickly. A maladaptive response could involve failing to wear a raincoat or failing to use your towel. Getting wet could then lead to frustration, anger, sadness and feelings of helplessness, let alone a feeling of being cold and wet. Furthermore, just believing your raincoat or towel are not adequate to deal with the potential rain is sufficient to also engage a stress response without there even being a forecast of rain.

To put it simply, the perceived stress of rain or potential rain can be managed in good, tolerable or toxic ways depending on how well your raincoat and towel perform and how much confidence you have in the ability of your raincoat and towel to be sufficient to handle the rain. Similarly, with the appropriate stress-management skills and resources, you can effectively manage everyday life stress with a sense of control and confidence.

Now, if Nicholson had built up his raincoat and towel and approached the Mercedes-Benz that cut him off with equanimity (to experience an even-minded mental state) instead of aggression, it is more likely Nicholson would not have been phased by the event, but rather he would have flashed his charismatic smile and let it go as he drove on to his destination.

[For more on what equanimity is, see our collaborative position paper from the Mindfulness Research Collaborative.]

Are you stuck with the rain gear you are given at birth?
At birth, we are given a range of stress management skills and dispositional traits that dictate how resilient and vulnerable we are to life stress. Some people are naturally good at managing stress and recovering from traumatic events, while others may not have received many skills and are more vulnerable to having chronic stress responses and are at higher risk for developing associated disease states.

Fortunately, stress management skills can be learned and some evidence even suggests biological set points for vulnerability can be shifted towards more adaptive response behavior. Revisiting the raincoat and towel metaphors, we are all handed different raincoats and towels. Some of us get GoreTex gear and others get garbage bags that barely do much to protect you. Some of us get decent raingear, but do not get very absorbent towels. The main idea here is that your stress management skills not only depend on what you were given at birth, but also on your ability to adapt and learn new skills. Trade in that garbage bag for a better coat and pick up a towel while you are at it!

Assembling your tools: How to build your raincoat, find a good towel and perceive stress as a challenge over threat
One step towards changing perception and appraisal of environmental stressors in a more adaptive way would involve developing awareness of your mental habits (meta-awareness) and enhance skills like equanimity towards your environment.

As mentioned in the article "Brain's Response to Meditation: How much meditation does it take to change your brain and relieve stress?" one potential tool for developing such skills is meditation, which may leave you wondering how to use meditation and where to start.

There are a number of different potential ways to get started in meditation. One easy way to begin practicing meditation is through guided practices on a user-friendly app such as DeStressify, Headspace, Mindfulness, Buddhify, or Calm. Many of the apps integrate daily reminders to notify you when it is time to practice meditation. There are many other apps on the market now and I encourage you to check them out as well as their reviews. Additionally, visit contemplativeneurosciences.com for some personal reflections on starting a meditation practice and some resources.

References
Hoehner, C. M., Barlow, C. E., Allen, P., & Schootman, M. (2012). Commuting Distance, Cardiorespiratory
Fitness, and Metabolic Risk. Am J Prev Med, 42(6), 571-578. doi: 10.1016/j.amepre.2012.02.020

Hennessy, D. A., & Wiesenthal, D. L. (1999). Traffic congestion, driver stress, and driver aggression. Aggressive Behavior, 25(6), 409-423. doi: 10.1002/(sici)1098-2337(1999)25:6<409::aid-ab2>3.0.co;2-0

McEwen, B. S., & Gianaros, P. J. (2010). Central role of the brain in stress and adaptation: links to socioeconomic status, health, and disease. Ann N Y Acad Sci, 1186, 190-222. doi: 10.1111/j.1749-6632.2009.05331.x

Chrousos, G. P., & Gold, P. W. (1992). The concepts of stress and stress system disorders: Overview of physical and behavioral homeostasis. JAMA, 267(9), 1244-1252. doi:10.1001/jama.1992.03480090092034

Calabrese, F., Molteni, R., Racagni, G., & Riva, M. A. (2009). Neuronal plasticity: A link between stress and mood disorders. Psychoneuroendocrinology, 34, Supplement 1, S208-S216. doi: http://dx.doi.org/10.1016/j.psyneuen.2009.05.014

Schmidt, N. B., Richey, J. A., Zvolensky, M. J., & Maner, J. K. (2008). Exploring human freeze responses to a threat stressor. J Behav Ther Exp Psychiatry, 39(3), 292-304. doi: http://dx.doi.org/10.1016/j.jbtep.2007.08.002

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The Key to Experiencing and Handling Stress in a Healthy Way

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In 1994, Oscar-winning actor, Jack Nicholson jumped out of his car at a red light in a Los Angeles suburb and, after accusing a man of cutting him off, proceeded to use his 2-iron golf club to bash in the windshield of the man's Mercedes-Benz. Misdemeanor charges of assault and vandalism were filed against Nicholson.

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Students tend to work in groups to try to solve a problem or a set of problems unfamiliar to them. PBL promotes active learning and fosters self-directed learning, effective problem solving, communication and collaboration skills.

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Problem Based Learning

What is it?

Problem based learning (PBL) is a teaching strategy during which students are trying solve a problem or a set problems unfamiliar to them. PBL is underpinned by a constructivist approach, as such it promotes active learning. Activities are carried out with groups of students, typically in a tutorial or seminar setting. PBL fosters self-directed learning, effective problem solving, communication and collaboration skills. Students tend to work in groups to problem solve with the lecturer or tutor taking a backstage role during the activity, their involvement is usually limited to guiding and monitoring the process.

Resources

Links to relevant PD:

Case Studies:

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Problem Based Learning Problem based learning (PBL) is a teaching strategy during which students are trying solve a problem or a set problems unfamiliar to them. PBL is underpinned by a constructivist approach, as such it promotes active learning. Activities are carried out with groups of students, typically in a tutorial or seminar setting.

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Department of Education Queensland's digital strategy and capabilities within schools for the next 4 yrs.

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Includes the 10 essential skills for classroom management

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Whether you are a first-year teacher, a 20 year veteran, or an educational support professional, chances are that you have at least one area of classroom management you would like to improve upon. Managing the behavior, social emotional, and learning needs of 30 or more students is one of the biggest challenges most educators face.

So, how can you improve your classroom management skills or simply sharpen a few well established strategies or techniques? One thing you can do is to participate in professional learning opportunities. NEA provides two types of professional learning opportunities for members.

Blended Learning

Blended learning courses may be offered through your local or state association. Contact your state or local association if you are interested in starting a cohort in our affiliate. The following courses are currently available:

Classroom Expectations and Routines

Creating and Maintaining a Trauma-Informed Approach

Using a Trauma-Informed Approach to Create an Individualized Behavior Support Plan

Building Connections Between Home and School

Building Positive Relationships

Positive Response to Challenging Behavior

Aspects of an Engaged Classroom

Micro-credentials

NEA offers 6 micro-credentials focused on classroom management:

Or, view all of these micro-credentials in the Classroom Management stack.

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Classroom management covers a broad range of topics and is by far the most important aspect of a successful classroom.

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Professional Development to assist pre-service teachers to make the smooth transition to a 'in-service' teacher, including communications skills, behaviour management (as well as the 10 essential skills to classroom management) and content knowledge.

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For more information about promoting effective communication click here .

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His hands bang the table as his chair tumbles to the floor.
"I can't do it. It's too hard. I quit."
Rushing in, you attempt to offer comfort, "It's OK. You're smart. You'll figure it out."

He scoffs. "No mom, you don't get it. They want a five-page paper by tomorrow. I don't even get this assignment. I quit. I'll get a zero. I don't care. "

Panicked, you try to help but it's no use. His history grade has been dropping all year but it seems like you're the only one who's worried.

If he fails this class, his GPA might suffer...then college...career.

How do you encourage a teen to take ownership of their life? To put forth effort and work toward their goals, even when life gets challenging?

It starts by realizing your teen's brain is flexible and adaptable . And, with the right type of support and encouragement from you, he can learn new ways of thinking, adapt his study skills, and even plan for the future.

Understanding the Teenage Brain

During the teen years, your child's brain goes through what author Dan Siegel calls "remodeling." A process that helps build a stronger more effective brain , which will serve them as they become independent adults.

Unfortunately, this remodeling includes periods of extreme emotional responses, risk-taking behavior, boundary-pushing, and a lack of consistent impulse control.

When they were younger, they soaked up facts and thought in concrete ways. Now, teens are able to see things in a more abstract way. They are able to be more with their problem solving and think critically about themselves and others.

This also means your teen may be idealistic and opinionated, and they may challenge the "old ways" of doing things.

It's normal for parents to feel threatened, concerned and confused when faced with the emotional rollercoaster of the teen years.

But teens often feel overwhelmed by these dramatic brain changes, too. The rush of new experiences can be exhilarating. However, changes in relationships, managing mature social situations , and feeling torn between pulling away from parents and wanting to stay "little" forever, can be an overwhelming situation for some teenagers.

As parents and teens learn to navigate this "remodeling" stage, helpful comments are interpreted as criticism, suggestions turn into lengthy lectures, and differences of opinions quickly become power struggles.

It's often hard to know how to your teen.

Embracing a Growth Mindset

Though the conversations sound different now, you can still play an important role in helping them build strong, healthy, "growth mindset" brains.

A growth mindsetis about believing people can develop and improve their abilities, while a "fixed mindset" is about believing intelligence and abilities are inborn and cannot change dramatically.

Many teens are stuck in a fixed mindset. They believe they are "not good at math" or "will never be on the tennis team ."

Incorporating a "growth mindset" into your conversations sends the message that, with effort and support, your teen can

improve their results ("Meeting with my algebra tutor helped me understand the last unit")

develop talents ("I enjoy signing and I can get better with practice")

grow their skills ("Practicing daily will improve my serve").

The Big Life Journal - Teen Edition has a wonderful illustration which helps teens understand the mindsets.

The benefits of a growth mindset don't stop at grades and athletics (in fact, your teenager may tune you out if that's all you focus on).

It can be applied to your teen is passionate about: strengthening their friendships, improving their relationships, being seen as an important member of a team, speaking out about something they believe in, or overcoming a fear.
Find outlets for their creativity, provide them with appropriate alternatives to risky behavior, and encourage goal-setting.
From a calm, confident position, you can their growing brains to be flexible. You can give your teen space to think, process and even question status quo.

This role is not easy, though.

The tips below will help you interact with your teenager in a way that keeps the relationship strong while encouraging them to grow and develop as an individual. The focus is on keeping healthy connection s, rather than finding the "perfect" consequences.

When your teen knows you're on side, they may be more open to your point of view, and may even come to you for guidance as they set and reach goals in the future.

8 Helpful Tips for Teaching Teens a Growth Mindset

[Parents'] helpful judgements, their lessons, their motivating techniques often send the wrong message... a fixed-mindset message says: 'You have permanent traits and I'm judging them'...Or it can be a growth mindset message that says: 'You're a developing person and I'm committed to your development.'

Mindset, Dr. Carol Dweck

1. Share Facts About the Brain

Most teens know about the physical changes their body will experience during puberty, but don't stop there!

Share what you know about the brain or explore together.

2. This is an Ongoing Conversation

Teenagers tend to tune out, ignore, or push back when parents start to lecture. Remember, your teen's brain is looking at the world differently now.

Incorporate growth mindset into your household vocabulary, but keep the conversation open-ended, rather than forcing it.

Encourage teens to look for in examples of growth mindset everyday experiences (someone on TV, in the news, or at school).

Share ways YOU are growing and learning - even as an adult!

Share the Famous Failures Kit with them. Read the stories together as a family (e.g., at the dinner table) and share things you know about the people included in the kit.

3. Goals are Good, the Pressure Isn't

When it comes to goal-setting, some teens are dreamers, they have goals for themselves long into the future.

Some may still be on the fence about what to do next, while others may struggle to think about goals in a concrete way.

It's easy to transfer your own hopes and dreams onto your child. Instead of pressing kids to fit your mold, come alongside as support.

Focus on the process of goal-setting rather than the goals themselves.

Use creative options such as bucket lists or vision boards - either as a family or individually.

In the Big Life Journal - Teen Edition, there is a lot of fun goal-setting exercises your teen can do on their own.

4. Make Space for Failure

Many parents see as something to be avoided. However, in a growth mindset, failure is not the end and it doesn't define your teen.

Rather than trying to make the path smooth for your teens or keeping them perpetually happy, focus on your role as support, or staying close at hand.

Carol Dweck recommends "addressing the setback head-on and talking to your children about the next steps for learning."

Have your teen review the chapter 5 of the Big Life Journal - Teen Edition which talks all about mistakes and failures.

5. When Things Don't Go As Planned, Brainstorm Solutions Together

Teens are bound to run into as they practice independence. Your job is the challenges cheerleader, not the director.

Rather than telling your child to "ask the teacher for extra credit," when they do poorly on a test, walk through what happened and explore problem-solving options with your teen. See what they're comfortable with rather than dictating their next move.

6. Address Lacking Skills

Problem-solving together may highlight areas where your teen needs additional help.

" [Some kids] with an undiagnosed learning or attention disorder look as they have a bad attitude because they feel discouraged or struggle to maintain their motivation."

- Lisa Damour, author

Other teens are impacted by mental health concerns, such as or depression. Seek outside support for your teenager as needed.

7. Listen More Than You Talk

Parents have so much wisdom and insight to offer, but, unfortunately, it looks more like a lecture than a conversation.

Ask your teen for suggestions, solutions, advice, and thoughts.

Empathize with their perspective, rather than jumping to a solution, criticizing or judging.

Reiterate you are willing and available when they need a listening ear.

8. Watch Your Reactions

Encouraging your kids to adopt a flexible growth mindset might require you to work on your own mindset , too. How you describe challenges or talk about your teen's struggles matters.

If you overreact to small infractions or mistakes, your child may be cautious about pursuing goals or may shy away from sharing challenges with you.

It's OK to struggle with growth mindset. Let your teen know you will be working on it together!

Mindset in Action

Stepping into the other room, you take a few deep breaths. Your son's panic doesn't mean you need to panic too.

When you're ready, you approach him empathetically.

"This is a tough assignment, isn't it?"

Undeterred by his grunts and eye-rolling, you continue, "Want to talk through the assignment together?"

He tosses the paper to you.

Maybe tonight he'll get through the assignment. Maybe not. Maybe all you'll do tonight is identify some roadblocks - typing slowly or not being able to organize facts - that can be addressed with his teacher in the future.

Maybe all you'll do is change the message from, "I can't do it" to "I can get the help I need to pass history this quarter."

And that is progress from a growth mindset perspective.

You know building a teenage brain takes time. And you're committed to supporting him as his brain grows and matures.

Nicole Schwarz is a mom to 3 girls, a Parent Coach and a Licensed Therapist. She believes there are positive alternatives to timeouts, spankings and never-ending arguments with your kids. Check out her blog, Imperfect Families for more respectful parenting tips and learn how Parent Coaching can help you find personalized solutions to your parenting challenges.

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How do you encourage a teen to take ownership of their life? To put forth effort and work toward their goals, even when life gets challenging? It starts by realizing your teen's brain is flexible and adaptable.

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These days, students often expect us to pour information and understanding into them, without them having to do the tough stuff-like studying and learning. I expect my students to actively participate, but it isn't always easy.

Being a 21st-century educator is a tall order. In my 15 years in the classroom, my most important "helpers" are technology, movement, and networking. Here's why.

1. Use technology to get students interested and involved.

I believe in the importance of face-to-face conversations, but for our students, technology is a major part of the way they communicate and learn. Why not use the mini-computers they carry with them?
Here are my technology must-haves:
I was taught early to make sure I call on all students daily. They like being recognized. Technology helps. Technology allows all students to have a voice and a chance to show what they know.

Google Docs: Our school uses Google Docs, making it easy to share and collaborate with other teachers and students.

YouTube

TES teach with blendspace for lessons

Quizlet and Kahoot to engage students in learning vocabulary.

The Remind app to remind students of homework assignments. My students are turning in homework more than ever before! And having a class website makes it easy for my students to find important documents, rubrics, lessons, sites and projects.

Additionally, while using technology is a part of what we do, it shouldn't be everything. I like using non-technology games from my teacher toolbox for vocabulary and sentence-building, and my students always enjoy it when I bring these games out from time to time. In fact, they're always asking when we can play them again. It is important to have routines, but also to change things up now and again and have fun doing so with students. If we are excited about the lesson, students will be, too.

2. Movement: Know when to shake things up-literally.

Aside from being a language teacher, I am also a Zumba instructor. And since I teach music as part of the Spanish culture, I do " brain breaks " with simple dance moves for salsa, merengue, cumbia and more to get students out of a slump and get oxygen flowing to their brains.
You are the company that you keep, so reach out to other like-minded professionals who are always learning and trying to stay positive.
3. Connect with others in our profession to stay encouraged.

Connecting with other educators to share and collaborate helps ensure our success. We can of course do this face to face or in curriculum groups, but we can also stay in touch via Twitter (you can reach me at Project Spotlight @edspotlightdiv or @MountainsTeresa) and other social networks.

I found that being involved in the Teacher Leadership Initiative this past year helped me connect with excellent teachers across my state and our nation. I also stepped up to take on more leadership in the Billings Education Association (I am a director at large), went to Jump Start training to start the process for National Board Certification and attended AP training for Spanish.

The first couple of years for the 21st-century educator can be stressful, but also rewarding. Each year, you will get closer to becoming a master teacher. Always believe that each of your students can and will succeed. Best wishes in your teaching journey, for it truly is a calling.

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These days, students often expect us to pour information and understanding into them, without them having to do the tough stuff-like studying and learning. I expect my students to actively participate, but it isn't always easy. Being a 21st-century educator is a tall order.

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Excellent classroom resources from ReachOut

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Resilience is defined as the ability to bounce back from adversity. It is a necessary skill for coping with the ups and downs of life and one of the key ingredients of success. A number of things impact on a person's resilience, including their previous experiences, their sense of self, the coping strategies they have developed over time and their mindset.

Students need to be taught that failure can be a precursor to success and is a necessary component of learning. The only way to succeed with tasks, assignments and exams, in physical activities such as sport, and in life in general is through perseverance and persistence, and by embracing and learning from failure. This is a growth mindset and a key aspect of developing resilience.

A mindset is the sum of the various beliefs people hold about themselves. These self-perceptions determine their behaviour, outlook and mental attitude. For example, people may believe that they are either 'intelligent' or 'unintelligent'. Developing a growth mindset is essential in building students' personal and social capabilities, including self-awareness and self-management.

Resilience is directly related to wellbeing; it is about having the ability to cope with and adapt to new situations. Being resilient and positive, with a sense of wellbeing, enables a person to approach other people and situations with confidence and optimism. This mindset is especially important for students given the enormous changes and challenges they face throughout adolescence.

By helping students to develop the skills to build resilience and a growth mindset, we can minimise the effects of negative, stressful situations. These skills allow students to face challenges, learn from them, and develop ways to live a happy and healthy life.

This resource includes classroom activities for developing resilience. The activities have been designed to help students explore and develop a growth mindset and to understand how they can bounce back from adversity. It includes Wellbeing Fives and links to articles that can be shared with the whole school community.

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Resilience is defined as the ability to bounce back from adversity. It is a necessary skill for coping with the ups and downs of life and one of the key ingredients of success. A number of things impact on a person's resilience, including their previous experiences, their sense of self, the coping strategies they have developed over time and their mindset.