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Coaching Made Easy. 15,000+ Sports Drills, Videos and | Sportplan

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Search 1000's of Sports Coaching Ideas, Build and Share Training Plans. Video and Animated Drills, click here for more details

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studylib.net - Essays, homework help, flashcards, research papers, book reports, and others

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Free essays, homework help, flashcards, research papers, book reports, term papers, history, science, politics

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Interactive curriculum plans

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Explore thousands of high-quality resources for lesson planning and curriculum design. All optional, adaptable and free.

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We produce teaching resources for primary and secondary levels. Resources include background information, student activities, full-colour cut-out 3D models and posters. For more information contact education@ga.gov.au.

Education Updates email newsletter

Subscribe to keep informed about recent developments in geoscience, teacher resources, upcoming events, and competitions for school pupils. View previous editions.

New Resources

Volcanoes - Teacher notes and student activities
Booklet for teachers explaining types, products, impacts and uses of volcanoes around the world. Student activities included.

The Geology of Minecraft 2 Poster
A second poster comparing the concepts in the computer game Minecraft with science/geology. Aimed at school children, for display in classrooms.

Teacher Resource Booklets

These booklets are intended to provide information for both Science and Geography teachers to support their work with students in both upper primary and secondary settings. Teachers should evaluate the student activities to ensure that they are appropriate.

Volcanoes - Teacher notes and student activities
This comprehensive booklet explains the types, causes, products and distribution of volcanoes around the world and includes Australian examples. Student activities include an eruption role play.

Exploring Minerals and Crystals - Teacher notes and student activities
Rocks and minerals are all around us. We see and use them every day, without even realising it. Minerals are the building blocks of rocks. This booklet has been developed as an Earth Science companion for teaching primary and secondary level Science, in particular Year 8 Earth and Space Science. Student activities are included.

The Australian Coast - Teacher notes and student activities
Australia's coastline is one of the longest national coastlines in the world. This booklet provides information about the major physical environmental characteristics of the Australian coast and the major physical processes which shape the coast as well as an introduction to the human-induced processes which impact upon Australia's coast. Student activities are included.

Earthquakes - Teacher notes and student activities
This booklet focuses on earthquakes including their causes, measurement, distribution and monitoring. The booklet also catalogues significant Australian earthquakes. Student activities are included, one of which is 'Epicentre Hunt'.
Landslides - Teacher Notes and Student Activities

Landslides are one of Australia's most dangerous natural hazards and result from a mass movement of material down a slope or cliff face. This booklet explains the nature of landslides and gives examples of various historical landslides that have occurred in Australia. Student activities included.

Tsunami - Teacher Notes and Student Activities
Tsunamis are associated with earthquakes, landslides or volcanic eruptions that occur in, or adjacent to, the ocean. This usually results in the sudden movement of water. This booklet explains the causes of tsunamis, detection and warning systems. Student activities included.

Geological TimeWalk - A Short Guide
The booklet describes major geological, climatic and biological events that have occurred over time. Geological events include continental drift, the break-up and amalgamation of continental land masses, mountain building and major volcanic eruptions. Climate changes include the occurrence of ice ages and biological events include the evolution of major groups of organisms.

Other Resources

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We produce teaching resources for primary and secondary levels. Resources include background information, student activities, full-colour cut-out 3D models and posters. For more information contact education@ga.gov.au. Subscribe to keep informed about recent developments in geoscience, teacher resources, upcoming events, and competitions for school pupils. View previous editions.

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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borrowed from LJ

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Edublogs is more than just WordPress

Edublogs enhances WordPress with education-specific features, themes, and plugins. We offer tailored tools for classroom management, student privacy, and collaborative learning.

Our platform is designed to meet the unique needs of educators and students, with dedicated support and an active educational community.

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Edublogs is more than just WordPress Edublogs enhances WordPress with education-specific features, themes, and plugins. We offer tailored tools for classroom management, student privacy, and collaborative learning. Our platform is designed to meet the unique needs of educators and students, with dedicated support and an active educational community.

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borrowed from LJ

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ArmoredPenguin.com - Create puzzles and other diversions

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Welcome to ArmoredPenguin.com.
This site contains a number of resources that various people (including
educators and students) can use to make puzzles of various types.

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Credit to Brett, who I seen got it from another colleague

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The human body is an amazing machine. Learn more about it through movies, quizzes, articles, and more.

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credit to Brett Watton

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credit to Priscilla

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credit to Priscilla

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MindMeister: Online Mind Mapping and Brainstorming

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Create, share and collaboratively work on mind maps with MindMeister, the leading online mind mapping software. Includes apps for iPhone, iPad and Android.

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credit to Priscilla and her Padlet

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Graphic Organizers & Choice Boards

This collection of ready-to-use graphic organizers will help children classify ideas and communicate more effectively. All of our printable graphic organizers are designed to facilitate understanding of key concepts by allowing students to visually identify key points and ideas. By using graphic organizers across all subject areas, you will be empowering your students to master subject-matter faster and more efficiently. We have graphic organizers for reading, science, writing, math, and for general classroom use. You'll also find blank printable templates like graph paper, dot arrays, and other useful tools.

Popular Graphic Organizer Collections

Self-assessment Graphic Organizers

Growth Mindset Graphic Organizers

Graphic Organizers (PreK-2)

Help students, grades pre-K-2, with their reading comprehension, main idea organization, and more using our graphic organizers.

Graphic Organizers (Grades 3-5)

Help your grade 3-5 students with their organization by using our graphic organizers and reading webs.

Graphic Organizers (Grades 9-12)

These graphic organizers for grades 9-12 will aid students in reading comprehension, writing abilities, and sequencing.

Writing Graphic Organizers

Help students organize their writing with these sequence charts, reading organizers, outlines, webs, and more!

Research Graphic Organizers

Support students to practice and develop essential research skills.

Science Graphic Organizers

Use our venn diagrams, graphic organizer worksheets, and instructions to help your students organize their scientific thought.

Timelines and Sequence Charts

Sequence stories and picture orders with these timeline and sequence charts.

Reading Comprehension

Enhance your student's reading comprehension with these webs, main idea charts, plot summaries and more with our reading comprehension graphic organizers!

Concept Maps and Idea Webs

These concept maps and idea webs will help students organize their thoughts, whether they are history, science, or language arts related.

Math Graphic Organizers

Help your students enhance their math skills and stay on track with these homework checklists, KWL charts, column charts and more.

Galleries

These galleries provide you the best graphic organizers for every occasion. Whether it be writing, science, literature, or animal related, we have a slideshow for it all!

Customizable Graphic Organizers

Use our customizable graphic organizers to tailor each one to the specific lesson of the day.

KWL Charts

Help students organize what they know, what they want to know, and what they have learned with these KWL charts relating to all subjects.

Venn Diagrams

Venn Diagrams are a great way for students to compare and contrast two (or three) concepts. Use our venn diagrams to accompany your lesson for any subject.

Cause and Effect

Each effect has a cause. Help students identify the two in their readings, writing, and more with our cause and effect printable worksheets.

Main Idea and Supporting Details

It is important for students to distinguish main ideas and supporting details in order to comprehend their readings. We have provided printable graphic organizers, such as a stair step organizer, to help students organize the main idea from the supporting details.

Choice Boards

Choice Boards are similar to graphic organizers because they can be downloaded, printed, and given to students. What sets Choice Boards apart is that they provide students with the opportunity for choice. Rather than a graphic organizer that has one assignment, a choice board provides multiple ways that students can explore a topic or skill and demonstrate their learning. Choice boards also help you differentiate your instruction, as you can support students to make a choice that best aligns with their learning needs and learning preferences. Access our library of choice boards below.

Holiday Choice Boards

Math Choice Boards

English Language Arts Choice Boards

Social Studies Choice Boards

Science Choice Boards

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Graphic organizers for teachers grades K-12.

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credit to Priscilla

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Create, Share, Collaborate, View your mind maps !
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Why WiseMapping ?

How it works ?

What's a mind map?

A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea.

WiseMapping is based on an Open Source project. Depending on your requirements, there are two options available.

WiseMapping is perfect for individual note-taking, collaborative planning, teamwork and class rooms.

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WiseMapping is a free, fast and simple online mind mapping for individuals and business. Sign up to start organizing and sharing your ideas and thoughts.

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ThingLink: Create unique experiences with interactive images, videos & 360° media

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Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

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STAQ - Science Teachers' Association of Queensland

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also borrowed from Natalie Hahn's Padlet, I like this one very much

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Khan Academy got me through sports science

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Khan Academy got me through sports science

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I forgot about even putting this in here until I seen Natalie Hahn's padlet

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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Found on Natalie Hahn's padlet

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Australia’s #1 science teaching programme

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Stile is a leading online learning platform offering a science teaching programme to enhance students’ and teachers’ classroom experiences. Learn more here!

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Search now to download properly attributed, Creative Commons photos for school!

Teachers have told us they need a place to access safe images that are available to be used in the classroom and for educational purposes. Plus, they want accurate image citations. We've heard you and created "Photos For Class" to meet your needs for images!

Age Appropriate Images - All images are appropriate for the school setting, thanks to Flickr and Pixabay SafeSearch and our proprietary filters - Read More

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Creative Commons - All photos shown are, to the best of our (and Flickr's / Pixabay's) knowledge, licensed by Creative Commons for public use

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Photos For Class - The quick and safe way to find and cite images for class!

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The World's easist way to search for safe, creative commons images and cite them.

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physedgames "phys ed games" physed games "physed games" physedgames.com "physical education" "physical education games" physical education "pe games" pe p.e....

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Providing simple and awesome school game ideas for Phys Ed teachers for over 10 years. Hundreds of activities with frequent new posts of easy-to-follow video explanations created for and by professional physical education teachers. New activities explained in around a minute - tried, tested, and proven.

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Google docs- Another avenue of collaboration

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Google docs- Another avenue of collaboration

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Gather your thoughts, then make them even better

Revise your notes with type, highlighting, or ink annotations. With OneNote across all your devices, you'll never miss a flash of inspiration.

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OneNote, digital note taking app - Office

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Microsoft OneNote has your digital notebook needs covered. With OneNote 2016 we've made our notebook organizer tools even stronger and collaboration easier.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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WIKI HOW for simple explanations of how to do everything!

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WIKI HOW for simple explanations of how to do everything!

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From the the most trusted how-to site on the internet, harness the power of AI to solve life's problems from fixing your washing machine to finding love.

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Continuing professional development (CPD) comprises active and reflective engagement in a range of professional experiences that are supplementary to your day-to-day responsibilities as a teacher. Professional development is intended to enhance your skills, knowledge and understanding, in order to enhance student learning outcomes.

You can access relevant professional development information and opportunities from a range of sources including those listed below.

QCT activities and resources

The QCT provides access to a range of resources to enhance teaching and learning, and interpretation of the Australian Professional Standards for Teachers (APST).

Teacher employer and union websites, publications and resource centres

Independent Schools Queensland

Statutory authorities and government organisations

Online video and training resources

Child protection for teachers - free short course for teachers and school staff wishing to learn about how child abuse and neglect affects children's learning, why abuse occurs, and how to recognise signs of physical, emotional, and sexual abuse and neglect

Teachers TV - Australia

Practice exemplars - National Improvement Hub, Scotland

OLT - Special Educational Needs courses (for Queensland state school teachers)

Positive Partnerships - supporting school age students on the autism spectrum

BRITE - Building resilience in teacher education: Five online interactive learning modules focussed on building resilience, relationships, wellbeing, taking initiative and emotions - designed primarily for preservice teachers but of interest to all teachers

Australian educational research and professional development resources

Australian Association for Research in Education (AARE)

Australian Council for Educational Research (ACER)

Australian Teacher Education Association (ATEA)

Education Resources Information Centre (ERIC)

Disclaimer: The QCT does not necessarily endorse any of the organisations or resources listed above. The links are provided as a service to assist you with information about CPD activities.

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Professional development resources for teachers - Find CPD | QCT

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Are you looking to access professional development to include as your CPD hours? This page provides links to PD resources and activities. Explore them now.

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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10 ESCMs something I am working towards mastering

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10 ESCMs something I am working towards mastering

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Search and discover new sets from a large collection created by users.

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COOL INTERACTIVE WEBSITE FOR TECTONIC THEORY

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COOL INTERACTIVE WEBSITE FOR TECTONIC THEORY

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I don't know about you, but when I sit through a faculty meeting or professional development session of any sort, I start getting antsy by the 30-minute mark. If you can relate, just imagine how your students must feel when they've been sitting for too long. Educational brain breaks are the perfect way to help your students redirect their energy and focus when they start to fade.

I find it super-beneficial to incorporate quick mindful, physical, and mental check-ins with my students as a regular part of my classroom routine. These breaks include all types of movement, yoga and breathing exercises, as well as jokes, quick videos, and more. The activities I use have helped me throughout my lifetime, so I love sharing them with my students. Here are my favorite educational brain breaks that are sure to increase productivity and give your kids a much-needed way to unwind before the next lesson.

Mindful Educational Brain Breaks

1. Use transition times for mental check-ins

Transitions are a big part of the elementary school day. When I first started teaching 19 years ago, I was surprised by just how much time it takes to get ready for specials or to bring students back from centers. It's hard not to feel like that's lost time. That's why using transition time for mental health check-ins is such a game changer. Mental health check-ins can help students get in touch with their emotions, refresh and recharge, acknowledge and cope with negative thoughts and overwhelming feelings, and be more focused throughout the day.

2. Pretend to breathe like an animal

Source: Stephanie Sanders

This video shows students how to pretend to breath like some of their favorite animals. The snake breath involves hissing while slithering from side to side, while the whale breath has students pretend to breathe out through a blowhole! Tap into creativity by picking other interesting animals and acting them out through breath.

3. Do a 10-minute guided meditation

These guided meditations are educational and are perfect to use as brain breaks whenever you and your students just need to breathe. Catch your breath with any of these 20 guided video meditations.

4. Practice "focus ball" breathing

Walk your kids through the following exercise: Stand or sit with legs and feet together. Bring your palms together in front of your chest. Keep your fingertips touching as you pull your palms apart, forming a ball with your fingers. Press your fingertips together until you feel the muscles in your hands and arms activating. See if you feel your core tighten too. Now close your eyes and as you breathe in, inflate your ball, and as you breathe out, flatten the ball by pushing your palms together. (Repeat these instructions for 60 seconds).

Learn more: Mindful.org

5. Try the old ear-nose switcheroo

This is a quick and easy challenge to reset the brain. Instruct kids to touch their left ear with their right hand and at the same time touch their nose with their left hand. Then have them switch their hands and touch their right ear with their left hand and their nose with their right hand. Switch back and forth a few times. Then have them close their eyes, take a deep breath, and blow it all out.

Learn more: YouTube: Ear-Nose Switch

6. Take a yoga break

Source: The Pyjama Foundation

Inspire kids to move, stretch, and practice mindfulness with yoga. These printable yoga cards make it easy to incorporate yoga into your educational brain breaks. Each page includes a picture and description of the pose, and each page includes poses of increasing difficulty from level 1 to level 5. And don't worry, it's not a huge time commitment. The sequence on each card is designed to take only a few minutes.

7. Stretch it out

It's never a good idea to spend too much time sitting in one position. Allow kids to take a break and bring some flexibility back into their spines. Have them stand with their feet shoulder-distance apart. Put their left hand on their hip and raise their right hand overhead. Lean to the left and stretch their arm as far as they can to the left. Repeat on the right side. Then stand tall and slowly roll down one vertebra at a time until their hands reach the floor (or at least their shins). Have them take a deep breath then slowly roll back up. Repeat as necessary.

Learn more: Mom Junction

8. Focus on sound

Have kids sit quietly with their eyes closed. Ring a chime or gong. Have them listen carefully to the chime, feeling the vibration in their body as the sound reverberates and then slowly fades. Tell them to breathe slowly and deeply as they focus on the sound.

9. Do a quick mindfulness activity

Mindfulness activity cards provide great educational brain breaks. Stash a pack in your desk and pull them out whenever you need them. Each card will give a prompt for kids to try that will let them refocus and recharge. Perfect for moments when you need to bring down the energy in the room.

Buy it: Mindfulness Cards for Kids at Amazon

10. Chill out with this cross-body exercise

Have kids stand tall and cross one leg in front of the other while pressing the outsides of their feet together. Now have them cross their arms over each other at the wrists. Clasp their hands and curl their arms into their chest. Take a few breaths, and uncross and cross the opposite way for a few more breaths.

11. Float with jellyfish

When you really need to take the energy in your room down a notch, turn off the lights, set a timer, and put on a calming video. For example, Cat Trumpet put together a jellyfish aquarium video where kids will find themselves under the brilliant blue sea in the middle of a swarm of jellyfish. They'll be mesmerized by the slow, fluid motions and lulled into calmness by the soothing music.

12. Break out the hot hands

This is a good break when you sense a weariness in the air. Have kids rub their hands together vigorously until they warm up. Tell them to close their eyes and place their hands over their eyes. Instruct them to breathe deeply as they clear their minds and refocus.

13. Try cat and cow poses

Source: Flow and Grow Kids Yoga

Have kids start on all fours and then give them the following instructions to complete the cat and cow yoga poses: Place your shoulders over your wrists and hips over your knees. Arch your back to the sky and tuck in the tailbone (cat pose). Let your head fall between your arms. From there, sink the belly towards the ground, and lift the chest and chin (cow pose). Gently alternate between the two poses while breathing deeply.

14. Do nothing for two minutes

Never underestimate the power of stillness. When the energy gets a little ramped up, and it's time for the entire class to take a pause, have them drop everything and glue their eyes to the screen as you show this countdown. The gentle lulling of the waves and the sight of the sun sparkling off the water will reset their nervous system in a jiffy.

Learn More: Calm

15. Spread your wings (in slow motion)

Walk your kids through this winged movement: Sit cross-legged on the floor. Stretch your arms down by your sides with your palms facing inward toward your body. Slowly raise both arms while rotating hands forward. When your arms reach shoulder level, your hands should be facing forward. Continue raising arms, slowly rotating palms so that by the time hands are overhead, palms are facing each other. Slowly lower arms, repeating the rotation (palms facing each other, palms facing forward, palms facing sides) until they are once again resting at your sides. As you raise and lower your arms, stretch them as long as you can, as if you are scraping the sides of the room and the ceiling. Repeat slowly three times, breathing deeply.

Physical Education Brain Breaks

16. Play Silent Ball when you have downtime

You can play a quick game of Silent Ball anytime, anywhere. Play a quick three-minute game right before dismissal or before transitioning to a new activity. All you need is a small squishy ball. The rules are simple: 1) stay quiet and 2) don't drop the ball when passing it around. This activity is one of those educational brain breaks that builds a positive classroom community, fosters friendly competition, and boosts nonverbal communication. Enjoy the silence.

17. Line up in unique ways

Kids are very social and curious beings. Most of them love to chat with one another at any chance they can get. Lining up to leave the room for anything is the perfect chance for them to mix and mingle. Make a more productive use of this time by having students line up in special ways. Some fun ideas include lining up in alphabetical order by name, by birth date, or by height order.

18. Just jump!

Sometimes kids just need to bounce their energy out. Have them pretend they are bouncing on a mini-trampoline (this will keep their movement on a vertical plane instead of all over the room), and give them a couple of minutes to let loose!

19. Take a cue from the stadium

Here's one for a group of kids-start the wave! Beginning at one end of the room, kids stand up and throw their arms overhead, bringing them back down as they return to their seats. Each row follows until you reach the other end of the room. Amp it up by encouraging your kids to tap their feet or tap their hands on their legs so that they are in constant motion. This activity works great on Zoom too!

20. Stir the pot

Have kids visualize they are standing in front of an enormous cauldron. Inside the cauldron is an ooey-gooey pot of caramel. Take hold of a large stirrer and plunge it to the bottom of the pot. Slowly begin to stir in a clockwise direction. Have them use their whole body to help get a full range of motion in their wrists and shoulders. Instruct them to throw their hips into the action. After a minute or two, reverse the direction.

21. Make it rain

Conjure up a rainstorm! Sitting or standing at a desk or table, have kids tap one finger on the desk, then two, then three, then four, then their whole hand until you all feel like you're in the middle of a deluge. Work your way backward from five down to one as the storm ebbs away.

22. Energize with these

First, instruct kids to touch their left elbow to their right knee, then touch their right elbow to their left knee. Switch back and forth, going slowly at first, building speed until they are going at a vigorous pace. Next, do some windmills by standing tall with their feet shoulder-width apart and their arms stretched out. Bend at the waist and touch their right hand to their left toes, then their left hand to their right toes. Switch back and forth.

23. Make X's and O's

Walk kids through the following exercise: Sitting in a chair with your feet on the ground and legs together, curl your body into your lap, folding yourself into a tiny O shape. Next, open your arms and legs wide, forming an X shape with your body. Pull back into an O shape, then back out to an X shape. Repeat three times.

24. Energize in 5, 4, 3, 2, 1

Get hearts pumping with a quick sequence of exercises. Call out five actions for your students to do as quickly as they can. For instance, five jumping jacks, four push-ups, three sit-ups, two squat jumps, and one tree pose.

25. Take a cruise on an imaginary skateboard

Have your kids line up next to a wall and place one hand on the wall. Tell them to plant the foot closest to the wall and swing the other leg, as if pushing off the ground on a skateboard. Start slowly, with tiny swings, moving up to power pushes. Repeat on the other side.

26. Take a break to groove

Music is a great way to reset the mood in a room and raise the energy level. Put on a fun song and have a 30-second freestyle dance party. Here's a big list of school-appropriate songs for kids.

27. Or take it to the next level

Teach your kids the steps to popular dances such as the Cha-Cha Slide, the Macarena, or the Kidz Bop Shuffle.

28. Ramp up with a round of cherry pickers

This easy activity will get your students' hearts pumping and give their brains a boost. Have them jump up off the ground, then down to the floor into a push-up position. From there, instruct them to hop their feet up into a frog position, then pop up to a standing position.

29. Clap on, clap off

When you say "clap on," kids clap their hands vigorously together. When you say "clap off," they stop as quickly as they can and freeze. Or follow along with this a fun video.

30. Skip it out

When the energy is fading and kids need to get their blood flowing, put on a peppy song and pull out the imaginary jump ropes. Have kids skip or jump rope in place until the song ends.

31. Make like a blender

Tell kids it's time to make fruit smoothies. Ask them to pretend they are in a blender and they are strawberries (or blueberries or bananas, etc.). Dramatically pour orange juice or yogurt into the air in front of you. Tell kids when you flip the switch that they need to wiggle and jiggle (separately, not together) until they are each individually blended up. Start with a slow speed, moving up to medium speed, fast speed, and finally turbo speed. And then reverse it! Start at turbo speed and go back to slow speed.

32. Celebrate with a silent cheer

This activity is perfect for the end of an activity or a sustained amount of work time-especially for kids who are learning remotely. Let kids stand up and silently cheer and gesture in celebration. How animated can they get?!

33. Do a full-body workout

This kid-friendly exercise video is great for your body and brain! Kids can follow along through a set of workout moves that will get their blood pumping.

34. Play popcorn

Students will all be sitting in their chairs, and at any time, a student can jump up and say, "Pop!" Once they do, that student remains standing. If two students pop up at the same time, everyone takes their seats, and the game starts over. How quickly can the entire class pop without having to start over?

35. Hit the wall

Pushing against a solid object is a good way to displace extra energy from your body. Have kids stand facing a wall with their arms stretched out in front of them, palms on the surface of the wall. Push the wall away with all their strength for a count of ten. Relax for five seconds, then push again. Other activities they can do at the wall include calf stretches and wall push-ups.

36. 3, 2, 1 blastoff!

Instruct kids to stand and then squat down with their hands on the ground in front of them. All together, count down 3, 2, 1. When you get to zero, they should push up like a rocket, jumping as high as they can-letting all of their energy burst from their center.

37. Quick as a snap, wink

This is a quick and easy refocusing activity. Tell kids to snap their left fingers while they wink their right eye. Switch to snapping their right fingers while winking their left eye. This activity is particularly effective for younger learners who may find both activities challenging.

38. Balance break

A great way to get kids out of their chairs is to practice balance. Have them hop on one foot. Then up the ante by having them stand on one foot and bend their other knee out in front of them.

39. Tabletop push-ups

Kids can use their desk, a chair, the side of their couch-anything really. Have them place their hands on the table and focus their eyes in the center, moving down slowly and pushing back up.

40. Try some facial gymnastics

Have kids get their silly on for 30 seconds. Tell them to wiggle their eyebrows up and down as fast as they can. Then try to raise one eyebrow at a time.

Mental Brain Breaks That Are Educational

41. Take a comedy break

Comedy is a great release when the atmosphere is feeling a little intense. Show a funny video clip or have kids volunteer to tell a joke or pose a few silly riddles. We have compiled a number of jokes by theme on WeAreTeachers for kids of all ages for guaranteed laughs. For example, your students will love one of our most recent additions, 34 Cat Jokes for Kids. From there, you can find dog jokes, seasonal jokes, food jokes, and much more.

42. Share fun facts

In addition to joke compilations, we have plenty of fun fact lists on our site with themes that will thrill your students. Plus they're an educational way to teach your students new information during brain breaks. Get started with these fun feline facts to accompany the jokes above. Meow!

43. Practice another language

Source: startasl.com

Teach your kids the alphabet in sign language. Use brain breaks to practice by singing the ABCs while signing the letters. Then practice vocabulary words by spelling them out loud while signing the letters.

44. Find out how it's made

Remember that classic Sesame Street video about how crayons are made? We watched in awe as crayons rolled off the assembly line, wrapped in paper, and then slipped into those familiar cardboard boxes. Kids today are just as fascinated by how things are made! Here are our favorite videos about how things are made-from fireworks to LEGO.

45. Take a doodle break

According to researcher Mary Helen Immordino-Yang, downtime is essential for brain health. Kids need time for their growing brains to integrate and process the vast amount of information they receive each day. In other words, it is actually beneficial to give our kids time to allow their minds to wander. Try this: Set a timer for three to five minutes and let kids silently doodle with pencil and paper or a dry-erase board and marker while soft, calming music plays in the background.

Learn more: Sage Journals

46. Try a directed-drawing activity

Directed drawing activities walk your students through the process step-by-step so anyone can create their very own masterpiece. Teachers can lead the session by drawing on the whiteboard or chart paper while students follow along. Even better, there are plenty of videos on YouTube that lead the lesson, giving you a little break too. We have done the work and gathered some our favorite free directed-drawing activities for kids. Grab your favorite art supplies and get creative!

47. Gather your favorite GIFs

Make a slideshow of your favorite GIFs and have your kids act them out. Funny animals are a good place to start!

48. Find the object

Kids don't even have to get out of their seats for this one, but they can! Have one student start by finding an object and saying, "I see something beginning with the letter [fill in the blank]." The first person to guess the item correctly gets to choose the next object. This can be a fun one to play on Zoom too! You can have kids add in additional clues to help.

49. Clap for a little call-and-response

Pep things up with a little call-and-response clapping. It's simple to do and is often used in the classroom to get students' attention. Simply clap out a pattern that your kids will repeat back to you. Switch out the pattern a few times until everyone is focused and engaged. Alternatively, try a vocal call-and-response. Sing out a few riffs and have kids echo the tune back to you.

50. Color yourself mellow

Even grown-ups have picked up on the coloring craze as an excellent way to calm down and zone out. Put on some nice mellow background music, set a timer, and pass out some of these free mandala coloring pages.

51. Try a brain-break spinner

One way to make sure educational brain breaks are effective is to change up activities. Check out these online movement spinners for Wheel of Fortune-type games that help you add variety to brain breaks!

53. Would You Rather?

Students of all ages love participating in Would You Rather? videos, which can be found all over YouTube these days. Each video is approximately 8 minutes long, and students are given two scenarios where they choose which one they would rather participate in. Topics range from food items to activity choices to places to visit and more. As students choose the scenario, they move to either the right or left side of the room. Students then perform 30-second rounds of a specified exercise before repeating the process with another choice. Some of our favorite Would You Rather? channels include PE with Mr. G, Phonics Man, and Fix and Play. Students love when their teacher participates with them in the fun!

Learn more: PE With Mr. G

52. Write it out

Don't underestimate the power of journaling or creative writing. Give your kids a 5- or 10-minute break to open up a page of their notebook and write about anything they'd like. They don't have to share it with the class or do anything else with it; just use the quiet time to focus on something they love and want to write about.

Educational Video Brain Breaks by Grade Level

54. Brain-break compilations by grade level

If you are looking for a sample of brain breaks suitable for your students by grade level, look no further. We have created separate links of 25 videos each for individual grades at the elementary level. Go down the list and find your favorite!
Kindergarten Brain Breaks First Grade Brain Breaks Second Grade Brain Breaks Third Grade Brain Breaks Fourth Grade Brain Breaks Fifth Grade Brain Breaks
What educational brain breaks do you love? Share them in the comments!

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Quick, easy educational brain breaks that will help students re-energize, refocus, and give their brains a much-needed boost.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Quizlet has study tools to help you learn anything. Improve your grades and reach your goals with flashcards, practice tests and expert-written solutions today.

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​​​​​A wide variety of professional learning opportunities are available to departmental staff through internal and external providers.

These opportunities support the personal and professional growth of all employees. Information is available on OnePortal for the following employee groups:

The department also offers a range of publications and newsletters that provide information on professional development:

The professional development calendar provides a schedule of events to support individual learning and growth, as well as organisational planning and development.

OnePortal bulletins often provide information on upcoming professional development events.

QLearn offers a range of facilitated and self-paced online courses.

Department employees can find information about professional development opportunities on OnePortal by searching for learning and development.

Note: content on this page changes regularly and is linked to communications campaigns.

Restart Teaching program

Been out of the classroom for a while, or moving to Queensland to further your teaching career? Our Restart Teaching program can give you the skills, knowledge and practice you need to register (or re-register) with the Queensland College of Teachers (QCT). Find out more by visiting the Returning to teaching page on the Teach Queensland website.

Beginning teacher learning suite

The Beginning teacher learning suite is designed to help preservice, beginning and early-career teachers in Queensland state schools:

navigate the first years of their teaching journey

develop their capability, confidence and classroom readiness

start collecting the evidence they need to move to full registration with the Queensland College of Teachers.

The learning suite aligns to the Australian Professional Standards for Teachers (APST) and explores topics essential to quality teaching and best practice in Queensland state schools.

Teachers can kickstart their career with engaging online content and resources related to: Classroom management, Wellbeing, Building relationships, Inclusive education, Curriculum delivery, Performance and development, and OneSchool.

Preservice teachers can access the learning suite while on placement with the department.​

For more information, including how to register via QLearn, email LearningandDevelopment@qed.qld.gov.au.​

Technologies (ITD) teacher pathway program

The Technologies (ITD) teacher pathway program is designed to support the safety of students and teachers in manual arts classrooms at Queensland state schools.

The program includes:

accredited training incorporating activities with hand and power tools

the option to complete a Certificate II in Engineering Pathways

mentoring, self-guided learning and on-the-job learning activities

logbook activities

networking opportunities

Teacher Relief Scheme (TRS) support.

Register your interest. For more information, email LearningandDevelopment@qed.qld.gov.au.

Further information

If you have any questions about the department's learning ​programs, please email LearningandDevelopment@qed.qld.gov.au.​

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​​​​​A wide variety of professional learning opportunities are available to departmental staff through internal and external providers. These opportunities support the personal and professional growth of all employees.

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This article originally appeared in the ISQ Briefings, a publication of Independent Schools Queensland. Republished with permission.

It is hard to imagine a teacher or school leader who is not aware of the importance of teaching higher-order thinking skills to prepare young men and women to live in the 21st Century. However, the extent to which higher-order thinking skills are taught and assessed continues to be an area of debate, with many teachers and employers expressing concern that young people 'cannot think'.

What are we talking about when we talk about 'higher-order thinking'? Brookhart (2010) identifies definitions of higher-order thinking as falling into three categories: (1) those that define higher-order thinking in terms of transfer, (2) those that define it in terms of critical thinking, and (3) those that define it in terms of problem solving.

In the category of transfer, Anderson, Krathwohl et al (2001) define transfer in how it differs from retention: Two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learning) ... retention requires that students remember what they have learned, whereas transfer requires students not only to remember but also to make sense of and be able to use what they have learned.

While learning for recall requires thinking, the higher-order thinking is in 'transfer'. That is, students not only acquire the knowledge and skills, but also can apply them to new situations. It is this kind of thinking, according to Brookhart (2010) that applies to life outside of school where thinking is characterised by 'a series of transfer opportunities (rather) than as a series of recall assignments to be done'.

The critical thinking category includes definitions that refer to 'reasonable, reflective thinking that is focused on deciding what to believe or do' (Norris & Ennis, 1989) and 'artful thinking', which includes reasoning, questioning and investigating, observing and describing, comparing and connecting, finding complexity, and exploring viewpoints (Barahal, 2008).

In critical thinking, being able 'to think' means students can apply wise judgment or produce a reasoned critique. The goal of teaching is then to equip students to be wise by guiding them towards how to make sound decisions and exercise reasoned judgment. The skills students need to be taught to do this include: the ability to judge the credibility of a source; identify assumptions, generalisation and bias; identify connotation in language use; understand the purpose of a written or spoken text; identify the audience; and to make critical judgments about the relative effectiveness of various strategies used to meet the purpose of the text.

In the problem-solving category Brookhart provides the following definition: A student incurs a problem when the student wants to reach a specific outcome or goal but does not automatically recognize the proper path or solution to use to reach it. The problem to solve is how to reach the desired goal. Because a student cannot automatically recognize the proper way to reach the desired goal, she must use one or more higher-order thinking processes. These thinking processes are called problem solving (Nitko & Brookhart, 2007). They may include remembering information, learning with understanding, critically evaluating ideas, formulating creative alternatives, and communicating effectively.

The broad definition of problem solving is that it is the skill that enables a person to find a solution for a problem that cannot be solved simply by memorising (ibid). While there are many closed problems-in maths for example-that require students to use memory to repeatedly practice a particular algorithm, many problems are open-ended and cannot be solved from memory alone. Or they may have more than one solution. Or they may be genuine problems where an answer is not yet known. Problems may also be open-ended in that solutions change as circumstances change. For example, living within a budget is an open-ended problem.

Bransford and Stein (1984) point out that problem solving is the general mechanism behind all thinking, including recall, critical thinking, creative thinking, and effective communication. They assert that to recall something, students have to identify it as a problem ("I need to memorise the planets, a poem, a list of capital cities. How can I do that?") and devise a solution that works for them. Similarly, critical thinking is a matter of problem solving-how well does Shakespeare develop this character?-and communication also involves problem solving-who is my audience? How do I need to best communicate with them? What words might I use to persuade?

Project Zero developed at Harvard University, provides an example of how teachers might help students to think by viewing works of art, using an 'Artful Thinking Palette' (Barahal, 2008). Students were asked to use six thinking dispositions to view art: exploring viewpoints, reasoning, questioning and investigating, observing and describing, comparing and connecting, and finding complexity. Teaching students these thinking skills is not only useful in art but in other disciplines, and in preparation for standardised tests such as the Queensland Core Skills Test.

Brookhart (2010) argues that if teachers think of higher-order thinking as problem solving they can set lesson goals to teach students how to identify and solve problems at school and in life. This, she says, involves not just solving problems set by the teacher but solving new problems that 'they define themselves, creating something new as the solution'.

How do we teach higher-order thinking?

While Bloom's Taxonomy is not the only framework for teaching thinking, it is the most widely used, and subsequent frameworks tend to be closely linked to Bloom's work. A committee under the leadership of Dr Benjamin Bloom created the Taxonomy in 1956. Bloom's aim was to promote higher forms of thinking in education, such as analysing and evaluating, rather than just teaching students to remember facts (rote learning). Learning was divided into three domains of educational activity:

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude or self)

Psychomotor: manual or physical skills (Skills)

While all three domains are important for a 'rounded' person, it is the first domain (Cognitive) that is the subject of this paper. The cognitive domain involves 'knowledge and the development of intellectual skills' (Bloom, 1956). The abilities and skills within the domain are listed in six major categories starting from the simplest thinking behaviour to the most complex (see Table 1). It is generally accepted that each behaviour needs to be mastered before the next one can take place. This is useful knowledge in assisting teachers in their lesson planning.

In the mid-nineties, Lorin Anderson (2000), along with her colleagues, revisited the cognitive domain in the learning taxonomy and made two major changes. She changed the six categories from nouns to verbs; and slightly rearranged them so they became:

Using the Taxonomy, teachers have a framework available to them that allows them to scaffold teaching thinking skills in a structured way. Teachers can do this through the following stages.

1. Specifically teaching the language and concepts of higher-order thinking

Teachers should not only teach the language and concepts but also tell students what they are doing and why higher-order thinking skills are necessary for them to problem-solve at school and in life. For example, by using a common language, students can recognise the skill they are exercising and the level of complexity of a question. When they see words like 'define', 'recognise', 'recall', 'identify', 'label', 'understand', 'examine', or 'collect', they know they are being asked to recall facts and demonstrate their knowledge of content. When they see words like, 'apply', 'solve', 'experiment', 'show', or 'predict', they understand they are being asked to demonstrate application. And when a question begins with 'appraise', 'judge', 'criticise', or 'decide', they understand the higher-order thinking skill they are practising is 'evaluation'. Teachers also have an instant checklist of whether or not the level of work they require from students is of sufficient complexity. Students should begin to practice higher-order thinking skills from primary school, but by the time they reach year 11 and 12 the bulk of class and assessment questions and discussion should be in the higher levels of the taxonomy.

2. Planning classroom questioning and discussion time to tap into particular higher-order thinking skills

The important word here is 'plan'. Teachers, on the whole, are very good at 'thinking on their feet'; however, without meticulous planning they are likely to ask recall questions rather than questions that require higher-order thinking. Similarly, discussions can be de-railed if they are not planned with a higher-order thinking learning objective in mind. While this does not mean every question or discussion has to be pitched at higher-order thinking, a good proportion should be. By carefully planning lessons and discussions, teachers can ensure the proportion is right. It is useful to ask a colleague to observe a class with a view to recording the percentage of higher-order thinking skills practiced in a lesson; or even to ask students to use the knowledge they have gained in learning the language of thinking to record the teacher's use of higher-order terms; or to observe and assess their classmates in planned activities. Teachers should also encourage students to reflect on their learning so they understand their thinking strengths and weaknesses.

3. Explicitly teaching subject concepts

The research is overwhelmingly in favour of explicit, direct instruction (Hattie, 2005; Marzano, 2011). This is particularly so in the teaching of concepts. Students need to understand the critical features that define what higher-order thinking skills they are practising. Once again, Bloom's Taxonomy (or the Core Skills of the Queensland curriculum) is a useful place to start. In any subject area, students should be aware of the key concepts they must learn. They must be able to identify them and they must practice them. Teachers can help by alerting students when a key concept is being introduced, and identifying the explicit characteristics of the concept. Students need to understand whether the concept is concrete, abstract, verbal, nonverbal, or process.

For example, often students who perform poorly in mathematics have difficulty with nonverbal concepts. Simply working problems again and again with no verbal explanation will do little to help these students to understand maths concepts. Teachers have to spend time helping students to make strong connections between the manipulation of the symbols, the associated language and some form of concrete materials and images. By working through problems with students and verbalising the appropriate language, students begin to understand mathematical procedures.

Conversely, students who have difficulty with verbal concept formation need multiple examples with relatively less language, which may confuse them. That is, some students need to be shown how to solve a problem, some students told, and some need both.

In countries where attainment in maths is particularly high, it seems teachers ensure students have mastered basic concepts before proceeding to more sophisticated ones. Where students do not master basic concepts they are likely to attempt to memorise rather than to understand. While this works for them in the early years, it leads to misunderstanding and the inability to apply knowledge in the later years of schooling. It is also possibly the reason why many students 'turn off' maths.

Thomas and Thorne (2009) suggest a multi-step process for teaching and learning concepts, which includes:
1. name the critical (main) features of the concept
2. name some additional features of the concept
3. compare the new to the already known
4. name some false features of the concept
5. give the best examples or prototypes of the concept (what it is)
6. give some non-examples or non-prototypes (what the concept isn't)
7. identify other similar or connected concepts.

4. Providing scaffolding

Scaffolding involves giving students support at the beginning of a lesson and then gradually turning over responsibility to the students to operate on their own (Slavin, 1995). Without this limited temporary support students are unlikely to develop higher-order thinking skills; however too much scaffolding can be as detrimental as not enough. Kauchan and Eggen (1998) suggest teachers should provide 'only enough support so that learners make progress on their own'. Too much or too little support can interfere with the development of higher-order thinking skills. Too little support, and students are left floundering; provide support even though students don't ask for it, and they get the message they cannot do the task on their own.

Kauchan and Eggins (1998), propose the following guidelines:

1. Use scaffolding:

During initial learning, with a variety of examples to describe the thinking processes involved

Only when needed, by first checking for understanding and, if necessary, providing additional examples and explanations

To build on student strengths and accommodate weaknesses.

2. Provide structured representations and discussions of thinking tasks:

Visually represent and organise problems in concrete examples such as drawings, graphs, hierarchies, or tables

Demonstrate how to break up a thought problem into convenient steps, using a number of examples and encouraging students to suggest additional examples

Discuss examples of problems and solutions, explaining the nature of problems in detail and relating the worked-out solutions to the problems. This practice reduces the student's need for additional teacher assistance.

3. Provide opportunities for practice in solving problems

Provide teacher-directed practice before independent practice, spot-checking progress on practice and providing short responses of less than 30 seconds to any single request for assistance

Assign frequent, short homework assignments that are logical extensions of classroom work

Link practice in the content area to complex, real-life situations.

5. Consciously teach to encourage higher order thinking

In order to foster deep conceptual understanding, consider using the following strategies:

Teach skills through real-world contexts

Vary the context in which student use a newly taught skill

Emphasise the building blocks of higher-order thinking

Build background knowledge

Classify things in categories

Arrange items along dimensions

Make hypotheses

Draw inferences

Analyse things into their components

Solve problems

Encourage students to think about the thinking strategies they are using (more details available online: http://theonlinepd.files.wordpress.com/2008/03/teachinghigherorderthinking.pdf).

Using assignments and assessments that require intellectual work and critical thinking is associated with increased student achievement. These increases have been shown on a variety of achievement outcomes, including standardised test scores, classroom grades, and research instruments. The increases have been demonstrated in reading, mathematics, science, and social studies. And they have been documented particularly for low-achieving students. Evidence from both the National Assessment of Educational Progress (NAEP) and the Trends in International Mathematics and Science Study (TIMSS) report clear evidence that in mathematics and science instruction emphasising reasoning is associated with higher scores in all grade levels tested, while in reading, teaching for meaning (including thinking about main ideas, author's purpose, theme, and using real texts) is associated with higher NAEP performance, Wenglinsky (2004).

Higgins et al (2005), for example, did a meta-analysis of studies of thinking-skills interventions on student cognition, achievement, and attitudes. He and his colleagues found 29 studies, mostly from the United States and the United Kingdom that reported enough data to calculate effect sizes. They found very strong effects. The average effect of thinking-skills instruction was:

0.62 on cognitive outcomes (for example, verbal and nonverbal reasoning tests), over 29 studies.

0.62 on achievement of curricular outcomes (for example, reading, maths, or science tests), over 19 studies.

1.44 on affective outcomes (attitudes and motivation), over 6 studies.

Assessing higher-order thinking skills has also been shown to assist disadvantaged students. The 'Higher Order Thinking Skills' (HOTS) program designed by Pogrow (2005) specifically for educationally disadvantaged students, is based on four kinds of thinking skills: (1) metacognition, or the ability to think about thinking; (2) making inferences; (3) transfer, or generalising ideas across contexts; and (4) synthesising information. The project is a pure thinking skills approach to assist disadvantaged students in grades 4-8 in the United States. It combines the use of Socratic dialogue, drama, and technology, and has been used in approximately 2,600 schools in 48 states. It produced student gains in standardised tests, on measures of metacognition, in writing, in problem solving, and in grade point average.

Furthermore, Pogrow found that in studies contrasting the efficacy of teaching higher-order thinking skills with teaching enhanced content instruction, the former was much better at setting up students to be flexible, allowing them to 'understand understanding' and to handle a variety of content.

Finally, research has shown that student motivation increases when teachers hold them accountable for higher-order thinking. This seems to be so, because teaching students higher-order thinking tasks forces them to engage in thinking about particular things, and undertaking assessment that requires intellectual work and critical thinking. Memorising, while it is useful in some cases, does not increase students' autonomy and, to a large extent, does not contribute to mastery, although it might be argued that knowing basic facts is essential in providing building blocks for understanding. Also, it should be noted that 'knowing things' for immediate recall is a relatively unimportant skill. In most things we do, it is not the facts that are important but how we apply knowledge. For example, knowing the times table is useful to save time, to help in estimating and because rote learning builds useful pathways in the brain, but it is only when we use our knowledge of tables to manage our finances, plan a budget, or make decisions about whether one item is more expensive than another, that we exercise problem solving and higher-order thinking.

Therefore, in order to assess so that students can demonstrate mastery, teachers need to plan assessment items that allow students to use all the skills of the Taxonomy: analysis, evaluation, and creation (the "top end" of Bloom's Taxonomy); logical reasoning; judgment and critical thinking; problem solving; and creativity and creative thinking.

There are countless resources online and on paper to assist in the teaching of higher-order thinking, and while these are useful, an effective teacher needs to make few changes to programs already in place in order to ensure that students are encouraged to think. The research suggests that constant awareness of the language teachers use, and reflection on how the skills might be incorporated in every lesson, are pivotal in making the difference.

Bibliography

Anderson, L., Krathwohl, D., Airasian, P. et al (2001), A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives, New York: Pearson, Allyn & Bacon
Barahal, S. (2008), Thinking about Thinking: Pre- Service Teachers Strengthen their Thinking Artfully, Phi Delta Kappan 90 (4)
Bloom B. S. (1956), Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, New York: David McKay Co Inc.
Bransford, J., & Stein, B. (1984), The IDEAL Problem Solver, New York: W. H. Freeman
Brookhart, S. (2010), How to Assess Higher Order Thinking Skills in Your Classroom, ASCD, http://www.ascd.org/Publications/Books/Overview/How-to-Assess-Higher-Order-Thinking-Skills-in-Your-Classroom.aspx
Hattie, J. (2009), Visible Learning: a Synthesis of Over 800 Meta-Analyses Relating to Achievement, Oxon, OX: Routledge
Higgins, S., Hall, E., Baumfield V. & Moseley D. (2005), A Meta-Analysis of the Impact of the Implementation of Thinking Skills Approaches on Pupils, in Research in Education Library, London: EPPI-Centre, Social Science Research
Kauchak, D., & Eggen, P. (1998), Learning and Teaching: Research-based Methods (3rd ed.), Boston: Allyn and Bacon
Marso, R., Pigge, F. (1992), A Summary of Published Research: Classroom Teachers' Knowledge and Skills Related to the Development and Use of Teacher-Made Tests, paper presented at the annual conference of the Midwestern Educational Research Association, Chicago, IL
Marzano, R. (2011), The Art & Science of Teaching/ The Perils and Promises of Discovery Learning, Educational Leadership, Volume 69, Number 1
Nitko, A. & Brookhart, S. (2007), Educational Assessment of Students, Pearson Merrill Prentice Hall
Norris, S. & Ennis, R. (1989), Evaluating Critical Thinking, Pacific Grove, CA: Midwest Publications
Pogrow, S. (2005), HOTS Revisited: A Thinking Development Approach to Reducing the Learning Gap After Grade 3, Phi Delta Kappan
Slavin, R. (1995), A Model of Effective Instruction, The Educational Forum, 59
Thomas, A., and Thorne, G. (2009), How to Increase Higher Order Thinking, Metarie, LA: Center for Development and Learning, http://www.readingrockets.org/article/34655
Wenglinsky, H. (2004), Closing the Racial Achievement Gap: The Role of Reforming Instructional Practices, Education Policy Analysis Archives, 12 (64)

Further Reading
Brookhart, S. (2010), How to Assess Higher Order Thinking Skills in Your Classroom, ASCD, http://www.ascd.org/Publications/Books/Overview/How-to-Assess-Higher-Order-Thinking-Skills-in-Your-Classroom.aspx
Teacher and author Susan M. Brookhart answers the questions: What does higher-order thinking look like? And how can teachers assess it across the disciplines?

Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular. She then defines and describes aspects of higher-order thinking according to the categories established in leading taxonomies, giving specific guidance on how to assess students in the following areas:

Analysis, evaluation and creation

Logic and reasoning

Judgment

Problem solving

Creativity and creative thinking

The book covers how to use formative assessment to improve student work and then use summative assessment for grading or scoring.

http://theonlinepd.files.wordpress.com/2008/03/teachinghigherorderthinking.pdf

This site provides excellent information about why we should teach higher-order thinking skills and how to teach them.

Research in Action:

http://www.ascd.org/Publications/Books/Overview/How-to-Assess-Higher-Order-Thinking-Skills-in-Your-Classroom.aspx

This site includes a series of four short videos in which Dr Susan Brookhart describes, with examples, how best to assess higher order thinking skills in your classroom. The videos include: why higher order thinking is important, principles for designing assessment, assessing reasoning and assessing creativity. While the author regularly promotes her book in these videos, the contents of the videos are useful and worthwhile as simple and succinct summaries for teachers considering how to assess their students.

http://www.readingrockets.org/article/34655

Included on this site are specific conversations with students to test their thinking; examples of how to increase higher-order thinking; comments about evaluation; and recommended resources.

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Curriculum & Leadership Journal | Skills for the 21st Century: teaching higher-order thinking

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This article originally appeared in the ISQ Briefings, a publication of Independent Schools Queensland . Republished with permission. It is hard to imagine a teacher or school leader who is not aware of the importance of teaching higher-order thinking skills to prepare young men and women to live in the 21st Century.

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The Australian Curriculum: Health and Physical Education offers experiential learning, with a curriculum that is relevant, engaging and contemporary to enable students to develop the skills, knowledge, and understanding to strengthen their sense of self, and build and manage satisfying, respectful relationships.

The AC: Health and Physical Education offers opportunities for students to access, evaluate and synthesise information about an increasingly complex, sedentary and rapidly changing world to take positive action to protect, enhance and advocate for their own and others' health, wellbeing, safety and physical activity.

The F-10 AC: Health and Physical Education comprises of two interrelated strands:

personal, social and community health

movement and physical activity.

Learning in Health and Physical Education supports students to make decisions about their health, wellbeing, safety and physical activity participation.

Visit the Australian Curriculum website to view the 'Health and Physical Education learning area' pages.

The development of the Australian Curriculum: Health and Physical Education

2012

The draft Shape of the Australian Curriculum: Health and Physical Education (PDF 1.7 mb) was created between March and June 2012. The Shape of the Australian Curriculum: Health and Physical Education (PDF 1.2 mb) was published in August 2012, setting the broad direction for the writing of the Australian Curriculum: Health and Physical Education learning area. This paper summarises the analysis of extensive consultation feedback through public consultation and input from an expert advisory group on the Draft Shape of the Australian Curriculum document.

2013

The draft of the Foundation - Year 10 Australian Curriculum: Health and Physical Education was published in 10 December 2012 - 12 April 2013 for national consultation. Feedback from consultation included teachers, individuals, schools, curriculum and school authorities, researchers and academics in this field.

2014

The F-10 Australian Curriculum: Health and Physical Education was included in version 6.0 of the Australian Curriculum.

2016

Work sample portfolios to demonstrate student achievement in the F-10 Australian Curriculum: Health and Physical Education learning area were published on the Australian Curriculum website.

2017

The curriculum connections resources that draw connections across with the Heath and Physical Education learning area and other Learning areas, were published on the Australian Curriculum website.

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The Australian Curriculum: Health and Physical Education offers experiential learning, with a curriculum that is relevant, engaging and contemporary to enable students to develop the skills, knowledge, and understanding to strengthen their sense of self, and build and manage satisfying, respectful relationships.

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Queensland Curriculum and Assessment Authority

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Queensland Curriculum and Assessment Authority

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The Queensland Curriculum and Assessment Authority is a statutory body of the Queensland Government. We provide Kindergarten to Year 12 syllabuses, guidelines, assessment, reporting, testing and certification services for Queensland schools.

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Earlier in this unit you have dealt with the concept that different forces are acting on all objects in our universe. By now we know that the units we use to measure force are called NEWTONS after Sir Isaac Newton, the scientist who formulated the theory of after an apple fell on his head! Check out this quick video on some more examples of forces.

Now, let's talk about BALANCED and UNBALANCED forces.... When the forces acting on an object are balanced the object will stay in

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REVISION, REVISION, REVISION!!! Welcome to my blog year 7's, I've made this page specifically to help you get the best mark on your upcoming test. You can access this any time you like with the link that you have been provided and everything in here was chosen because it will be covered in the exam (I've seen it 😁).

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Dr. Puentedura graciously Creative Commons-licenses some of his papers to allow for reproduction on other sites with attribution.

I have taken one of the PDF files and turned it into a slideshow below. I have included links to the original PDF files in case you want to download it from Dr. Puentedura's site.

Bloom's and SAMR:
​My thoughts based on the work of R. Puentedura, A. Churches and L. Nelson

I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). A visual to illustrate that follows.

Educators will argue they have seen redefinition tasks that only target the remembering level or have a creative assessment that is only at the augmentation level. Of course that is true, but I believe we should be planning for technology tasks, activities, and assessments that include both the higher levels of Bloom's Revised Taxonomy and the transformation area of the SAMR model.

My vision of how the Bloom's and SAMR models work together and intersect follows below.

Bloom's and TECH: My thoughts

Work by others

Videos by others

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SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and ...

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Practitioners and leaders in digital innovation have been using technology to enhance the curriculum for some time, and our member stories illustrate how much good practice has been established. However, how do we know if this practice is transforming the way we deliver our curriculum? And, what can we do to find out?

Digital teaching and learning models

Models can help you identify which digital practices have become embedded in your curriculum and whether they are starting to bring about digital transformation. One such model is SAMR and it has received a lot of attention in recent times.

What is SAMR?

SAMR (substitution, augmentation, modification and redefinition) was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.

The diagram below explains the four categories.

The first two categories, substitution and augmentation, describe a situation where the technology is either directly replacing an existing process or has replaced an older technology, but with little gain. Think about how interactive whiteboards replaced overhead projectors. Ok, the technology was more advanced, but the teaching mostly remained the same. Where digital use matches substitution or augmentation, the technology is said to be enhancing the existing teaching practice.

The next two categories, modification and redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. If the introduction of technology has created a brand new practice, then redefinition has taken place. Collectively, these two categories are more likely to promote digital transformation.

Applying SAMR to digital practice

Talk to people and they'll tell you that their overriding desire for technology is to see it transform the student experience. So, how can you use SAMR to achieve this?

We could use SAMR to carry out a simple benchmarking exercises against the available technology for learning and teaching. However, there's a risk that this diverts our attention to the technology rather than the outcome of our effort to change the way we deliver learning and teaching.

A more useful exercise would be to use SAMR as an audit tool to assess how the use of technology is shaping teaching and learning practice. This would provide valuable insights for individual teachers, while assisting leaders to identify where the investment in digital practice is bringing about worthwhile benefits, for example, with better management of resources.

How can SAMR inform the next steps?

Once we know how technology is shaping our learning and teaching practice, it can be used to inform our plans for innovation.

Start by asking 'how can we use SAMR to extend our practice and improve the student experience?'

Teachers could audit a specific example where their use of technology is just substituting or augmenting practice. Alternatively, you might choose to use SAMR to improve the procurement of new technology by asking whether the investment in technology is likely to lead to worthwhile digital transformation.

As you become familiar with SAMR, it's helpful not to see SAMR as hierarchical - that redefinition is the goal for the application of all technology. There will be situations when it's appropriate for technology to substitute or modify an existing practice.

Alternative models

A few other models you may be familiar with are the TPACK (technological pedagogical and content knowledge) or the RAT (replacement, amplification and transformation) model.

The wider picture

Addressing the challenge for more flexible study patterns is closely tied to digital transformation.

Our tackling digital transformation together event brought experts together to discuss what digital transformation is and is not.

We must remember that innovation doesn't have to be all about using the most advanced technology.

Related guidance

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Applying the SAMR model to aid your digital transformation

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A quick guide to help digital leaders and practitioners identify and amplify transformative digital practice.

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Advanced tools can be created from scratch using a powerful custom tool framework.

These are XML files describing the list of points, lines, angles and how the tool should behave when the user interacts with it.

Many of the more advanced tools found in Kinovea like the bike-fit, archery or human model tools are actually custom tools that you can copy and modify to suit your needs.

Custom tools can have tracked points, computed points, distances and angles measurements, visibility menus, styling and colors and other goodies.

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Advanced tools can be created from scratch using a powerful custom tool framework. These are XML files describing the list of points, lines, angles and how the tool should behave when the user interacts with it.

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Engage with National Geographic Explorers and transform learning experiences through live events, free maps, videos, interactives, and other resources.