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Planning warmups that are inclusive of low learners and ESL students

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Great resource for improv units, massive listing of games with instructions.

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A to Z

A scene is performed where each actor's sentence must start with successive letters of the alphabet, starting and ending with the letter chosen by the audience. Say, if the first actor's sentence starts with the letter b, then the other actor's next sentence must start with the letter c. Tips: You'd be surprised at how hard it is for some people to remember their alphabet. Try to keep the scene very tight with short back and forth dialogue; if sentences run-on for too long the other actor is likely to forget what the next letter is. You obviously don't want any scene to drag, and in this game long lines just compound the fact. If you can, try to set-up your partner for his next letter. Also, for hard letters like x, you can fudge things, like using eXactly, also c for k switches work (albeit you'll get boos from the audience, but that's usually the fun of it). I'd say use relationship instead of setting, because if you have a good relationship, characters, and conflict set-up early, A to Z is great and it really flies, even when its bad though it seems to come off ok.

Harold

Usually 6 to 8 performers.

Get a theme or a noun from the audience. The players usually first performs a brain-storming game like a word association, monologues, an invocation, or any other pre-planned group game. Two actors come out and start a two-person scene based on the theme and/or what's been brainstormed in the opening game. This scene can be supported by the other players via tag-outs, cut-tos, minor characters, inanimate objects, and sound effects - all support should help to clarify the scene/game of the two actors. Eventually someone in the troupe sweeps the scene and starts a new two-person scene. This scene again is eventually swept and a third scene is started. When the third scene is swept, the group then usually goes into a group scene based on the theme and/or what has been established in the scenes. The first two-person scene is then brought back (advisable to have it in a new time and/or place), then the second scene is brought back, and then the third again. A second group game is then usually performed. Finally, one last scene or series of scenes is performed that ties the three scenes and the theme of the Harold together.

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A scene is performed where each actor's sentence must start with successive letters of the alphabet, starting and ending with the letter chosen by the audience. Say, if the first actor's sentence starts with the letter b, then the other actor's next sentence must start with the letter c.

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Helps students identify the appropriateness of their noise level.

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I am finding this an easy way to incorporate numeracy in my classroom. When students are finished their warmup, they get to try the brain teaser.

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Free eBooks. Lots of play scripts.

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Choose among free epub and Kindle eBooks, download them or read them online. You will find the world's great literature here, with focus on older works for which U.S. copyright has expired. Thousands of volunteers digitized and diligently proofread the eBooks, for you to enjoy. 50 years of eBooks 1971-2021.

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Good for fast finishers in warmup activities

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Tricky brain teasers for adults

Brain teasers are more than just simple puzzles and riddles. Technically, a brain teaser is a type of puzzle or brain game, often involving lateral thinking. That means to solve it, you'll have to use a creative, less straightforward thought process and the solution won't be right in front of you. Below, you'll find a collection of pictures and word brain teasers for all difficulty levels. Plenty of them aren't easy, so make sure you have some time to really think about the correct answer. As a heads up, the answers to these brain teasers are right below the question, so make sure you don't scroll too far and cheat! How many can you get right? If you want brain teasers for kids, we've got plenty of those, too!
Get Reader's Digest's Read Up newsletter for humor, cleaning, travel, tech and fun facts all week long.

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58 Brain Teasers & Mind Puzzles That Will Leave You Stumped

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Solving brain teasers boosts brain power, keeps your memory strong, and frustrates you just the right amount. How many you can figure out without cheating?

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Great site with legal video resources. Subscription often provided by schools.

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Dynamic, curriculum-aligned video content

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Browse the collection to see our full list of videos and accompanying resources. Then be sure to look at the Exchange and free-to-air TV to curate a playlist of extra resources. Adding a wide selection of resources to your playlists helps cater to students in your classes with different abilities. You can complete formative assessment via interactive video to establish levels of understanding, then extend or support students as necessary with tailored resources. Learn more about teaching strategies

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Teaching & Learning Educational Video Resources | ClickView

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Dynamic, curriculum-aligned video content From the content we produce to the programmes we source, ClickView is home to 1000s of the best educational videos and resources for learning and teaching. A free collection of sustainability resources for all levels. Promote critical thinking, conversation and global citizenship among your students, while encouraging proactive climate action in the classroom and beyond.

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Easy collaboration and content delivery. Linking to word applications.

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Plenty of video examples of content and concentration music for study.

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Free content and articles on teaching Drama in schools.

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The 20 Cs of drama education - from collaboration, curiosity and confidence to character, chaos and change, these are the essential skills and elements for 21st century learners in the Drama classroom. - Justin Cash...

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The Drama Teacher | Free Drama Education Resources

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The 20 Cs of drama education - from collaboration, curiosity and confidence to character, chaos and change, these are the essential skills and elements for 21st century learners in the Drama classroom. - Justin Cash...

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Scooped from @blaisehogdson
Resource showing how to utilise taxonomy with Technical resources

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Creating authentic learning experiences for students is an essential element in online course delivery. Through recent discussion instructors have inquired "How do we provide meaningful learning experiences for students using tools that are intrinsically motivating?" ² Questions as such imply the need to provide instructors with ". . . innovative ways of integrating technology that encourage higher-order thinking skills." ²

Research indicates that "Today's students, regardless of demographics, have shown an interest in digital opportunities to learn, and the range of Web 2.0 tools that make collaboration, innovation, and individual exploration possible is incredible." ² Practitioners within the field of education have thought of unique ways to connect digital tools with the framework of Bloom's Revised Taxonomy, which has led to the emergence of a Digital Bloom's Taxonomy.
Bloom's Digital Taxonomy
The purpose of Bloom's Digital Taxonomy is to inform instructors of how to use technology and digital tools to facilitate student learning experiences and outcomes. It aims, "T o expand upon the skills associated with each level as technology becomes a more ingrained essential part of learning." The use of this adapted version and the examples of tools it provides focus "should not be on the tools themselves, but rather on how the tools can act as vehicles for transforming student thinking at different levels." ¹ Outlined below are the levels featured within Bloom's Revised Taxonomy. Each level is accompanied by a description of its relevance and examples of digital tools that connect with this taxonomy framework.
Infographic Credit: Ron Carranza Summary
Connecting characteristics of Bloom's Revised Taxonomy is necessary for creating online learning activities that are in accordance with our students' needs. "Bloom's Digital Taxonomy helps us navigate through the myriad digital tools and make choices based on the kinds of learning experiences we want students to engage in." ² Selecting the most appropriate digital activity will depend on the activity's level of difficulty tied to the cognitive levels stated within Bloom's Revised Taxonomy. As K. A. Meyer writes, "Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. In this way, we can begin to ascertain differences that will help instructors apply the right tool to the right learning goals." ³
References
¹ Bloom's Digital Taxonomy. (2015, January 15). Retrieved May 03, 2016, from https://www.commonsensemedia.org/videos/blooms-digital-taxonomy

² Lightle, K. (2011). More than just the technology. Science Scope, 34 (9), 6-9.

³ Meyer, K. A. (2010). A comparison of Web 2.0 tools in a doctoral course. The Internet and Higher Education, (4), 226-232. doi:10.1016/j.iheduc.2010.02.002
Additional Resources
Center for Teaching - Bloom's Revised Taxonomy https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Fractus Learning - Bloom's Digital Taxonomy http://www.fractuslearning.com/2014/08/18/blooms-taxonomy-digital-print-table/

Global Digital Citizen's Foundation - Bloom's Digital Taxonomy Verbs https://globaldigitalcitizen.org/blooms-digital-taxonomy-verbs

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Integrating Technology with Bloom's Taxonomy - Teach Online

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Creating authentic learning experiences for students is an essential element in online course delivery. Learn how Bloom's Digital Taxonomy can assist you.

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Very helpful tool to create media when not wanting to use picture of self. I have utilised this in blog posts and website design so far.

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Scooped from @blaisehogdson
Useful tool breaking down the SAMR model to integrate technology into the classroom.

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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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Easy site for students to post their own video files. Screen record options.
Free Resource

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Nice alternative to Slides or PowerPoint. Need a subscription for some features and not as easy to work with.

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Great linking capabilities and easy collaboration. Connect to Google Classroom.

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Create, present, and collaborate on online presentations in real-time and from any device.

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Slides is thoughtfully connected to other Google apps you love, saving you time. Embed charts from Google Sheets or reply to comments directly from Gmail. You can even search the web and Google Drive for relevant content and images directly from Slides.

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Easily edit Microsoft PowerPoint presentations online without converting them, and layer on Slides' enhanced collaborative and assistive features like comments, action items, and Smart Compose.

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Google Slides: Online Slideshow Maker | Google Workspace

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Use Google Slides to create online slideshows. Make beautiful presentations together with secure sharing in real-time and from any device.

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List of drama games to be used for group warmups. Broken down into categories of what the game targets.

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A comprehensive list of drama games for kids and other teaching drama resources. Here you’ll find the best theatre activities to energize your drama club.

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Link to the Queensland Curriculum Drama information

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Queensland Curriculum and Assessment Authority

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Overview

About Drama

Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works.

Subject summary

Subject type | Assessment | QCE credits | Contributes to ATAR

General

Internal assessment (75%)
External assessment (25%)

Up to 4

Yes

What will students learn?

In studying Drama, students will learn:

how drama promotes shared understandings of the human experience

how drama is shaped to reflect lived experience

how drama can be used to challenge our understanding of humanity

how dramatic practice can be transformed.

How will students be assessed?

Students will complete the following assessments:

performance (20%)

project — dramatic concept (20%)

project — practice-led project (35%)

examination — extended response (25%).

Where can Drama lead?

Studying Drama can lead to:

arts administration and management

communication

education

public relations

research

science and technology.

More information

Email Drama@qcaa.qld.edu.au or phone (07) 3120 6106.

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Drama General Senior Syllabus 2019: Overview

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Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a ra…

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Link to the Australian Curriculum Drama resources

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Scooped from @TDOttawa
Useful tool with examples of how to effectively use SAMR model in classroom planning.

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Examples of Applying the SAMR Model can Help Teachers Understand and Embrace it

The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. "SAMR" is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition. The SAMR model provides a technique for moving through degrees of technology adoption to find more meaningful uses of technology in teaching and move away from simply using edtech for tech's sake.

We recently discussed the SAMR model during an Academic Technology Work Group meeting at The College of Westchester. We examined the video, SAMR in 120 Seconds. One thing that really struck me is how much the example helped, so I made it a point to gather and/or create some more examples.

Following are 8 examples of the SAMR process, each taking an example of a typical classroom exercise that does not use technology and walking it through each phase of SAMR. For half of these, I searched and borrowed from examples that teachers had written about online (original sources are provided - in some cases I tweaked the example a bit). I also created examples of my own. In working through this, it became apparent to me that while Substitution and Augmentation can be relatively straightforward conceptually, there is even more room for interpretation when it comes to Modification and Redefinition.

The goal of this exercise was to help me (and readers) better understand the SAMR model, and to really see how lessons and assessments can be transformed while considering the benefits of evolving them through these stages. I find it particularly interesting to see the vast difference between the original lesson and the redefined lesson - there is often a much wider range of skills required in the latter stages, and lessons can become much more engaging and collaborative when modified or redefined.

Lesson: Writing a Short Paper
Taken from: http://www.educatorstechnology.com/2013/08/samr-model-explained-through-examples.html. A modification of an idea found at https://edofict.wikispaces.com/SAMR+Examples. Taken from: https://edofict.wikispaces.com/SAMR+Examples and modified. Idea taken from: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model and slightly modified. In this example, we take a simple form of assessment and evolve it into a collaborative group project.
Original Assignment: A hand written paper.

Lesson: Geography & Travel

Original Assignment: An overview of a location consisting of hand written content supplemented with compiled cut-and-pasted magazine clippings.

Lesson: Understanding Shakespeare

Original Assignment: Read a Shakespeare play in traditional printed format.

An Assessment Exercise
Original Assignment: Show understanding of fractions on a worksheet by coloring in blocks.
Original Assignment: Take a quiz, answers handwritten in a printed form.

Following are some example lessons, evolved through the SAMR model, that I have tried my hand at creating.It's easy to get caught up in worrying about how effectively an approach constitutes "modification" or "redefinition", but that's not the point of the exercise. To my way of thinking, it's more about understanding the difference between a just replacing or augmenting a "paper" lesson with a "digital" one and actually evolving it in a beneficial way and exploring new possibilities.

Lesson: Art/Painting
Creative Commons license image source.
Original Assignment: Drawing a picture using traditional brush, paint, paper. Of course, there is a a big difference between doing this by hand in the traditional manner and doing it digitally. Digitally is by no means better, it is just different and opens up some interesting possibilities.

Substitution: Use a digital drawing/painting program (like MS Paint) to draw/paint a picture.

Augmentation: Use a tool that allows the creation of your masterpiece to be layed back (like Educreations, for example).

Modification: Pull a background image to use as a canvas. You could even scan something hand drawn and use that.

Redefinition: Create Artwork Collaboratively using a Collaborative Online Whiteboard (like Twiddla or one of these other tools).

Lesson: Email Etiquette

Original lesson: Review printed copies of Email Etiquette concepts and guidelines.

Lesson: Learning Fractions

Substitution: Use an Excel Worksheet to let students color in the blocks.

Augmentation: Use Google Sheets to let students color in the blocks, where the teacher can offer feedback directly on Google Sheets.

Modification: Use Google Sheets and direct students to online examples and supplementary learning materials for areas that they might struggle with.

Redefinition: Use a Fractions App instead (here are a handful of examples for iOS devices).

Lesson: Phys Ed - Learning To Hit a Baseball Well

Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or Phys Ed instructor show you and then trying it yourself.

Hopefully these example of lessons modified through the SAMR cycle help to encourage you to think about how you leverage technology to make some of your lessons more interactive, collaborative, and engaging with some of the many great technology tools available today! Here is a set of tools that may be helpful when working to evolve your lessons: 10 of the Most Engaging Uses of Instructional Technology (with Dozens of Resources and Tools).

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8 Examples of Transforming Lessons Through the SAMR Cycle - Emerging Education Technologies

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Examples of Applying the SAMR Model can Help Teachers Understand and Embrace it The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. "SAMR" is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition.

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Different options for revision purposes. Not as engaging for younger students.
Free Resource.

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Easy to use and massive library of quizzes. Only one gaming style.
Free Resource.

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Very customisable and uses game styles that relate to teenagers.
Paid Resource

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Customisable. Easy to design and different game modes.
Free Resource

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Easy usage with templates available. Download and Save functions. Can be utilised for advertising and media.
Free Resource

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Easy linking to all Google Applications. Online automatic saving so that student work can't be accidentally deleted or lost. Teacher access to all student files.
Free Resource.

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All editions

Switch from class to assignment to student in just a few clicks

Track student progress in your gradebook and export scores to your school's student information system (SIS)

Keep grading consistent and transparent with rubrics displayed alongside student work

Store frequently used phrases in a customizable comment bank

Prepare and schedule tasks, assignments, and quizzes across multiple classes

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Classroom Management Tools & Resources - Google for Education

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All editions Switch from class to assignment to student in just a few clicks Track student progress in your gradebook and export scores to your school's student information system (SIS) Keep grading consistent and transparent with rubrics displayed alongside student work Store frequently used phrases in a customizable comment bank Prepare and schedule tasks, assignments, and quizzes across multiple classes

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Simple templates and design without some customisation options. Good networking site for students with teacher access. Link embedding functions and only updates when published.
Free Resource

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Many different options for customisable games. Link easily shared and good tool for revision of previous content or for assessment.
Free Resource