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Important learning needs

Important learning needs

Students think about their own early learning experiences as they listen to the story Franklin Goes to School. Students then develop and sort (by importance) a list of needs associated with the right to learn, and they select and draw a picture of the need that is most important for learning.
Subjects: English/Language Arts, Social Studies
Grades: K, 1, 2, 3
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Using Thoughtbooks to Sustain Inquiry

Using Thoughtbooks to Sustain Inquiry

Use the practical ideas, examples and templates in this resource to help students use the Thoughtbook format to capture their thinking and to revisit and refine their evolving work. See all of the titles in the Quick Guides to Thinking Classrooms series
Subjects: Not Subject Specific
Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Regular Price: $14.95
Format: Print
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Ten tweaks for your questions

Ten tweaks for your questions

By comparing common questions to their “tweaked” alternatives, this one-page tip sheet suggests ways to encourage students to think more deeply about the topics they are studying.
Subjects: Professional Learning, Not Subject Specific
Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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Les raisons de l’internement des Ukrainiens pendant la Première Guerre mondiale

Les raisons de l’internement des Ukrainiens pendant la Première Guerre mondiale

Cet ensemble de sources primaires et secondaires comprend des documents gouvernementaux, des interviews, des articles de journaux, des éditoriaux et des discours qui décrivent les raisons de l'internement des Ukrainiens pendant la Première Guerre mondiale.
Subjects: Social Studies, History
Grades: 7, 8, 9, 10, 11, 12
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Reading as thinking: “Critically” constructing meaning of text

Reading as thinking: “Critically” constructing meaning of text

Mary Abbott tells how critically thoughtful readers approach text with an inquisitive mindset when teachers nurture self-regulated use of intellectual tools.
Subjects: English/Language Arts, Professional Learning
Grades: K, 1, 2, 3, 4, 5, 6
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Evidence/reason/conclusion

Evidence/reason/conclusion

Students determine the elements of an argument or justification used to persuade someone to adopt a position. They develop an understanding of the importance of distinguishing between evidence and conclusion; recognizing connections between evidence, reason, and conclusion; and looking at the qualit…
Subjects: Civics, Science
Grades: 4, 5, 6, 7, 8, 9, 10, 11, 12
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