Recent Changes

Saturday, October 29

  1. page Grade 4 Social Studies Report Card Strength Comments edited Grade 4 Social Studies Skills and Processes Report Card Comments Knowledge Outcomes -demonstrate…
    Grade 4 Social Studies Skills and Processes Report Card Comments
    Knowledge Outcomes
    -demonstrates understanding of the knowledge objectives
    Dimensions of Thinking
    Critical Thinking and Creative Thinking
    -evaluate significant local and current affairs, distinguishing between fact and opinion
    -evaluate, critically, ideas, information and positions from multiple perspectives
    -re-evaluate opinions to broaden understanding of a topic or an issue
    - generate original ideas and strategies in individual and group activities
    - seek responses to inquiries from various authorities through electronic media
    - evaluate significant local and current affairs, distinguishing between fact and opinion
    Historical Thinking
    - use photographs and interviews to make meaning of historical information
    - use historical and community resources to understand and organize the sequence of local historical events
    - explain the historical context of key events of a given time period
    Geographic Thinking
    - use the scale on maps of Alberta to determine the distance between places
    - construct graphs, tables, charts and maps to interpret information
    - use historical maps to make meaning of historical events and issues
    - use cardinal and intermediate directions to locate places on maps and globes
    - identify the location of sources of nonrenewable resources (e.g., fossil fuels, minerals)
    Decision making and Problem Solving
    - contribute and apply new ideas and strategies, supported with facts and reasons, to decision making and problem solving
    -identify situations where a decision needs to be made and a problem requires attention
    select and use technology to assist in problem solving
    use data gathered from a variety of electronic sources to address identified problems
    solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
    use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment
    Social Participation as a Democratic Practice
    Cooperation, Conflict Resolution and Consensus Building
    - demonstrate an awareness of the skills required for compromise and consensus building
    - demonstrate the ability to deal constructively with diversity and disagreement
    - consider the needs and points of view of others
    - work collaboratively with others to complete a group task
    >- share information collected from electronic sources to add to a group task
    Age Appropriate Behaviour for Social Involvement
    - initiate projects that meet the particular needs or expectations of their school or community
    Research for Deliberative Inquiry
    Research and Information
    - develop the skills of skimming and scanning to gather relevant information
    - organize and synthesize information gathered from a variety of sources
    - use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
    - draw and support conclusions, based on information gathered, to answer a research question
    - formulate new questions as research progresses
    - cite references as part of research
    >- access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs)
    >- navigate within a document
    >- organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories
    >- organize information, using such tools as a database, spreadsheet or electronic webbing
    Communication
    Oral, Written and Visual Literacy
    - organize and present information, taking particular audiences and purposes into consideration
    - respond appropriately to comments and questions, using language respectful of human diversity
    - listen to others to understand their points of view
    >- create visual images for particular audiences and purposes
    >-use selected presentation tools to demonstrate connections among various pieces of information
    >- communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes
    Media Literacy
    - compare information on the same issue or topic from print media, television, photographs and the Internet
    - examine diverse perspectives regarding an issue presented in the media
    >- identify and distinguish points of view expressed in electronic sources on a particular topic

    (view changes)
    5:33 pm

Wednesday, October 26

  1. page Blogfolio Project edited ... Student Guidelines for Blogging (Eastern Lancaster Schools) Tutorials Signing up for a #PSD…
    ...
    Student Guidelines for Blogging (Eastern Lancaster Schools)
    Tutorials
    Signing up for a #PSD70 Blog
    Adding the "Email Subscription" Button to your blog
    Using Flickr CC Attribution Helper
    (view changes)
    1:26 pm

Friday, October 21

  1. page Google Apps for Education edited ... Using Forms in Google Docs Resources for Teachers Google A-Z Using Flubaroo to create sel…
    ...
    Using Forms in Google Docs
    Resources for Teachers
    Google A-Z
    Using Flubaroo to create self grading assessments
    Webinars on Google Apps
    (view changes)
    4:54 am

Thursday, October 20

  1. page Blogfolio Project edited ... Example of a Scope and Sequence for ePortfolios Student Guidelines for Blogging (Eastern Lanc…
    ...
    Example of a Scope and Sequence for ePortfolios
    Student Guidelines for Blogging (Eastern Lancaster Schools)
    Tutorials
    Adding the "Email Subscription" Button to your blog

    (view changes)
    3:53 pm

Tuesday, October 18

  1. page Google Apps Administrators edited ... Wordpress Multi User Posting to your own blog Creating a new blog site Google Apps
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    Wordpress Multi User
    Posting to your own blog
    Creating a new blog site
    Google Apps
    (view changes)
    2:23 pm

Monday, October 3

  1. page Blogfolio Project edited Parkland School Division Blogfolio Project Example of a Scope and Sequence for ePortfolios Stude…
    Parkland School Division Blogfolio Project
    Example of a Scope and Sequence for ePortfolios
    Student Guidelines for Blogging (Eastern Lancaster Schools)
    (view changes)
    8:25 am

Friday, September 30

  1. page Google Apps Administrators edited This page will be for the administrators of Google Apps in Parkland School Division, as well as th…
    This page will be for the administrators of Google Apps in Parkland School Division, as well as those who look after the Word Press Multi-User site.
    Wordpress Multi User
    Posting to your own blog
    Google Apps

    (view changes)
    12:57 pm
  2. page home edited ... Logistics To ensure that capacity is built within the school division, it is essential that a…
    ...
    Logistics
    To ensure that capacity is built within the school division, it is essential that any participating schools identify “Portfolio Leads” that will ensure we do not overstretch an IT department that is currently working on several initiatives. These “Leads” would work directly with the Division Principal and other personnel as identified by Central Office to build a solid understanding of how to maintain the portfolio program for their school. Although we want to build capacity, it is also essential that those working in the program are also supported by the Division Principal and those directly involved in the project from central office.
    ...
    the following:
    First name, last 4 digits of Alberta Student ID.
    For example, the student “John Winter” with Alberta Student ID 12345678, would have the following URL:
    (view changes)
    7:36 am

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