Z+-+Casual+Teaching+Resources

For each resource you should provide the following information:
 * Each group is required to attach TWO resources in the space provided below.**


 * Title of the resource:**


 * Link to the resource:**


 * This resource is provided by:**


 * Description of the resource:**


 * How would you use this resource in the classroom?**

Term 1 - • idea 1 • idea 2 • Term 2 - • idea 3 • idea 4 • Term 3 - • idea 5 • idea 6 Activity 1 · The students are asked to brainstorm the topic that they are currently studying in that particular subject · The student give the three or five main topic names followed by what terms relate to each word. Activity 2 · The students then have to choose three terms and write a paragraph about these. Activity 3 · If there is time the students can readout their paragraph about the term and how it is an integral part of the subject.

For each resource you should provide the following information:
 * Title of the resource: Generic Lesson ||
 * Link to the resource: ||
 * This resource is provided by:Fiona Wotherspoon ||
 * Description of the resource:This is a generic lesson that can be used with their text book if necessary ||
 * How would you use this resource in the classroom? The text book or if the class has access to computers in their class room then the lesson could be used in conjunction with their computers. ||

Introductory Lesson for Teaching Economics
 * Title of the resource:**

http://www.fte.org/teachers/lessons/prize/intro_less.htm
 * Link to the resource:**

Lesson Planet - The Search Engine For Teachers
 * This resource is provided by:**

Uses a skit "There is no such thing as a free lunch" and three different chocolate bars to introduce the subject of economics, define "economics" and introduce the concept of opportunity cost. Covers one lesson of approx. 55 min. duration.
 * Description of the resource:**

I would follow the lesson plan as it is outlined (ie. ask for 3 volunteers and perform the skit; write definitions on the board; use three different chocolate bars to illustrate the basic economic problem of scarcity; dicuss opportunity cost; and ask the students to write in their workbooks what the expression "there is no such thing as a free lunch" means and how this expression defines economics).
 * How would you use this resource in the classroom?**

I am an Effective Learner
 * Title of the resource:**

Unknown
 * Link to the resource:**

Ivona Zilic - source unknown - one of the pages is from ITC Publications, unsure of whether the entire document is from them. The resource did not scan the best, so I am working on a Word version and will post when I can.
 * This resource is provided by:**

Starts with a reflective task for students, what they think about their best lesson ever, and also how they think they learn best. Follows on with an exploration of student learning styles where they complete a quiz and discover their preferred learning style. Students then map their results on a graph. This is all based on Gardner's Multiple Intelligences, allowings students (and teachers) to recognise that there are different types of intelligences and learning styles in the classroom, giving a better chance of understanding for all.
 * Description of the resource:**

I would follow the activities in order and maybe touch on the different types of intelligences in Gardner's model, eg. Intrapersonal = self-smart, naturalistic = nature-smart, spatial = picture-smart, etc. Talk about Visual, Auditory and Kinesthetic learners and so on. Students are then able to recognise the difference types of intelligences and teachers are able to use this in the delivery of their lessons.
 * How would you use this resource in the classroom?**


 * [[file:I am an effective learner.pdf]]**

http://content.scholastic.com/browse/article.jsp?id=1615
 * Title of the resource:** Test Prep Plan
 * Link to the resource:**

Lainie Shimell. It is available from the Scholastic web page and has an option for a print friendly version. It is free of charge.
 * This resource is provided by:**

This resource is a step to step guide on how to study for exams using a range of different techniques. It allows teachers to have a pre planned lesson which they can use for any classroom and any year group. It is relevant to the students and is written in a manner which is easy for students to understand. The step by step guide allows students to understand how to study and maximize their results. Depending on the time available the teacher could discuss the steps with the students and give them the handout at the end. Or they could use the last topic the students worked on and actually go through the steps and turn it into a topic specific workshop. You could begin the lesson asking students how they study and then compare it to the guide and get their feedback on the information they have just read through.
 * Description of the resource:**
 * How would you use this resource in the classroom?**


 * Title of the resource: Australian Landforms crossword & map** **activity

Link to the resource:

**


 * This resource is provided by: Glenn Bennett**

This is a crossword of Australian landforms. Students are required to complete the crossword using an atlas and/or the internet. As students work through the crossword they must also draw the features on the map of Australia (provided).
 * Description of resource:**

This would suit a stage 5 geography class or higher for revision... possibly stage 4 (may need some assistance). Hand out the crossword and let the students work through it, individually or in groups, depends on the class. Make sure they complete the crossword in pencil in case of mistakes, although if they make a mistake on the crossword but draw the landmark on the map it is not a problem.
 * How would you use this resource in the classroom?**

"Instant terminology lesson"
 * Title of the resource:**

No link, look below. I made it up.
 * Link to the resource:**

Mike Roper
 * This resource is provided by:**

Ask students to spend 5 minutes thinking of all the important words for the subject (topic area) that they have been doing and write them down. (Let them use workbooks and textbooks). After that 5 minutes tell them to stop and all stand up. Go around the room and ask for a word that hasn't been said (sit if you run out), write them on the board, keep going around until no one is left. You SHOULD have a great list of words on the board. Ask students to write them into their books (when they sit down they can start because in theory they would have less words than those who make it to the end). After that has finished you can do one of a number of things with this list:
 * Description of the resource (activity):**
 * Use it as a spelling list.
 * Ask students to make up sentences with the words and compete with the best sentence (one with the most words and still makes sense).
 * Get groups of students to find out the definition of a few words each and mix the groups so that they all have a definition (like the puzzle activity we did in class).

Alternatively if the lesson is too short for this ask for students to define words when they stand and suggest them (cannot add them if they don't know what they mean).

If you are given no material or not enough material for the whole lesson. It is a chance to improve the students' literacy.
 * How would you use this resource in the classroom?**

Graphic Organiser Templates
 * Title of the resource:

Link to the resource:** http://edhelper.com/

An independent site, 'edhelper' is aimed at providing educators with tools to assist learning by providing many graphic organiser templates.
 * This resource is provided by:**

The graphic organisers provided are grouped into subject areas. There are many different ways to visually represent information based on the organisers. Learning can be scaffolded and students helped to see relationships between two or more things.
 * Description of the resource:**

Perfect for a generic lesson. Pre print many of the templates off the site and have them handy. If you are told the lesson content at the last minute, flick through the textbook and your templates and match information, putting together a relevant and visual task for the class to work on. Can also be used to brainstorm, wrap up, for note-taking if watching a video or if you want to do a generic 'planning essays and reports' type lesson.
 * How would you use this resource in the classroom?**


 * Title of the resource: North, South, East and West**

No link - I stole it from my Master Teacher
 * Link to the resource:**


 * This resource is provided by:** Kathryn - courtesy of my Master Teacher

Label 4 A4 sheets of paper in large writing 'North', 'South', 'East' and 'West'. Stick paper on opposite sides of room, clearly visibly (above head height). Ask students to come up with 3 multiple choice questions and answers each and submit to teacher. Teacher randomly selects questions and asks all students. Students stand near the paper labelled representing the answer they think is correct. Students standing near the correct paper remain in the game. Students standing near the incorrect paper are eliminated. Keep asking questions until only one student remains.
 * Description of the resource:**

Award chocolates, accolades or any other incentive as required.

I thought that as a Casual teacher, you could be thrown into any subject area, so this puts the onus on the students to come up with the questions - reducing the need for the teacher to be the expert.
 * How would you use this resource in the classroom?**

Title of the resource:


 * Link to the resource:**


 * This resource is provided by:**


 * Description of the resource:**


 * How would you use this resource in the classroom?Title of the resource:**

Link to the resource:

This resource is provided by:

Description of the resource:

How would you use this resource in the classroom?