Academic artist Enrique Legaspi grew up singing, skateboarding, and creating. As a teacher, one day he realized, "I'm doing everything I can, I'm staying up late, but I'm producing the same results. What's going on?" Now that he's begun to modify and adapt his teaching to his students' interests, Enrique's students are creating, curating and sharing their work using video and social media -- and it's made all the difference.

This page provides information about Best Practices and Resources for creating accessible OERs.

The purpose of this toolkit is to provide a helpful, detailed checklist for SMTs to plan and manage their school nutrition programme.

ISTE Standards for Educators - Standard 6: Facilitator     b. Manage the use of technology and student learning straategies in digital platforms, virtual environments, hands on makerspaces or in the field.This lesson is an introduction to Google Classroom for teachers.  The Google Classroom app is a digital tool that allows teachers and students to learn and create in a paperless environment. 

Designing a Family Partnership Plan helps teachers to explore the assets that families bring to the table and the qualities of ideal partnerships. Learning about what it takes to develop effective partnerships will provide you with the support you need to create your own partnership plan. Strong partnerships with students' families can help teachers to optimize student achievement. This strategy will help you to assess your level of family-school partnership and provide you with the opportunity to focus on asset-based narratives as you explore critical considerations when engaging with families. Recognizing that parent involvement is a key factor in student success and considering the perspectives of your students' families about their involvement will make you a more effective partner.

Graphic organizers assist the development of comparative vocabulary and generate discussions of analogy and metaphor in art as students go on a real or virtual tour of an art gallery.

Criminal Law uses a two-step process to augment learning, called the applied approach. First, after building a strong foundation from scratch, Criminal Law introduces you to crimes and defenses that have been broken down into separate components. It is so much easier to memorize and comprehend the subject matter when it is simplified this way. However, becoming proficient in the law takes more than just memorization. You must be trained to take the laws you have studied and apply them to various fact patterns. Most students are expected to do this automatically, but application must be seen, experienced, and practiced before it comes naturally. Thus the second step of the applied approach is reviewing examples of the application of law to facts after dissecting and analyzing each legal concept. Some of the examples come from cases, and some are purely fictional. All the examples are memorable, even quirky, so they will stick in your mind and be available when you need them the most (like during an exam). After a few chapters, you will notice that you no longer obsess over an explanation that doesn’t completely make sense the first time you read it—you will just skip to the example. The examples clarify the principles for you, lightening the workload significantly.

Collection development, a foundational component of the library program, is the formal, professional process of selecting, with the aid of appropriate evaluation tools and knowledge of the school, comprehensive and balanced materials to meet the diverse needs of the community.Rather than using a comprehensive and balanced acquisitions procedure, curriculum curation is a tightly targeted selection process to meet the knowledge and/or cognitive goals of instruction in service of student learning. Rather than generalized pointers to resources, curation will identify a specific section or element within each resource. Therefore, curriculum curation requires co-planning with faculty and using professional discernment, adding value to the chosen resources. Dialogue between librarian and instructor must be part of the curation process In order to surface student learning goals. Such negotiated curation shines a light on the expertise that each educator brings to the conversation about the thinking tasks and relevant experiences that will augment student learning. This module scaffolds and models curating an interdependent set of OER sources and tools to support the instructional core of a unit.Granite State Learning Outcomes3. Demonstrate the ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner (and) make the discipline(s) accessible and meaningful for learners;6. Design and implement instructional strategies that engage students’ interests and develop their ability to: inquire; think both critically and creatively; and ethically gain and share knowledge;15. Complete a narrative reflection on the course and personal growth.AASL CompetenciesAASL Standard 1.2 a: Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.AASL Standard 1.2 b: Make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators.AASL Standard 1.3 a: Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators.AASL Standard 1.4 c: Integrate the use of technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.PSEL Standard 4 a: Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.PSEL Standard 4 e: Promote the effective use of technology in the service of teaching and learning.

This module of the course focuses on organizing curricular documentation and student learning evidence into a reflective exhibition or narrative that explains student learning and what inclusive educational practice supported that learning. During the module you will use a scoring rubric to help analyze some sample cases and give constructive feedback to improve the educative value of the cases or exhibitions for other educators.

CYBER BULLYING

Cyber bullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyber bullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyber bullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyber bullying crosses the line into unlawful or criminal behavior.

The most common places where cyber bullying occurs are:

Social Media, such as Facebook, Instagram, Snapchat, and Twitter
SMS (Short Message Service) also known as Text Message sent through devices
Instant Message (via devices, email provider services, apps, and social media messaging features)
Email.

WHERE IS CYBERBULLYING OCCURING ?

Manuals to educate the public, teachers and parents summarize, "Cyberbullying is being cruel to others by sending or posting harmful material using a cell phone or the internet." Research, legislation and education in the field are ongoing. Research has identified basic definitions and guidelines to help recognize and cope with what is regarded as abuse of electronic communications.

Cyberbullying involves repeated behavior with intent to harm.
Cyberbullying is perpetrated through harassment, cyberstalking, denigration (sending or posting cruel rumors and falsehoods to damage reputation and friendships), impersonation, and exclusion (intentionally and cruelly excluding someone from an online group)
Cyberbullying can be as simple as continuing to send emails or text messages harassing someone who has said they want no further contact with the sender. It may also include public actions such as repeated threats, sexual remarks, pejorative labels (i.e., hate speech) or defamatory false accusations, ganging up on a victim by making the person the subject of ridicule in online forums, hacking into or vandalizing sites about a person, and posting false statements as fact aimed a discrediting or humiliating a targeted person. Cyberbullying could be limited to posting rumors about a person on the internet with the intention of bringing about hatred in others' minds or convincing others to dislike or participate in online denigration of a target. It may go to the extent of personally identifying victims of crime and publishing materials severely defaming or humiliating them.

Cyberbullies may disclose victims' personal data (e.g. real name, home address, or workplace/schools) at websites or forums or may use impersonation, creating fake accounts, comments or sites posing as their target for the purpose of publishing material in their name that defames, discredits or ridicules them. This can leave the cyberbully anonymous which can make it difficult for the offender to be caught or punished for their behavior, although not all cyberbullies maintain their anonymity. Text or instant messages and emails between friends can also constitute cyber bullying if what is said or displayed is hurtful to the participants.
The recent use of mobile applications and rise of smartphones have yielded to a more accessible form of . It is expected that cyber bullying via these platforms will be associated with bullying via mobile phones to a greater extent than exclusively through other more stationary internet platforms. In addition, the combination of cameras and Internet access and the instant availability of these modern smartphone technologies yield themselves to specific types of cyber bullying not found in other platforms. It is likely that those cyber bullied via mobile devices will experience a wider range of cyber bullying types than those exclusively bullied elsewhere.

Beth Harris, Sal Khan and Steven Zucker discuss the Damien Hirst sculpture, The Physical Impossibility of Death in the Mind of Someone Living, and issues of interpretation. Created by Beth Harris, Steven Zucker, and Sal Khan.

Students learn about personification by reading and discussing poems and then brainstorm nouns and verbs to create personification in their own poems.

Data Carpentry lesson to learn how to use command-line tools to perform quality control, align reads to a reference genome, and identify and visualize between-sample variation. A lot of genomics analysis is done using command-line tools for three reasons: 1) you will often be working with a large number of files, and working through the command-line rather than through a graphical user interface (GUI) allows you to automate repetitive tasks, 2) you will often need more compute power than is available on your personal computer, and connecting to and interacting with remote computers requires a command-line interface, and 3) you will often need to customize your analyses, and command-line tools often enable more customization than the corresponding GUI tools (if in fact a GUI tool even exists). In a previous lesson, you learned how to use the bash shell to interact with your computer through a command line interface. In this lesson, you will be applying this new knowledge to carry out a common genomics workflow - identifying variants among sequencing samples taken from multiple individuals within a population. We will be starting with a set of sequenced reads (.fastq files), performing some quality control steps, aligning those reads to a reference genome, and ending by identifying and visualizing variations among these samples. As you progress through this lesson, keep in mind that, even if you aren’t going to be doing this same workflow in your research, you will be learning some very important lessons about using command-line bioinformatic tools. What you learn here will enable you to use a variety of bioinformatic tools with confidence and greatly enhance your research efficiency and productivity.

This lesson introduces the concept of cause and effect with Trinka Hakes Noble's books about Jimmy and his boa constrictor. Each lesson begins with the teacher reading a new story about Jimmy and his boa and the chaos they bring to each place they visit. Class discussions about each event and its cause are followed by tasks for the students to help illustrate understanding of the concept. Students create cause-and-effect pictures, puzzles, and flow charts as they explore the genre. As a culminating activity, students write their own book with causes and effects, which are assessed with a rubric.

This lesson plan looks at the major ideas in the Declaration of Independence, their origins, the Americans' key grievances against the King and Parliament, their assertion of sovereignty, and the Declaration's process of revision.

In this deep dive session, Dr. Willa van Dijk discusses how transparency with data, materials, and code is beneficial for educational research and education researchers. She illustrates these points by sharing experiences with transparency that were crucial to her success. She then shifts gears to provide tips and tricks for planning a new research project with transparency in mind, including attention to potential pitfalls, and also discusses adapting materials from previous projects to share.

An explanation of what it means to say educational materials are "accessible" and why accessibility is important.

Students will be introduced to the definition mode of writing. Students will learn to define a particular subject by responding in an editorial format. Students will first compose an editorial graphic organizer, which will aid in composing a completed editorial using the writing process.

The Dependability Checklist is a tool to help students evaluate resources for their assessments. Students answer ten 'yes' or 'no' questions about a resource and then generate a score indicating how trustworthy or dependable that resource is. Working through the Checklist introduces students to indicators of reliability. As students become more confident in evaluating sources, they won't need to rely on the Checklist. This tool is used as part of teaching evaluation in first year units at Deakin University. It can be used as part of assessment or activities where students evaluate resources providing the dependability score.