Archived session from the 2024 Arizona Regional OER Conference. Session Title: The Open Pedagogy Circle: Getting Faculty and Students Involved in the Open.This resource includes the session abstract, presenter(s), resources, and recording. 

The materials in this module -- which include promotional materials, presentation slides, activity options, and supporting videos -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. This workshop was co-led by an Instructional Designer and OER Librarian. The information serves as an introduction to open pedagogy and student-driven assignments, with a particular focus on students sharing, in their own words, how open pedagogy boosted their learning experience.

The materials in this module -- which include promotional materials, presentation slides, activity options, and supporting videos -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. This workshop was co-led by an Instructional Designer and OER Librarian. The information serves as an introduction to open pedagogy and student-driven assignments, with a particular focus on students sharing, in their own words, how open pedagogy boosted their learning experience.

Archived session from the 2022 Arizona Regional OER Conference. Session Title: Open Textbooks for Rural Arizona - A Regional Grant CollaborationThis resource includes the session abstract, presenters, PPT, and recording. 

The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

Welcome to the UnboundEd Mathematics Guide series! These guides are designed to explain what new, high standards for mathematics say about what students should learn in each grade, and what they mean for curriculum and instruction. This guide, the first for Grade 2, includes three parts. The first part gives a “tour” of the standards for the first two clusters ofOperations & Algebraic Thinking (2.OA.A and 2.OA.B) using freely available online resources that you can use or adapt for your class. The second part shows how Operations & Algebraic Thinking relate to representing and interpreting data in Grade 2 (2.MD.D). And the third part explains where the skills and understandings within 2.OA and 2.OA.B are situated in the progression of learning in Grades K-2. Throughout all of our guides, we include a large number of sample math problems. We strongly suggest tackling these problems yourself to help best understand the methods and strategies weÂ’re covering, and the potential challenges your students might face.Â

The Equitable Grading Practices PLC is structured for school-based teams to spend time reflecting on their own grading practices, analyzing artifacts, engaging in dialogue around learnings, experiences, and research related to grading, and collaboratively developing an equitable grading action plan. Each Module will include readings to engage with and discuss, independent activities to support in reflection of grading practices, and collaborative tasks to lean into with your PLC.

These modules have been created for K-12 professional development, by educators. The purpose is to engage in collaborative study and exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program designed for K-12 educators of NGSS working throughout Oregon.To complete the modules, we will meet "virtually" for Zoom meetings. We will be using developed resources in new ways (virtual PLC). The first module is the introductory module for the Oregon Science Project NGSS Program. 

This four-part module has been developed as an initial component developed to prepare leaders of K-12 professional development to engage in independent study and initial exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program designed for K-12 facilitators of NGSS working in throughout the rural areas of Oregon.It will take approximately 2 hours to complete and brings together many already developed resources in new ways. Module A is the introductory module for the Oregon Science Project NGSS Learning Facilitator Program. An Oregon Science Project Digital Badge is available for anyone who completes this module.If you have any feedback please email ctrecha at oregonscienceproject.org

This mini lesson for business professionals, defines partnership coaching and the role of the coach and coachee.  

This blog by a World Language educator includes a wide range of tips and strategies for teachers. Topics include how to use authentic resources with students, how to conduct target language discussion with students, technology tools, and many more. Each post includes many resources that teachers can use.

Research over the past decade has documented a strong relationship between substance abuse and problems of child abuse and neglect. Although many data collection systems do not gather accurate data on substance abuse and child welfare, most studies in the U.S. suggest parental substance abuse is a factor in one third to two-thirds of child involvement in the child welfare system. Parental substance abuse appears to be strongly associated with higher rates of physical abuse or neglect among families in community samples, higher rates of substantiated child maltreatment in cases referred into child welfare, higher rates of out-of-home placements, re-reports of abuse, and reentry into foster care. This study examined factors that help and hinder the process of collaboration based on in-depth interviews with respondents from substance abuse and child welfare fields working in five California counties with established formal collaborative policies and programs. This curriculum, which is grounded in the findings from the study, provides highlights of research and experiential activities in four primary areas that may be used independently or in combination: (a) overview of research on cross-systems collaboration, (b) promising models and elements for collaborative practice, (c) factors that help and hinder collaboration, and (d) facilitating communication and dealing with confidentiality issues across systems. (161 pages)Drabble, L., Osterling, K. L., Tweed, M., & Pearce, C. A. (2008).

This curriculum, written for graduate social work students and child welfare workers, is designed to improve the quality of care and services provided to children in out-of-home care. It highlights the importance of providing child welfare services that are responsive to the needs of children who must prepare for emancipation and the responsibilities of adult life. While more research efforts are aimed at tracking youth emancipating from the foster care system, little is known about those who are currently enrolled in post-secondary education. Further, research on youth exiting the foster care system tends to highlight negative outcomes. Little is known of former foster youth who go on to lead healthy and productive lives and what the contributing factors were that enabled them to succeed. Understanding their pathways to college and identifying the factors related to educational achievement can help inform program and service delivery to youth currently in the foster care system. (186 pages)Merdinger, J. M., Hines, A. M., Lemon, K., Wyatt, P., & Tweed, M. (2002).

By the end of this unit teachers should be able to:

Deepening knowledge 6. (b) Use ICTs to access external experts and learning communities to support teachers' activities and their professional learning process.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 6. (ب) استخدام تكنولوجيا المعلومات والاتصالات للوصول إلى الخبراء الخارجيين ومجتمعات التعلم لدعم أنشطة المعلمين وعملية التعلم المهنية الخاصة بهم.

The ancient and original skills of playing music by ear are as important as ever in the 21st Century. Play-by-Ear differs from other methods with a focus away from the individual onto facilitating others to participate. Play-by-Ear provides a common denominator to quickly engage with inclusive participation and minimal resources. Community group leaders, substitute teachers and therapists are often called upon to lead music on short notice. Participants can mix and range from total beginners at all ages to some accomplished in traditional methods. Such groups may have no scope for follow-up so require some instant gratification with whatever is available on the spot. The core Play-by-Ear method achieved an Australian Innovation Patent in 2016 and has since been extended to fulfill school and community curriculum levels. Techniques are demonstrated to cover the full AASL 21st Century skill domains, ranging from a single finger chord on a ukulele up through use of digital tools to produce a music video for a worldwide audience.

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Positive Psychology OER Implementation: Lessons Learned. This resource includes the session abstract, presenter(s), resources, and recording. 

Archived session from the 2022 Arizona Regional OER Conference. Session Title: The Power of NoThis resource includes the session abstract, presenters, PPT, and recording. 

This toolkit was developed as part of the Primary Source Project. In creating the toolkit, ISKME collaborated with 12 educators from 8 different states, who possessed varied subject area expertise. The toolkit is a sequenced pathway for selecting informational and non-fiction literary texts, and creating integrated wraparound lessons that meet the Common Core State Standards, as well as the C3 Social Studies Standards and the Next Generation Science Standards.

This online learning module will explore the following learning targets: 1: Understand the foundations of problem-based learning2: Learn the phases of a problem-based learning module3: Understand the shifts of teachers and students in a problem-based learning classroom