The BIIG problem-solving method is unique in that it forces us to concentrate on decoding a real-world word problem completely into meaningful parts and aids us in finding and applying the right formula to easily arrive at the correct solution. As desired, it places less emphasis on the memorization of factual detail and more emphasis on the understanding of concepts. Evidently, this method is beneficial in many ways as it aids students in honing skills in critical thinking, logical approach and attention to detail. As a method for organizing information it helps students avoid errors and sets them on a path to succeed. As long as the numbers are “buddied up” with their units, “identified” by the appropriate variables, “isolated” within the context, and the answer is presented “gourmet”, or explained in terms of the original question, finding a solution to any complex problem will become seamless, understandable and enjoyable. This innovation in science education fosters a passion for learning and serves as a foundation for a new paradigm for problem-solving in any discipline of science worldwide.

College Reading OER Course Materials

RD 155

Course Description
Focuses on expanding reading frequency and effectively reading complex college level texts; Emphasizes comprehension strategies, critical reading and thinking skills, information literacy, vocabulary development, student success strategies and adapting reading rate to different reading tasks.
Improve reading rate, vocabulary and comprehension. Includes formation of efficient
reading habits, vocabulary development, inferential and critical reading, and adapting
reading rate to different reading tasks.

Intended Outcomes for the course
1. Proficiently use stages of reading—previewing, reading, review-and reading strategies in order to improve comprehension, control concentration, and increase persistence and retention in a variety of academic and non-academic reading tasks. Refine connections between text, the student’s life, student’s knowledge of the world, and other texts. Examine interactions between relationship, richness, structure, style, vocabulary, and purpose within complex texts. Increase reading frequency. Adjust reading rate to the nature of the material.
2. Advance and broaden use of vocabulary development strategies to learn and use new words including discipline-specific vocabulary in listening, speaking and writing. Advance word parts study.
3. Refine written evaluation, analysis, and reflection in response to various texts.
4. Analyze texts in order to identify and articulate explicit and implied main idea and major details, distinguish fact from opinion, determine the author’s and reader’s purpose and bias, and distinguish between literal and figurative meaning in a variety of increasingly complex academic and non-academic reading materials. Make accurate inferences and rely on information provided in text to substantiate thinking. Identify and evaluate complex points of view in different texts. Cultivate flexibility and skepticism about author’s and reader’s perspectives.
5. Use library resources to formulate a research query and select appropriate sources of information. Use critical thinking to evaluate increasingly complex and diverse information and sources for academic and lifelong learning. Identify and make use of steps in the research process.
6. Exhibit habits and contribute to academic success, including engagement and intellectual curiosity. Employ active learning and study strategies for academic success. Use campus support services and other learning resources to help meet academic goals. Participate in a classroom learning community in a respective and responsive manner.

This site is designed for parents and teachers who are helping Spanish-speaking children learn to read in English. Find activities to help children learn about sounds, letters, and words. Use tips and materials to help children develop skills in reading. (Available in English and Spanish.) This site is filled with useful information, strategies, activities, and resources for all teachers of ELLs, whether you are an ESL teacher or a content area teacher with one or two English learners in your class. Although many of the activities have been designed for children in PreK-3, most can be adapted for children in upper elementary, middle school, and high school.

This is an interview with Dr. Joy Morris, Professor at the Department for Mathematics and Computer Sciences at the University of Lethbridge on her Open Educational Practices, including the publications of her own textbooks under CC-BY-NC-SA and her open work in the community.

Professional learning resource - slide deck to share with School Library Media Coordinators in a 30-45 minute presentation on how to curate resources on an OER microsite.

This comic book has been designed as an engaging and enjoyable experience for students to understand the concept of 'Arithmetic Progression'. Its purpose is to present the concept of arithmetic progression in a way that resonates with students' lives. By following the adventures of relatable characters as they navigate real-life scenarios using parallelograms, readers will develop a deeper understanding of the mathematical concept. It involves practical problem-solving scenarios where characters learn and use parallel sequences to overcome challenges. It also encourages readers to think critically and analytically as they follow the characters on their learning journey.

September 17th is Constitution Day, commemorating the day in 1787 when, at the end of a long hot summer of discussion, debate and deliberation, the delegates to the Constitutional Convention signed America's most important document.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois€' The Souls of Black Folk.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan€'s First Inaugural Address and Secretary Hillary Clinton€'s 2011 APEC Address.

The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read-alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Different Lands, Similar Stories; Fables and Stories; The Human Body; Early World Civilizations; Early American Civilizations; Astronomy; Animals & Habitats; Fairy Tales; and History of the Earth.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' €abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read_alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Nursery Rhymes and Fables; Five Senses; Stories; Plants; Farms; Kings and Queens; Seasons and Weather; Colonial Towns; and Taking Care of the Earth.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

The Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects (“the Standards”) are
the culmination of an extended, broad-based effort to fulfill the charge issued
by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the
end of high school.

This 14-minute video for educators introduces working with Common Core standards for English and math. How will teaching to the Common Core affect teaching practice in the classroom? Teachers and Principals discuss the opportunities Common Core offers to their students and to their own focus and teaching practice.

This 14-minute video lesson for high school educators introduces working with Common Core Standards. How will teaching to the Common Core affect teaching practice in the classroom? How can teachers help students learn to apply math and think about problem solving outside the math classroom? What does an emphasis on “depth” look like in practice? How can teachers make adapting to the Common Core a reflection point in their own practice? Teachers and principals discuss the opportunities Common Core offers for their students and for their own focus and teaching practice.

This 14-minute video lesson for middle school educators introduces working with Common Core State Standards. How will teaching to the Common Core affect teaching practice in the classroom? See how Common Core has affected teaching and learning at two pilot schools where they have already been adapted. Does the dialogue in the pilot school math classroom sound like your classroom now? What has the culture shift been like for teachers and students? How will the shift in emphasis on non-fiction reading and expository and persuasive writing benefit students? Teachers and principals discuss the opportunities Common Core offers for their students and for their own focus and teaching practice.

See an introduction to the new Common Core state standards including background on the design process, key features, and major differences.

This 14-minute video introduces the key features and differences of the new Common Core State standards for math. It looks at the purpose of the standards for mathematical practice and how they should be integrated with content. It looks at how teaching fewer topics in each grade will change educator planning. And it discusses how the new standards can help close the achievement gap.