Oregon Department of Education's Program Analyst and Instructional Materials Coordinator Aujalee Moore shares the states processes and guidelines for school district purchases of accessible curriculum and supplemental materials for K-12.
Pennsylvania System of School Assessment (PSSA) includes assessments in English Language Arts and Mathematics which are taken by students in grades 3, 4, 5, 6, 7 and 8. Students in grades 4 and 8 are administered the Science PSSA. The English Language Arts and Mathematics PSSAs include items that are consistent with the Assessment Anchors/Eligible Content aligned to the Pennsylvania Core Standards in English Language Arts and Mathematics. The Science PSSA includes items that are aligned to the Assessment Anchors/Eligible Content aligned to the Pennsylvania Academic Standards for Science, Technology, Environment and Ecology.
An overview of the STEM 9 program at Pequea Valley High School in Lancaster County, PA. Most 9th grade learners take this course which teaches Algebra I math concepts via physics concepts and tech ed building.
- to repeat the vocabulary on the topic ‘Travelling’;-to present the basic uses of the Passive Voice, to present Ss with a concise but comprehensive table of the verb changes from the Active into Passive Voice
Learn how to increase engagement and retention in your classroom. Edutopia's professional development PBL teaching module is designed for either a two- to three-hour class or session or a one- to two-day workshop, and is divided into two parts.Part one, Guided Process, designed to give participants a brief introduction to PBL, answers the questions "What is PBL about?" "Why is PBL important?" and "How does PBL work?" The Guided Process also includes the Teaching About PBL section as well as a PowerPoint presentation (including presenter notes), which can be shown directly from the Web site or can be downloaded for use as a stand-alone slide show.Part two, Group Participation, assigns readings and activities for experiential PBL. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.
Lesson plan for final project of Teacher Exchange program.
This lesson plan is aimed at working on history. The language required for students is the use of past tenses.
It uses in class flip strategy and collaborative learning. It is intended to have a learner-centered class and peer-assessment.
This lesson plan aims to offer subsides on how to work with the genre biography reggarding to its characterization, comphreension and production. It also focus on listening activities and the proper use of verbs in the simple past.
School librarian Marcia Mardis describes what the library can offer to teachers and students who want to produce a focused, engaging, and effective science fair. This article appears in the free online magazine Beyond Weather and the Water Cycle, which explores the seven essential principles of the climate sciences for K-grade 5 classrooms.
On Tuesday, February 14, 2023, #GoOpen held a public webinar titled, "Share the Love: OER and Peer Mentoring." This session featured Gina Loveless, Educational Technology Consultant with the Michigan Department of Education, and Yvette McMahon-Arnold, Director of Instructional Development, State Office of Curriculum & Instruction, at the Virgin Islands Department of Education, in conversation about how their collaboration offers high-value supports to their ongoing development of OER strategies and implementation.
A Small Gas Engines interactive notebook to help prepare students for the Briggs & Stratton Master Service Technician Exam 1. By Troy White
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessment
Acknowledgements
This book is a work in progress. My goal is to adapt an open textbook on strategies for young learners for students in the state of Tennessee. This book began as a remix of the open textbook Introduction to Curriculum for Early Childhood Education (2018) by Jennifer Paris, Kristin Beeve, and Clint Springer of the College of the Canyons. This text forms the primary “skeleton” that this text was organized by, although this had to be modified to fit with state of Tennessee early learning developmental standards. The open textbook Introduction to Curriculum for Early Childhood Education (2018) is freely available here: https://drive.google.com/drive/folders/11An_WtG1dioTbe6bSXdGquADVjYT91Ha and here: https://www.open.umn.edu/opentextbooks/textbooks/introduction-to-curriculum-for-early-childhood-education I have sought to make this text consistent with the State of Tennessee Early Learning Developmental Standards, available here: https://www.tn.gov/education/instruction/academic-standards/early-learning-development-standards.html In addition to my original content this textbook uses open source content. My goal is to give credit and proper citation to any material used in this text.
This lesson plan talks about stereotyping and its harmfulness. After this lesson students will be able to became aware of some cultural differences and labeling as well. When applying this lesson, some adaptions may be necessary taking into consideration the variety of contexts worldwide.
Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and learning of climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down to fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed.
This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation. The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens. The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA." The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.
This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation. The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens. The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA." The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.
This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation. The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens. The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA." The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.
Coach Trelisa giving a scenario walkthrough using the ADDIE framework.Graphics created in Canva.
Kelly Hammond, Open Educational Resources (OER) and Instructional Technology Adjust at CUNY School of Professional Studies, talks about the importance of developing a strategic introduction to the OER-DEIA Action Plan for K-12 District Implementation that provides users with critical information that gives them a solid foundation when beginning their OER-DEIA journey. As she developed this section of the guide she reflected on her own OER journey and asked herself the guiding question, "What would I have needed to know in order to get there faster and more comfortably?"
Tracy Rains, Virtual Learning Specialist at Appalachia Intermediate Unit, talks about developing two key components of the OER-DEIA Action Plan for K-12 District Implementation: The Collaboration Plan and the Educator and Staff Professional Learning Plan. She provides insight into why both of these sections are critical to the success of any OER-DEIA initiative.
This video provides an overview of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation. Amee Evans Godwin of ISKME and Rebecca M. Henderson of the Westmoreland Intermediate Unit provide you with an overview of the work being done by K-12 Voices for Open, the purpose of this guide, and the process of developing the guide. Finally, they walk you through the nine sections of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation, and explain the ways in which the sections can be used by districts.