En un trabajo acerca del embarazo y el consumo problematico de sustancias que pueden hacer daño al feto en desarrollo, tiene imagenes dinamicas y preguntas interactivas con el metodo de mito y realidadades, para que sea mas atractivo la adquisición del conocimiento.

This is a PowerPoint of 12 vocabulary words which are common containers or partitives.

The final slide contains suggested activities for the classroom.

This series of eight brief videos by Karolyn Kinane, Associate Director of Pedagogy and Faculty Engagement at the Contemplative Sciences Center at the University of Virginia, offers college instructors some basic vocabulary and skills to start engaging in teaching as a contemplative practice. The series introduces contemplative pedagogy with special attention to its role in backward design, offering specific examples from online learning environments in higher education. The videos demonstrate the relationship between course design best practices such as alignment and transparency and contemplative values such as presence, awareness, and compassion. Viewers can engage in exercises to identify the beliefs, habits, and intentions that undergird instructors’ teaching philosophies and practices. Viewers are encouraged to develop strategies to design learning experiences in line with one’s most pressing goals for student-learning.

An image sparks deeper inquiry into the physiology of silkworms, the architecture of shapes located in space, biomimicry and technology. Individuals explore the intersection of disciplines and wonder about next steps.

Dr. Royce observes a lesson on water evaporation in Ms. Maronpots class, gives her feedback, and visits again one week later. See the changes Ms. M makes in her lesson before and after the visit.

This module is about the foundational information of content integration. You will first read and watch videos about the general defintion of content integration. Next you will see common misconceptions and why they aren't displaying content integration alsong with the fixes you can make for those misunderstandings. Finally you will read and watch a video that are sample lesson plans that incorporate content integration. After reading this module you should have a basic understanding of content integration and an idea of how you can incorporate it into a classroom environment.

Graphic organizer to help identify Next Generation Science Standards performance expectations, three dimensions, and additional content connections in instructional materials.

This template gives an insight of what content learning centers look like in a second grade classroom. It briefly discusses the definition, benefits, and examples of core subject centers. This template will also show you how to set up a center including your role in the process. 

Chandra Garcia uses continent-shaped puzzle pieces to teach her students about continental drift. Working in small groups and using fossil evidence, students must work cooperatively and find consensus among themselves to build their arguments.

The #GoOpen Blog is an opportunity for members to highlight the work of #GoOpen states and districts, so that we can learn from one another.

The following information is provided to help you craft your post. Please don’t hesitate to reach out to info@goopen.us with any questions.
Checklist:
Please include the following with your blog post submission:

Blog Title
Word Count – 400-600 words (but if you go shorter or longer, that’s fine!)
Photo, Caption, Attribution & Alt-Text – We’d like you to include a photo that aligns with the content of your post – this can be a photo that you’ve taken, or an openly licensed photo. Please provide a caption for the photo, the proper attribution (See https://wiki.creativecommons.org/wiki/Best_practices_for_attribution best practices for attribution), and alt-text that describes your photo for someone who may be using a screen reader (See https://webaim.org/techniques/alttext/#context best practices for writing alt-text.
Brief Author Bio – Provide a 1-2 sentence bio to let others know who you are and where you are from.

Additional Guidelines

Endorsements:As best practice, GoOpen.us posts and engagement should avoid endorsements of specific companies or products that are meant to promote commercial organizations or businesses. In some cases, mention of commercial entities may be acceptable if the purpose is not to sell products or services but is illustrate an example, further the learning of the group, or document the experience of a #GoOpen Network member and is relevant to the goals of the #GoOpen Initiative.
PII: Any and all personally identifiable information should be removed from the post.
Use: In addition to publishing your post on the #GoOpen Network blog, we will share your post via the #GoOpen Newsletter and social media and encourage you to do the same!

Submission

Email your blog post to info@goopen.us and cc:mailto:sara.trettin@ed.gov
We will review your post and offer suggested edits for clarity or conciseness.
Once you’ve reviewed our suggested edits and accepted any changes, we will schedule your post and let you know when it will be published!

Types of Posts
Not sure where to start? Consider one of these types of posts!

Informational Posts

What’s new in your state or district? Is there a new strategy or approach you are piloting? A topic you are exploring in-depth? An opportunity to collaborate with other states or districts? Informational posts are all about sharing your work with the community!

Reflective Posts

What’s your state or district learning? Has your district team been reflecting on your approach? What have you learned? How are you tweaking your implementation approach? Are you diving into the literature on a particular topic? Reflective posts provide an opportunity to take a step back and share what you are learning with the community!

List Posts

What tips, best practices, lessons learned, or key takeaways can you share that might be helpful for others in the community? These could focus on any aspect of your state or district OER work, for example, three key takeaways from the latest summit or five tips for communicating about your work to parents.

How-to Posts

Have you figured out the perfect approach for some aspect of OER implementation? Consider sharing a step-by-step how-to post that details your approach and any implementation resources so others can follow your lead!

Interview Posts

Have a rockstar teacher, librarian, admin or other OER champion in your state or district? Consider highlighting their work through a brief Q&A post.

Dans ce cours, vous apprendrez à convertir rapidement et facilement des documents Word au dernier format EPUB 3. Les fichiers EPUB créés avec cet outil peuvent être lus sur une grande variété d'appareils et d'applications de lecture. L'outil WordToEPUB fonctionne sous Windows, mais l'EPUB créé peut être lu sur n'importe quelle plateforme technologique, y compris Windows, Android, macOS et iOS.

In this course, you will learn how to quickly and easily convert Word documents to the latest EPUB 3 format. The EPUB files created with this tool can be read on a wide variety of devices and reading apps. The WordToEPUB tool runs on Windows, but the created EPUB can be read on any technology platform, including Windows, Android, macOS and iOS.

The video explains how to convert a Word document to Braille using Duxbury with minimal effort.

The primary advantage of inclusive digital document is its ability to be comprehended by individuals who experience challenges with conventional printed materials. Such a document can be interpreted through different means like enlarged text, audio playback, or braille representation. These various formats can be accessed using devices such as smartphones, computers, MP3 players, DAISY players, or refreshable braille displays. Additionally, an accessible digital document can be transformed into a format that is suitable for variety of reading devices.

Le principal avantage d'un document numérique inclusif est sa capacité à être compris par les personnes qui rencontrent des difficultés avec les documents imprimés traditionnels. Un tel document peut être interprété par différents moyens tels que le texte agrandi, la lecture audio ou la représentation en braille. Ces différents formats sont accessibles à l'aide d'appareils tels que les smartphones, les ordinateurs, les lecteurs MP3, les lecteurs DAISY ou les afficheurs braille actualisables. En outre, un document numérique accessible peut être transformé en un format adapté à divers appareils de lecture.

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

This lesson is designed to meet the following learning objectives:
1. Formulate an argument
2. Learn how to anticipate and respond to objections

This step-by-step guide will provide you with information about open licensing and walk you through all the steps needed to apply an open license on your work.