The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the standards”) represent the next generation of K–12 standards designed to prepare all students for success in college, career, and life by the time they graduate from high school.

The English Learner Scaffolds for PBL document provides strategies and recommendations to support English Learners during each phase of a project. It includes guidance on scaffolding the project process, content learning, and language development. The recommendations here align with the planned scaffolding strategies from the Theoretical Foundations and Research Base for California’s English Language Development Standards, provided at the end of this document.Use this to help plan scaffolding for a project to meet the needs of your EL students.

This OER resource was created by Leo Sierra and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. All textual content was created and developted with assistance from Chat GPT 3.5 and the ilustration was generated using Microsoft Copilot. The attached resource is designed for 9 - 12 World Language Arts teachers for Novice-High to Intermediate Low Learners of Spanish. This resource addresses the following NDE World Language Standard(s): NE WL WL 1.2.dIt is expected that this resource will take students 30 - 45 minutes depending on how it is presented. 

"I never knew a whole family to live together, till all were grown up, in my life," recalls Lewis Clarke of his twenty-five years enslaved in Kentucky.1 Families were separated due to sale, escape, early death from poor health, suicide, and murder by a slaveholder, overseer, slave patroller, or other dominant person. Separation also occurred within the plantation itself, e.g., by segregating "field slaves" from "house servants," removing children from parents to live together with a slave caretaker, or bringing children fathered by the slaveholder to live in the "Big House." How, then, did the slave family provide solace and identity? "What the family does, and what the family did for African Americans," writes historian Deborah White Gray, "was create a world outside of the world of work. It allowed for significant others. It allowed a male slave to be more than just a brute beast. It allowed him to be a father, to be a son. It allowed women to be mothers and to take on roles that were outside of that of a slave, of a servant."2 When did the enslaved child realize how his or her family life differed from the slave-holder's? How did enslaved adults cope with the forced disintegration of their families? Here we read a collection of texts—two letters, a memoir, and interview excerpts—to consider these questions. (See also Theme II: ENSLAVEMENT, #2, Sale.)

An effective entrance routine promotes safety, builds positive connections with students and maximises instructional time.

This practice guide will support you to refine an effective entrance routine, which is important for maintaining a safe, supportive and orderly start to the day and classroom environment.

Are you ready to BUILD? Get ready to launch an engaging community-building Challenge."More than 90% of the students and teachers who have completed our challenge said they would recommend it to others."Watch your students embrace entrepreneurial thinking as they create real-world solutions to today’s challenges. BUILD's Thriving Communities Design Challenge invites youth to use Design Thinking to answer: How might we build powerful, thriving communities where everyone enjoys safety, wellness, and economic freedom.

The Network of Conservation Educators and Practitioners (NCEP) produces peer-reviewed teaching resources summarizing topics on conservation biology. Each module contains a synthesis document outlining the main concepts of a subject, a modifiable visual presentation, classroom exercises and solutions, teaching notes, and interdisciplinary case studies. For more information please visit where all NCEP modules are available free of charge.

The Network of Conservation Educators and Practitioners (NCEP) produces peer-reviewed teaching resources summarizing topics on conservation biology. Each module contains a synthesis document outlining the main concepts of a subject, a modifiable visual presentation, classroom exercises and solutions, teaching notes, and interdisciplinary case studies. For more information please visit where all NCEP modules are available free of charge.

TED Studies, created in collaboration with Wiley, are curated video collections — supplemented by rich educational materials — for students, educators and self-guided learners. In Climate Change, speakers give talks that boldly illuminate the nature and scale of current-day climate science, policy and ethics. They explore the economics and psychology of individual and collective action — or inaction — on climate change in order to assess the costs of our choices and opportunities for change. Relevant areas of interest, study and coursework include: ecology, atmospheric science, oceanography, glaciology, energy development, environmental policy, science in the media, political science, ethics, sociology, behavioral psychology and cultural studies.

Khan Academy video tutorial. Solving one and two step equations-this is made slightly more difficult than the Simple Equations tutorial by adding constants to the variable term.

A short course review checklist for college-level courses. Building on the OSCQR Rubric and the Peralta Online Equity Rubric, this checklist integrates strategies for Universal Design for Learning, Culturally Responsive Teaching, and Open Pedagogy. It includes Quality indicators for Course Site Design, Assessments, Course Activities and Content, and Course Accessibility. It is intended to support meaningful consultation between subject matter experts and instructional designers. This resource is developed for Open Oregon Educational Resources.

The following set of criteria was developed by Branch Alliance for Educator Diversity (BranchED) to evaluate Open Educational Resources (OER) objects through an equity lens. These criteria were adapted from the Inclusive Instruction and Intersectional Content principles from the BranchED Quality Framework.

The purpose of the ZTC project is to reduce educational costs for students by providing free learning materials that are available from day-one of their first class and customizable to fit their learning needs. The project responds to the rising cost of course materials that excludes less financially privileged students. The overarching goal of our participation is to grow the number of instructors who adopt, adapt, and create OER for use in their courses in order to save students money, increase student retention rates, and improve student learning.

This video describes equity and how to better serve students in an equitable fashion.

"EVALUATION, VALUES, ENHANCEMENT"The Project involved 2 general education high schools, the Italian coordinator, and a Finnish partner: both have improved the quality of their provisions for learners through on-site (six) and virtual mobilities (two) for pupils and staff, increasing their ability to work in the framework of international projects. It has directly involved 100 people.The Project offered the opportunity:to reinforce the relevance of cooperation in an international context;to raise awareness of European citizenship and values;to share good practices.

Intellectual Outputs from Erasmus+ DELTA project, offering teaching programmes about the use of inoffensive drones and Wrok based learning approach to boost STEM didactics in VET secodary education

Für unseren gemeinsamen Projektsong schrieben die Schüler der einzelnen Länder die Strophen in ihren Landessprachen. Sie erzählen dabei von aktuellen Problemen, die sie in ihren Ländern sehen.
In der Bridge und dem Refrain (siehe Leadsheet unten) wird dann ein positiver Blick in die Zukunft gerichtet - wir alle können etwas anpacken und uns für eine bessere Welt einsetzen!

Der Projektsong wurde beim Besuch in Arta/Griechenland mit allen Schülern und Orchester eingeprobt und am letzten Abend in der Stadthalle von Arta aufgeführt.