A+ Click is an interactive collection of more than 3700 math problems and answers for K-1 K-12 school program. It defines the personal level of math knowledge. You move up into the next level if you give 5 correct answers in a row. Practice makes perfect.

Fest 2011 in Half Moon Bay. This conference was help in December 2011 and hosted by the Institute of Knowledge Management in Education. There were participants form K-12, Higher Ed, educational non-profits, foundations and start-up companies. The keynote speaker was Dr. Sugata Mitra.

Using this lesson worksheet, computers and a simple programming interface, students step through and build a simple program to sequentially calculate all of the variables in the Hardy Weinberg equations. By building the program in sequence it is hoped that students will learn the sequence to solve a Hardy Weinberg problem and appreciate the value and power of computer number crunching capabilities as well as sequential programming considerations.

By building a program to determine the valence of ANY element on the first three rows of the Periodic table, students learn the steps to solve the problem while learning how to program logic and think about processing data in sequence. NOTE: The worksheet includes the option of letting students create a bug that they have to fix.

Coordinating K–12 Systems

Teachers collaborating in a K–12 environment
The Critical Components of the Quality Indicators for K-12 are designed to facilitate the coordination that is needed to ensure students with disabilities in K-12 settings have timely access to the accessible materials and technologies they need for equal participation in learning. They were the initial set of Critical Components of the Quality Indicators developed between 2007 and 2014 and have since been updated twice to reflect changes in the dynamic K-12 educational environment, such as the increasing use of digital materials and technologies. Implementation of the Quality Indicators and Critical Components for K-12 is supported through the AEM Pilot, a free online tool that allows state and district teams to set goals and track their progress toward creating more inclusive learning environments.

Welcome to Critical Media Literacy and Civic Learning - an interactive, multimodal, multicultural, open access eBook for teaching and learning key topics in United States Government and Civic Life. Open access means these materials are online, digital, and free of charge (Billings, 2019). This book is available online to anyone with an internet connection. The eBook can also be viewed and printed as a PDF file for offline viewing.

The lessons posted on this site were designed to engage students with real-world data relevant to content taught in middle school and high school science courses, and to foster an understanding of ways in which they might gather organize, analyze and interpret the data in order to draw scientifically valid inferences, interpretations and conclusions. Most of the labs use computer-based technology of spreadsheet programs or the Python programming interface. The Python lessons guide students in computational thinking to create simple programs to manipulate data. The lessons also provide students (and teachers) with instructions and guidance in the use of these technologies. Teacher and Student worksheets, as well as any supporting files, are linked to from links at the top of each lesson webpage as well as from the downloads page ("downloads" link on the scrolling menu to the left).

How do we prepare K-12 students and learning communities to be as successful as possible? If future jobs require creativity, problem-solving, and communication, how do we teach these skills in meaningful ways? How do we bring together passionate school leaders to create systemic solutions to educational challenges? Come explore these questions and more in Design Thinking for Leading and Learning.
The course is organized into three sections that combine design thinking content with real-world education examples, as well as opportunities for learners to apply concepts in their own setting.
This course is part of the Open Learning Library, which is free to use. You have the option to sign up and enroll in the course if you want to track your progress, or you can view and use all the materials without enrolling.

The Educator & Staff Professional Learning Plan is one component of the K-12 Voices for Open OER - DEIA Action Planning Guide.  This plan, and the entire guide, is intended 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.

Students create a spreadsheet (or use the one provided) to gather planet data and put in categories. They massage spreadsheet to tease out relationship between distance from sun and revolution speed. They use data to predict speed and/or distance for Ceres, the new dwarf planet between Mars and Jupiter.

"Pre" extension - The first extension creates programming to ask the user for values that are needed to figure out the frequency of individuals showing the recessive trait. This is THE one number needed to calculate all the other frequencies. The frequency of individuals showing the recessive trait is the only one that can be observed in a population BUT it is not always given in the word problem.
"Post" extension - The second will take the frequencies and apply them to an actual population number to generate actual numbers of individuals of the 3 genotypes and numbers of each allele … in that population.

As the digital revolution brings with it radical changes in how and what we learn, people must continue to learn all the time. New technologies make possible new approaches to learning, new contexts for learning, new tools to support learning, and new ideas of what can be learned. This course will explore these new opportunities for learning with a special focus on what can be learned through immersive, hands-on activities. Students will participate in (and reflect on) a variety of learning situations, and will use Media Lab technologies to develop new workshops, iteratively run and refine the workshops, and analyze how and what the workshop participants learn.

What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? In this Ecology GCSE / K12 video learn all of the answers to these questions.Are you a passionate teacher who would like to reach tens of thousands of learners? Get in touch: vsteam@fusion-universal.comFind out more: http://www.thevirtualschool.comThis video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND

On April 18, 2023, #GoOpen held a public webinar titled, "Integrating OER into Instructional Initiatives."  The session featured Rebecca Henderson, Curriculum Services Supervisor, Westmoreland Intermediate Unit, PA; Tracy Rains, Virtual Learning Specialist, Appalachia Intermediate Unit 8, PA; and, Kelly Hammond, OER and Open Pedagogy Adjunct, CUNY School of Professional Studies; and facilitator, Amee Evans Godwin of ISKME and the #GoOpen National Network.  

Internships are an important mechanism for providing students an opportunity to explore a career and apply the skills and knowledge from school into a business setting. Canby High School was awarded a CTE Revitalization grant in 2011 to help them expand their internship program. Below are the resources and forms that Canby developed to guide the implementation of this project.

This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching:

Online Integration – ability to effectively combine online instruction with in-person instruction.
Data Practices – ability to use digital tools to monitor student activity and performance in order to guide student growth.
Personalizing Instruction – ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.
Online Interaction – ability to facilitate online interactions with and between students

This textbook provides a set of high-quality resources to university educational technology courses. All chapters are written by professionals in the field, including university researchers, teacher educators, and classroom teachers.

The book in its entirety and each chapter can be freely accessed, downloaded, printed, and remixed. Professors of educational technology courses can select the chapters that will work best for them when creating course packets, and preservice and inservice teachers can use relevant chapters for trainings and professional development purposes.

These lesson plans cover two of the K-12 Alberta Instructional Supports: Student Mentoring & Positive Behaviour Supports.Each lesson has an included activity to showcase the instructional support and a digital artefact idea to reinforce the lessons learned.

Students massage (by sorts) spreadsheet data to tease out the relationships between latitude, angle of the sun, surface area of light beam and temperature. Also introduces possible confounding variable of elevation and the need to control for elevation.
• Uses data in a spreadsheet (provided) and flashlight beam lab or Sketchup file to see light surface area increase or decrease with angle change.

"Learning to Teach Online" is an open educational resource available to anyone with an interest in designing high quality online teaching and learning experiences for K-12 students. It is a self-paced course, designed to meet the needs of preservice teachers in Ontario, Canada and particularly those enrolled in the Bachelor of Education program at the University of Ottawa Faculty of Education. The course is composed of six modules (Relationships, Equity & Accessibility, Planning, Assessment, Modelling Norms, and Standards of Practice). Each module is designed around a central theme, practice, or idea. Generally, each module takes about two hours to complete. Estimated reading, reflection and practice times are provided at the start of modules 1-6.