All resources in BranchED 2021 OER Summer Institute

Search

Dynamics of Interpersonal Relations I

(View Complete Item Description)

 Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge.The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks and group activities. 

Material Type: Module

Author: Jennifer A Burns, PsyD, MA, RCPF

Trauma-Informed School Practices: Building Expertise To Transform Schools

(View Complete Item Description)

This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.

Material Type: Textbook

Authors: Anna A. Berardi, Brenda M. Morton

How Childhood Trauma Affects Health Across a Lifetime

(View Complete Item Description)

Childhood trauma isn’t something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This unfolds across a lifetime, to the point where those who’ve experienced high levels of trauma are at triple the risk for heart disease and lung cancer. An impassioned plea for pediatric medicine to confront the prevention and treatment of trauma, head-on.

Material Type: Lecture

OSPI Social Emotional Learning (SEL) Online Education Module

(View Complete Item Description)

The Social and Emotional Learning in Washington State Schools: Building Foundations and Strategies module is designed to be a part of the Office of Superintendent of Public Instruction's (OSPI) professional learning constellation of topics. It can be used by Washington Educational Service Districts (ESD) and LEAs for administering clock hours. Clock hours are not available to individuals who take the course on their own. Intended Audience This module is designed for educators, administrators, school staff, others professionals and parents who interact with youth as a means to help them build and improve their understanding of social emotional skills. Structure of the Module This online module has been designed in six distinct learning segments. Learning Segment 1: Introduction to SEL Learning Segment 2: Embedding SEL Schoolwide Learning Segment 3: Creating a Professional Culture Based on SEL Learning Segment 4: Integrating SEL into Culturally Responsive Classrooms Learning Segment 5: Trauma Informed Social Emotional Learning Learning Segment 6: Identifying and Selecting Evidence-Based Programs Although the online module can be completed by an individual, the learning is significantly more impactful if it is done collectively by those who will be implementing SEL. Throughout the online module, suggestions on ways in which to engage in the learning in a group setting are provided. Completing the Module Registration on the OSPI Moodle is required to take the course. Cover image by congerdesign from Pixabay

Material Type: Full Course, Module

Author: Washington Office of Superintendent of Public Instruction

Who am I? Writing About Your Assets

(View Complete Item Description)

This writing piece is an introductory writing assignment for 7-12 students to explore their strengths while demonstrating their writing abilities, as well as how to do basic MLA format and a citation.Although it is natural for humans to focus on their defects and become overly critical, this writing piece requires students to focus on their assets and celebrate them while supporting these traits with specific examples to bring them to life. This writing lesson was created by Janelle Coady as part of the 2020 OER English Language Arts Workshop by NDE. The attached plan is designed for Grade 9 English Language Arts students but could also be used for any students 7-12th.It is expected that this plan will take students 3-5 days to complete."This is Who I Am" by Wallpaper Flare is licensed under CC BY-NC-SA 4.0

Material Type: Assessment, Homework/Assignment, Lesson Plan

Author: Janelle Coady

NGSS in Action: Community Asset Mapping with Cross-Cutting Concepts (Workshop 2 of 4)

(View Complete Item Description)

The Next Generation Science Standards (NGSS)* call for students to use the practices, concepts and content of science and engineering to understand phenomena and solve problems that are relevant to their lives. Starting from a student’s own experiences and community makes the science meaningful and increases engagement while helping students understand how global issues like climate change are present and addressable in their lives. In this series we examine how you can use the new science standards and your community to understand and address real world environmental problems and explore together how to integrate NGSS into your district’s classroom science units.Mapping neighborhood assets, opportunities, and problems can engage students more deeply in science and engineering. In this workshop you’ll learn how system models, looking for patterns, and observing change over time can help students investigate and map their community. Local ecosystems, water flow, and community assets are some of many possible areas for your mapping efforts. By the end of this workshop you’ll have strategies to use in mapping your community and ideas for how you can use the information gathered.

Material Type: Lesson Plan

Authors: Emma Pesis, Brad Street

The Educator's Guide to Student Data Privacy

(View Complete Item Description)

This guide is meant to help teachers utilize technology in the classroom while protecting their students’ privacy. Technology tools and apps are making it possible for educators and students to collaborate, create, and share ideas more easily than ever. When schools use technology, students’ data—including some personal information—is collected both by educators and often the companies that provide apps and online services. Educators use some of this data to inform their instructional practice and get to know their students better. It is just as essential for educators to protect their students as it is to help them learn.

Material Type: Reading

Authors: Connect Safely, Future of Privacy Forum

ACESSE Resource A - Introduction to Formative Assessment to Support Equitable 3D Instruction

(View Complete Item Description)

In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu

Material Type: Module

Authors: Sarah Evans, Philip Bell, Shelley Stromholt, WILLIAM PENUEL, Sam Shaw, Tiffany Neill, Katie Van Horne, Abby Rhinehart

Mathematics, the Common Core, and Language

(View Complete Item Description)

This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students' mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students' language and experiences as resources. Provide professional development to enhance teachers' awareness of ways to support ELs as they develop both language and mathematical knowledge.

Material Type: Reading, Teaching/Learning Strategy

Author: Judit Moschkovich

Discover your learning style

(View Complete Item Description)

Increase retention by 29-42% develop higher-order thinking skills and enable students to see and conceptualize visuals clearly. Benefits of Visual Learning:1. Visual Learner pick up written information quickly2. They Love to read3. Visual learners are quite fast reading as they kmow all and most of the vocabulary e.g. They can find the work in the dictionary if they know the spelling4. Frequently visula students appear to day dream 

Material Type: Teaching/Learning Strategy

Author: Poonam Thakur

Home Town Map

(View Complete Item Description)

Home Town Map (art + social studies) As basic as it seems, young children need to be taught to be observant and aware of their surroundings. This lesson plan helps children in grades K–3 pay more attention to the world around them as they travel back and forth between their homes and their schools. As they create maps of their route, they’ll learn about distance, signs, symbols, landmarks and other things that will reinforce the quickest — and safest — way for them to get to school and back home again. As their classroom teacher or art teacher, you can help your students identify familiar landmarks and create images that reinforce what they already know about their daily journey. Older students can build more details into their maps, such as weather maps or treasure maps, as well as more complex legends, keys and measurements. Whatever the age of your students, you can help them make this exercise fun! Both groups of students can take advantage of free city maps and state maps provided by the Department of Transportation and state agencies. Phone books also often include city maps and historical maps. Students will learn that map-making and map-reading can be fun as they trace rivers, parks and the world outside their home and school. Grade Levels K-6 Note: instructions and materials based on a class of 25 students. Adjust as needed.

Material Type: Activity/Lab, Lesson, Lesson Plan

Author: NDE Digital Learning

Load more