This is a task neutral proficiency scale for MS-ESS1-1. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with four middle school teachers. Note: Proficiency scales assume learning progression.
Material Type: Assessment
This is a task neutral proficiency scale for MS-LS1-6. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with four middle school teachers. Note: Proficiency scales assume learning progression.
Material Type: Assessment
This is the original State Board document describing each of the VT Education Quality Standards.
Material Type: Primary Source
This video tutorial explains how to create a Profile on OER Commons.
Material Type: Lecture
This is the agreement forms between all partners for students in the workplace.
Material Type: Student Guide, Syllabus
Video recreations that teach world legends and folktales will be enjoyed by all audiences. Afghanistan - Eight Strands for Afghanistan; Albania - The Land of the Eagles; Algeria - The Legend of Tin Hinan; Angola - Kianda Takes a Bride; Azerbaijan - The Dove and Peace; Bolivia - The Legend of Chijchipa; Brazil - The Amazon River; Burma - Moguk - The Legend of the Rubies; Cambodia - The Tale of Thunder and Lightning; China - Journey to Dadu Marco Poso, The Silver Fish and The Great Wall. Colombia - The Legend of Furatena; Djibouti - The Legend of Hadal Mahiss; DRC - The Kingdom of Kongo; Egypt - Cleopatra; Eritrea - Queen of Sheba; Ethiopia - The Lion's Whisker; Georgia - The Pheasant of Tbilisi; India - Taj Mahal; Indonesia - The Legend of Merong Mahawangsa; Iran - The 1001 Nights; Iraq - Abul Abbas the Elephant; Israel - Solomon the Wise King; Ivory Coast The Legend of Queen Pokou. Japan - The Naming of Mount Fuji; Kazakhstan - The Legend of the Dombra; Kenya - The Spirit Wife; Kurdistan - Legend of Zembilfiroz; Kuwait - Mariam and Salim: Defenders of Kuwait; Lebanon - Cadmus The First Teacher; Liberia - The Chief's Wise Wife; Libya - The Legend of Cyrene; Mali - The Lost Manuscripts of Timbuktu; Mexico - The Lengend of Popocateptl & Iztaccihuatle; Mongolia- The Camel and the Rat; Morocco - The Legend of the Almond Tree; Nepal -Boudhanath; Nigeria - Bayajidda; North Korean - The Legend of Tangun; Oman - The Frozen Dates. Philippines - The Legend of Apo Lakay-Lakay, The Chocolates Hills of Bohol Island, Legend of Alitaptap and the Fireflies; Poland - The Mermaid of Warsaw; Portugal - The Rooster from Barcelos; Saudi Arabia - Poetry in Pre-Islamic Arabia Qays and Layla, Poetry in Pre-Islamic Arabia Antara and 'Abla; Serbia - Marko - Hero and King; Somalia - The Camel in the Sky; Syria - How the West Was Won by the Arabs; Thailand - Ta-in and Ta-na; Tunisia - Queen Ellissar, The Punic Wars; Turkey - Troy; Turkmenistan - Sultan Sanjar and the Fairy; UAE - The Milk Container; Uzbekistan - How Samarkand Got Its Name; Venezuela - The Five White Eagles; Vietman - The Legend of Betel: Cao Tan and Cao Lang; Yemen - The Discovery of Coffee.
Material Type: Lecture
This is a 30 minute lesson where students will be able to: 1. Describe the size, composition, and motion of meteors and comets. 2. Discuss the similarities and differences in comets and meteors. 3. Explain: a. what happens to meteors as they fall through the atmosphere b. why comet debris is observed as a meteor shower from the Earth c. how the planet's gravitational forces affect a comet's orbit. d. why we see a comet's tail. e. why a comet disintegrates when it gets close to the sun.
Material Type: Lesson Plan
A unit of study for teachers to provide participants with clear directions so that they can continue to design a PBL project.
Material Type: Unit of Study
Used during the October 16th "Building Science Proficiency Scales" workshop in Chester, VT
Material Type: Teaching/Learning Strategy
This study focused on understanding how and to what extent school leaders shift their vision of school technology leadership as a result of being exposed to theoretical, practical, and empirical data focused on school technology leadership. Prior to the intervention, educational leadership doctoral students were asked to write their vision statement for school technology leadership. After completing a three-credit hour graduate level course developed around the National Educational Technology Standards for Administrators (NETS-A) (ISTE, 2011), the students were asked to revise their vision statement. Pre- and post-treatment analyses were conducted to determine the depth of conceptual shifts as measured by the technology leadership standards. The researchers found that each student experienced shifts in their vision that more closely aligned to the NETS-A.
Material Type: Reading, Teaching/Learning Strategy
This module contains instructor resources and student-facing materials to facilitate the use of online forums to teach a blended, workshop-based writing/composition class.
Material Type: Activity/Lab, Module
