This lesson includes a ppt. slideshow which includes definitions, examples, and 6 practice problems to check students’ understanding. Students will learn the acronym PIE to remember the three reasons--Persuade, Inform and Entertain.
Learn all about your students with this About Me Handout! Teachers can give to students on the first day/week of school. Great for starting conversations, get to know you activities, or just to know about eah student.
Teachers will utilize this document by having students to complete the form when they do not follow classroom guidelines.
Provides a facilitator's guide, fact sheets, handouts, scenarios, and other resources for educators to help middle school and high school youth consider digital technology use, online safety, and mental and emotional health.
This resource contains ideas for implementing the Big Dayta Project in grades 1-12.
This resource contains ideas for implementing the Big Dayta Project in grades 1-12.
VDOE resource to assist in the tracking of content in biology. This is a resource that divisions or schools may use as needed.
A digital checklist board that you can use in any content area! This is a project management resource. The directions are geared towards a book report, however, you could adjust them for any project where the students need to stay organized
In collaboration with the Chief Movement Officer (CMO) Cadre of Virginia, FRESH created brain boost strategies. These strategies are designed to use classroom exercises to energize and refresh students through short bursts of movement. They are most effective when used throughout the day.
Students will deconstruct ideas, claims, or concepts presented to them, build understanding of those ideas, and show their understanding.
Description provided by COERLL:
COERLL hosted an online “OER hangout” on September 25th on the subject of creating open educational resources (OER) with students. With 26 people attending, five language instructors shared their experiences of working with their students to create openly licensed resources for teaching and learning:
Amber Hoye and Kelly Arispe lead the Boise State University Department of World Languages’ Pathways OER Language Teaching Repository of openly licensed proficiency based activities, created by students and teachers.
Kathryn Murphy-Judy, Ngoc-My Guidarelli, and Laura Middlebrooks are part of a team of faculty at Virginia Commonwealth University who have developed an open, connected platform for students to share authentic resources.
At Boise State, upper-level undergraduate students, with the mentorship of staff and faculty, create activities to be used in the weekly language lab component of introductory language courses. These activities can also be used in the classroom and K-12 teachers in Idaho have been involved in creating and teaching with them. At Virginia Commonwealth University, undergraduate students in the 202 class, who are either majors on their way to upper level courses or students finishing their language requirement, curate authentic resources and discuss them with native speakers. Then, upper level students turn those curations into instructional modules, which are being integrated into online open textbooks.
You can learn more about the logistics of these projects by viewing the webinar video, reading about the projects, and perusing the materials. Here, we’ll mention a few of the important themes that came up during the discussion.
One important element of students being involved in materials creation is that they understand what other students will be interested in and can choose topics and texts they know their peers will enjoy. Involving students ensures that a more diverse array of voices and perspectives are represented in the materials, and gives students more of a choice in their own education. Students also gain skills beyond language and culture when they work on these projects: digital citizenship, open license knowledge, technical skills, an understanding of language proficiency, and knowledge of state and national standards.
Each of these projects has a broad community of people with various skills who can support each other and contribute in different ways. At Boise State, the language resource center director, language students and students from other departments, faculty mentors, SLA & CALL researchers, K-12 teachers, state partners, and librarians have all contributed to the OER. At VCU, students, faculty, and librarians contribute to the materials and partnerships are developing with K-12 teachers who use the materials in their courses.
Each of these projects follows an iterative process of development. The work doesn’t start and finish in the span of a semester, it grows and changes. Students develop materials, native speakers proofread them, teachers teach with them, and the team refines them. The Pathways Project carries a disclaimer that “The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed.” The cycle of the projects is such that lower-level students can get involved in the project as learners, but go on to take a more active role in the project as they progress.
The panelists recommend to anyone interested in creating OER with their students that they start small, and reach out to available communities (institution-wide, or online professional networks) for support and sharing. On that note, COERLL’s next OER hangout is on the topic of joining a teacher community. Join us on November 13th!
View the webinar video, links to the repositories, slides from the presenters, and more on the event page of COERLL’s website.
These Pocket Guides are a quick summary of each of the 6 computer science strands for grades K-8. The pocket guides explain what the strand is about and how it increases in complexity from Kindergarten to 8th grade.
Calming and refocusing techniques increase oxygen and blood flow in the body which can lessen fatigue, increase focus, reduce stress and anxiety, and help to manage strong feelings.
This is an infographic in English and Spanish for schools to inform caregivers of career development events and goals throughout the year. The second set of infographics have 2 blank sections for any school who wants to add their own information.
Students will be able to use the graphic organizer to see the cause-effect relationships between multiple events in a text.
It is often difficult for students to remember the functions of the cellular organelles because they cannot see, feel, or touch them. Presenting the analogy of the "Cell As A City" helps them realize that each organelle has an essential function. There is also a small section at the bottom of the resource asking the students to recall which cell parts are in a eukaryote, prokaryote, or both.
This worksheet will help your students demonstrate understanding of the concept after a lecture. It could also be used after a traditional organelles lecture, but before you have presented the analogy as a non-graded exercise.
VDOE resource to assist in the tracking of content in chemistry. This is a resource that divisions or schools may use as needed.
Various Tech Tips from Patrick Hausammann regarding a variety of Ed Tech tools.
This playbook includes resources created, curated, and adapted by the ITSs and LMSs at Ocean Lakes High School to support virtual, concurrent, and hybrid learning. Use this playbook to find resources and strategies to make lessons more interactive and engaging, streamline workflow, and foster a sense of community in your classroom. ✍Note to Reader - Due to restricted sharing permissions, some linked resources may not be accessible to individuals outside of the VBCPS school division. All linked resources were publicly & freely shared; paid resources have not been included in the Playbook. Efforts have been made to retroactively include attributions for authors for original content & derivatives.
This lesson remixes an original lesson created by Govind Lingam entitled "Teach Design: Mood Board." In this movement-inclusive lesson, students will conduct an art-based anticipatory activity that introduces them to the close-reading process with a special emphasis on mood and imagery. They will then transition to a close-reading of a small passage from Jekyll & Hyde in order to demonstrate how our understanding of a passage changes with each new read as well as to gain a clearer understanding of how specific details function in a larger narrative.