There are two ways you can collaborate using the tools available on #GoOpenVA.  This screencast demonstrates those two ways.

This article describes six collaborative and real data projects that engage elementary students in collecting and sharing local data and communicating with students across the country and world.

Recorded with https://screencast-o-matic.com A short video on how to archive a course in Canvas

A very short video explaining the difference between published and unpublished courses in Cavas

Creating a Group requires just a little effort and thought.  This shows you how to do it on #GoOpenVA.

Share Art Knowledge with Short Video Commercials. Student artists can use short video “commercials” to create and share messages about topics of interest related to course content, art advocacy, to highlight student artwork, or advertise student art exhibitions.

Elizabeth Kappus in New Kent has created a series of video tutorials for using both Schoology and Chromebooks.

Hands on Physics is a co-production of Blue Ridge PBS ECHO and Virtual Virginia. The episodes were all recorded in the demonstration physics lab at Virginia Tech in Blacksburg.

In this giant pendulum demo, a bowling ball is attached to a cable hanging from the ceiling and set into motion. Concepts discussed include PE and KE with Conservation of Energy.
VA SOL PH.4, 4a, 4b

AEDs can save lives during sudden cardiac arrest by using an electrical impulse to restart the heart. In this video, the steps for using an AED are demonstra...

Make your Canvas Homepage a "one-stop-shop" for students. Dynamic Homepages allow students to easily access the daily resources that they need.Doc with Step-...

This video reviews the following tasks in Canvas:-- Lock modules until a specific date-- Adjust settings so that check marks appear when students complete al...

I am a color-coder. It's how my brain works. I had the idea of using emojis in the module headers to make the modules easier to sort through for students and...

Donovan O'Brien of Culpeper provides this video recording of the second part of a lesson on the Blended and Remote Learning Models, which covers expectations.

Donovan O'Brien of Culpeper provides this video recording of the first part of a lesson on the Blended and Remote Learning Models, which covers expectations.

This article links to resources to help teachers create their own weather stations, participate in real data projects, and assess their students' knowledge of weather tools.

Scott Young & Vat Jaiswal: TEDx EastsidePrep: One Simple Method to Learn Any Language. Scott & Vat travel to 4 different countries: Spain, Brazil, China, Taiwan and Korea knowing very little or 0% of the languages. There goal was to become fluent in the language by speaking only the language. No English, even with each other. In their first month, they slowly grew less and less dependent on using Google translate to feel in the gaps of their language skills. In their documentary, they show the progression of their ability from stumbling over themselves to conversing freely and comfortably with natives.

Their research showed that the beginning of learning a language is the hardest, like trying to get past the crashing waves at the shore. Once you simply use the language, the anxiety starts to fade and language learning becomes more cohesive and natural. If you simply do not allow yourself to speak your native language and pursue the target language (with a translator, as needed), you will become fluent.

I like to use this video in conjunction with the other TEDtalk OER resource by Tim Doner Breaking the Language Barrier (also my uploads on GoOpenVa). I use this video to inspire students to simply use the language, mistakes and all. Just go for it, every opportunity that you are given. If you cannot fully immerse yourself in a target language community, the video encourages you to make the No English Rule with a peer who is also learning the language. And every time you are with that peer you both commit to only speaking the target language. Students can also commit to speaking on the target language to everyone in their class as well as any other student of that language, in addition to native speakers they encounter.

Instead of Google translate, I prefer Reverso Context because it provides examples of native use of the target language phrase. I teach Levels 1-2, so we usually have to start with a few lessons/practices on how to use Reverso Context correctly so that they can find the Spanish that they have not learned yet. Students are encouraged to first use what they know, miming and asking "¿Cómo se dice...?" or How do you say? in the target language and then, if stumped, ask for a second, find what a native would say on Reverso Context's examples and then proceed.

We have used these ideas to commit to staying in the target language for a certain period of time, like 10 minutes. We then reflect and clarify and start the timer again. Students have grown to prefer this over classes in English.

This YouTube video is copyrighed by TED.Com (https://www.youtube.com/user/TEDtalksDirector/about) and may not be edited. It allows ads.

This is a great resource for the beginning of the year, reiterating to students how they ask to go to the bathroom. This in conjunction with the Puedo ir...etc. posters on the wall (see the OER https://www.spanish411.net/resources/Spanish-Puedo-Posters.pdf), students can be using Puedo correctly before learning about the present tense or stem-changers. Also, students are inevitably going to ask to go to the bathroom. This video helps lock in that phrase with humor, fun and repetition.

This YouTube Video is copyrighted by Sr Wooly (so it may not be edited) and it does allow ads.