This short document gives you an overview of what the activity "group puzzle" is and how to plan using such an activity during a video conference with breakout rooms. The resource is available in German and is aimed at teachers in higher education. 

This textbook presents core concepts common to introductory courses. The 15 units cover the traditional areas of intro-to-psychology; ranging from biological aspects of psychology to psychological disorders to social psychology. This book can be modified: feel free to add or remove modules to better suit your specific needs.

This book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

This project for students helps them learn about how plants grow and the different things that are factors of the process.

https://www.weebly.com/editor/main.php

Laws and Policies

Short Description:
Global drone, UAV, UAS, UAM, AAM, laws for all the world's countries. Federal, national, state and local laws, regulations, and policy.

Long Description:
Navigating the world’s drone and advanced air mobility laws is a daunting but critical task if you are in the aviation industry. Hence the need to formalize the relevant material and create this eTextbook (webbook). While still copyrighted content, it is freely distributed worldwide under a Creative Commons, non-commercial, and non-derivative license. This webbook is structured the way the United Nations views the globe, in 6 main areas, Northern America, Latin America and the Caribbean, Oceania, Europe, Asia, and Africa. It is easily searchable by country if used as a reference guide. This webbook has an interactive design with hyperlinks, and authenticated sources, that promotes information literacy. Questions are provided in order to promote discussion and critical thinking, indicative of higher learning.

Word Count: 1368548

ISBN: 979-8-9852614-1-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Materials for student presentations in ESOL course that uses the open textbook Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners by Della Jean Abrahams (http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1022&context=pdxopen).

Course Description
Presents oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose. Develops listening comprehension and speaking skills at a low intermediate level. Addresses use of important language functions, such as asking for clarification, agreeing, and negotiating meaning. Includes one prepared speech. Introduces the English stress system, intonation, and certain consonant and vowel sounds. Places communication in the context of adult life roles.

Intended Outcome(s) for the Course:

Understand oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose.

Use knowledge about language, culture, and context to prepare for and accomplish communication tasks at the low intermediate level.

Use listening skills to understand and respond to different types of discourse.

Produce spoken English that is mostly understandable with some repetition or clarification.

Begin to identify and correct basic pronunciation problems.

Deliver a planned presentation on a familiar topic.

This lesson introduces students to different curriculum models, Montessori and HighScopes, used in early childhood settings. Students will identify important details to each model, then identify similarities and differences in curriculum as the child ages. Students will end the lesson by developing an opinion on which model they believe to be the best.

Students will write a research paper comparing the Sumatran (2004) and Tohoku (2011) tsunami generating earthquakes.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Word Count: 74439

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This less will cover the correct use of past tense in the Egnlish language to faciliate comprehensive and effective communication. Students will learn the correct conjugation of regualr and irregular verbs commonly used in conversation, and will practice the verbal and written use of these verbs. In addition, students will develop an understanding of how these verbs can help support effective professional communication in a job interview setting.

The Adventurous Eaters group at Lebanon Valley College encourages selective eaters to try new foods in different ways. However, it may be beneficial to share evidenced strategies and ideas with families. That way, they will be able to implement these strategies in their home to help eating and trying new foods become a safe and enjoyable experience. It is important that they are provided with the information and understand how to correctly implement strategies and ideas with their children. I would like to further investigate what current research says about effective and ineffective strategies for caregivers of selective eaters and be able to educate parents of selective eaters.

Software Carpentry lección para control de versiones con Git Para ilustrar el poder de Git y GitHub, usaremos la siguiente historia como un ejemplo motivador a través de esta lección. El Hombre Lobo y Drácula han sido contratados por Universal Missions para investigar si es posible enviar su próximo explorador planetario a Marte. Ellos quieren poder trabajar al mismo tiempo en los planes, pero ya han experimentado ciertos problemas anteriormente al hacer algo similar. Si se rotan por turnos entonces cada uno gastará mucho tiempo esperando a que el otro termine, pero si trabajan en sus propias copias e intercambian los cambios por email, las cosas se perderán, se sobreescribirán o se duplicarán. Un colega sugiere utilizar control de versiones para lidiar con el trabajo. El control de versiones es mejor que el intercambio de ficheros por email: Nada se pierde una vez que se incluye bajo control de versiones, a no ser que se haga un esfuerzo sustancial. Como se van guardando todas las versiones precedentes de los ficheros, siempre es posible volver atrás en el tiempo y ver exactamente quién escribió qué en un día en particular, o qué versión de un programa fue utilizada para generar un conjunto de resultados en particular. Como se tienen estos registros de quién hizo qué y en qué momento, es posible saber a quién preguntar si se tiene una pregunta en un momento posterior y, si es necesario, revertir el contenido a una versión anterior, de forma similar a como funciona el comando “deshacer” de los editores de texto. Cuando varias personas colaboran en el mismo proyecto, es posible pasar por alto o sobreescribir de manera accidental los cambios hechos por otra persona. El sistema de control de versiones notifica automáticamente a los usuarios cada vez que hay un conflicto entre el trabajo de una persona y la otra. Los equipos no son los únicos que se benefician del control de versiones: los investigadores independientes se pueden beneficiar en gran medida. Mantener un registro de qué ha cambiado, cuándo y por qué es extremadamente útil para todos los investigadores si alguna vez necesitan retomar el proyecto en un momento posterior (e.g. un año después, cuando se ha desvanecido el recuerdo de los detalles).

This task, from ClimeTime educators, is for late-elementary (3-5) students, especially while studying about the needs of plants. Students use a simulation to test different variables and explore how different plants have different needs. Then, students connect what they saw in the simulation to plants in their area.
The resource includes a student task document, teacher guide, and task facilitation slides.

This task developed by educators in the ClimeTime project, is for third grade students to explore weather data and make predictions about the nature of weather in different seasons based on historical data patterns. Scale is also explored as students are asked to explain the difference between weather and climate so some understanding that climate is weather data collected over time, averaged over decades is needed.
Includes a student task document, teacher guide, and task facilitation slides.

This task, by ClimeTime educators, is for 5th grade students. After class discussions about trash, litter, and available programs for recycling and composting, students collect trash and sort it into “recycling,” “food waste/compostable,” and “landfill.” Students learn about littering behaviors. Students incorporate what they have learned to develop an argument using claim, evidence, reasoning.
Resource includes a student task document, teacher guide, and task facilitation slides.

IntroductionThis lesson seed includes lesson plans and resources to assist Social Studies teachers in elementary classrooms.  These is a section dedicated to grades 1-3 that focuses on being a good citizen in the community, local governement leaders, and following and promoting safe rules.  There is also a section dedicated to grades 4-5 that focuses on the early foundations, functions, and purposes of the governement.  At the bottom of the resources is an academic vocabulary word list for key concepts to consider providing visual support to assist you in tailoring your lessons to ELL students within your classroom, along with link to WIDA CAN DO Descriptors.Lesson Seeds:Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS). When developing lessons from these seeds, teachers must consider the needs of all learners. Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others.

In this module, we review the construct of emotional intelligence by examining its underlying theoretical model, measurement tools, validity, and applications in real-world settings. We use empirical research from the past few decades to support and discuss competing definitions of emotional intelligence and possible future directions for the field.