Prepares potential teachers to examine how race, ethnicity, and cultural differences influence students’ experiences in school. Assists teachers in implementing a multicultural approach to teaching by fostering critical thinking and identifying effective teaching styles and practices for a diverse student population.

Composing expository and argumentative essays for specific audiences. Emphasis on the processes of writing, reading and critical thinking. Introduction to research and documentation.

Extensive critical reading and writing about texts. Emphasis on fluency in critical writing. Includes research skills and writing a critical, documented essay.

These resources provide ENG 109 instructors with OER content related to the course's learning outcomes as well as descriptions of culminating assignments within which these learning outcomes can be assessed. 

LESSON PLANSchool/Institution: Liceo de Santa Librada Class/grade: 1101 Date: September 19th of 2018  Achievement: To be able to think in a critical and creative way National Standard: Reading: Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto.Listening: Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema.Speaking: Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo. LESSON OBJECTIVES At the end of the class Students will be able to: Give strong arguments in a clear way. and participate in class debates.  Resources and materials:Computers, video beam, cellphones, videos about conspiracy theories, classmate debate, balloons.Pieces of paperSkills Focus: reading, listening, speaking.Language Focus: vocabulary about worldwide conspiracies, the use of different grammatical tenses. Foreseeable Problems:    -students may not have a strong opinion about the topic    -Students may have trouble finding vocabulary planned Solutions:  -the use of a game to involve the students in the topic-Work on critical thinking based on their opinions-Students can use the internet as a tool or searching vocabulary and general information  CHART: 1. COMPETENCIA TECNOLÓGICA: Elaboro actividades de aprendizaje utilizando aplicativos, contenidos, herramientas informáticas y medios audiovisuales. 2. COMPETENCIA PEDAGÓGICA: Utilizo las TIC para aprender por iniciativa personal y para actualizar los conocimientos y prácticas propios de mi disciplina. 3. COMPETENCIA COMUNICATIVA: Navego eficientemente en Internet integrando fragmentos de información presentados de forma no lineal. 4. COMPETENCIA DE GESTIÓN: Identifico los elementos de la gestión escolar que pueden ser mejorados con el uso de las TIC, en las diferentes actividades institucionales. 5. COMPETENCIA INVESTIGATIVA: Documento observaciones de mi entorno y mi práctica con el apoyo de TIC.    KAREN VANESSA GÓMEZ GARCÍAZAMIRA SOFÍA MENA DÍAZLILIANA ROJAS PERDOMODIEGO OLIVEROSSHARON MELISSA RODRGIUEZOSCAR CARVAJAL

LESSON PLANSchool/Institution: Liceo de Santa Librada Class/grade: 1101 Date: September 19th of 2018  Achievement: To be able to think in a critical and creative way National Standard: Reading: Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto.Listening: Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema.Speaking: Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo. LESSON OBJECTIVES At the end of the class Students will be able to: Give strong arguments in a clear way. and participate in class debates.  Resources and materials:Computers, video beam, cellphones, videos about conspiracy theories, classmate debate, balloons.Pieces of paperSkills Focus: reading, listening, speaking.Language Focus: vocabulary about worldwide conspiracies, the use of different grammatical tenses. Foreseeable Problems:    -students may not have a strong opinion about the topic    -Students may have trouble finding vocabulary planned Solutions:  -the use of a game to involve the students in the topic-Work on critical thinking based on their opinions-Students can use the internet as a tool or searching vocabulary and general information  CHART: 1. COMPETENCIA TECNOLÓGICA: Elaboro actividades de aprendizaje utilizando aplicativos, contenidos, herramientas informáticas y medios audiovisuales. 2. COMPETENCIA PEDAGÓGICA: Utilizo las TIC para aprender por iniciativa personal y para actualizar los conocimientos y prácticas propios de mi disciplina. 3. COMPETENCIA COMUNICATIVA: Navego eficientemente en Internet integrando fragmentos de información presentados de forma no lineal. 4. COMPETENCIA DE GESTIÓN: Identifico los elementos de la gestión escolar que pueden ser mejorados con el uso de las TIC, en las diferentes actividades institucionales. 5. COMPETENCIA INVESTIGATIVA: Documento observaciones de mi entorno y mi práctica con el apoyo de TIC.    KAREN VANESSA GÓMEZ GARCÍAZAMIRA SOFÍA MENA DÍAZLILIANA ROJAS PERDOMODIEGO OLIVEROSSHARON MELISSA RODRIGUEZOSCAR CARVAJAL

This WebQuest has a double focus, spanish language and Spanish Art content. It aims at making students reflect on the very nature of art taking examples from Spanish contemporary art, and also at improving Spanish language skills and art vocabulary. It promotes creativity, critical thinking, cooperative learning and uses web 2.0. tools.

This collection uses primary sources to explore the introduction of electric power to the United States. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Designed for middle and high school teachers, we’ll consider how to tackle misinformation, how to analyze digital media, and why it’s important for your students. Robert Costa is the Moderator of Washington Week, the Peabody Award-winning weekly news analysis series on PBS. Costa is also a full-time national political reporter for The Washington Post, where he covers Congress and the White House and regularly travels the country to meet with voters and elected officials.

Led by PBS Digital Innovator All Star Leigh Herman and PBS Station Representative Mary Anne Lane this session highlights exciting resources and models that you can immediately implement in your classroom.

Prioritizing fun, engaging and accessible tools for your students, the series will highlight techniques for analyzing media, and amplifying student voice through authentic storytelling.

In this activity, students will learn about and apply the engineering design process to solve a problem. The activity frames the problem around designing, building and testing a paper bridge that maximizes the weight it holds.

Resources included in this lesson are found at the bottom of this document and include:
- Teacher guide
- Engineering Notebook Document
- Design Process Presentation
- Design Process Note Sheets
- Links to videos
- Pre/Post Assessment

English 101 is an introductory composition course, designed to improve your skills in expository and persuasive writing; the writing you will be doing in other courses in college and in many jobs. Sometimes this kind of writing is called transactional writing because it’s used to transact something—inform and (often) persuade a reasonably well-educated audience; conduct business; and evaluate, review, or explain a complex process, procedure, or event. The idea of this course is to develop your writing skills in conjunction with topics that interest you. This course focuses on the importance of reading and writing (more largely education in general) and how we can use those tools to help within our communities.

During this class, we will be investigating the basic question: “What is literature?” What does literature mean to you? How do we define literature? What is counted as literature and why? What does literature have to do with popular culture? Does literature have value in today’s society? How does literature fit into our modern lives? Is literature important anymore? Why do we need (or not need) literature? How should literature be approached in schools? How have different concepts/ideas been portrayed in literature throughout history? What is canonical literature? Why does a lot of canonical literature reflect limited points of view? The idea of this course is to develop your writing skills in conjunction with topics related to literature that interests you. This semester we will be focusing our course on the importance of reading and writing (more largely education in general) and how we can use those tools to think and write critically about the things we read.

Composition 2 is an expository writing course requiring more advanced writing skills than Composition 1, yet reviewing and incorporating some of the same skills. This course teaches research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of persuasive prose including documented and researched argumentative essays. A major component of this course will be an emphasis on the research process and information literacy.

Leading up to a final argumentative research paper in my Composition 1 course, I spend several classes acquainting students with the differences between popular and peer-reviewed sources. This lesson plan spans 3 50-minute periods and includes how I move through teaching these types of sources and the resources that I use.

The Network of Conservation Educators and Practitioners (NCEP) produces peer-reviewed teaching resources summarizing topics on conservation biology. Each module contains a synthesis document outlining the main concepts of a subject, a modifiable visual presentation, classroom exercises and solutions, teaching notes, and interdisciplinary case studies. For more information please visit where all NCEP modules are available free of charge.

This collection uses primary sources to environmental preservation in the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the Equal Rights Amendment. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students use the 5 Ws (who, what, when, where, why, and how) to evaluate an information source and determine if they would cite it in a paper. This assignment is used as an information literacy exercise at the University of Tennessee Libraries, where students are given a New York Times column to read before completing the assignment in groups.

For a copy of this resource as it was originally given to students, go to: https://drive.google.com/file/d/0B0vtrPDaeiV6VFJUYUNzRGlfb00/view?usp=sharing. Results of the use of this activity were shared in an article published in the journal Reference & User Services Quarterly 53, no. 4 (Summer 2014): 334-347.

Evaluating has been called one of the six most important reading comprehension strategies. In this article, it is also considered as a strategy for analyzing and interpreting data. This professional development article appears in the free, online magazine Beyond Weather and the Water Cycle, which integrates science education and literacy instruction for K-grade 5 teachers. Each issue examines one of the recognized essential principles of climate literacy and the climate sciences and one or more reading strategies for elementary teachers and their students.