This lesson plan was created by Jennifer Pritchett as part of the 2020 Nebraska CTE-Beginning Teachers Institute. The attached lesson plan is designed for students in grades 7-12 as a introduction to a service learning project.  This lesson plan can also be used in classes such as Sociology, Introduction to Education, Ethics, Leadership, etc. Students will learn the meanings of values and rank their top 5 values in a hands on or virtual format.  The culminating project is collaboration on a Google Slides presentation with the rest of the class.

This is an overview of what it means to be a gifted and talented students in regards to their social and emotional health and their treatment in school settings.

Folder com orientações para realização de Gincana com a temática dos resíduos sólidos

Today, over 115 million children have never set foot inside a school. The fact is that for children living in developing countries, the dream of a first day of school is yet to be realized. The daily realities of poverty, political instability, regional conflict, geography, and cultural or traditional values all play a role to varying degrees -- and the issue of gender disparity makes this fact even more staggering. Full and equal access to education (Article 26) as outlined in the 'Universal Declaration of Human Rights' and 'The Convention on the Rights of the Child' (Articles 2,3,28, and 29), has clearly been out of the reach of poor children -- and even more so in the case of girls. Nearly two-thirds of children who are denied a primary education are girls. In the least developed countries, nearly twice as many adult women than men are illiterate. (Source: UNFPA http://www.unfpa.org/icpd/10/icpd_ed.htm) If you happen to be a female, you are less likely to have access to a quality primary education and beyond -- contributing to the feminization of global poverty. Yet, there is hope despite this current state of affairs. 189 nations have pledged to meet 8 major Millennium Development Goals (MDGs) by 2015. In doing so, nations hope to improve the social and economic development of all peoples. Included in these goals are those that address education and gender disparity: MDG 2: Achieve universal and primary education. MDG 3: Promote gender equality and empower women. Through the activities outlined in this lesson, students will become familiar with the current barriers standing in the way of educational opportunity -- especially for girls. They will watch clips from the WIDE ANGLE film 'Time for School' (2003) to understand the sense of urgency surrounding this issue, the potential benefits that can result from educating girls, and the ways that local communities are trying to address these problems. Note: This lesson focuses on MDG 2 and MDG 3. An introduction to the overall goals of the Millennium Project should be presented prior to this particular lesson.

3rd Grade Reading teacher Katie Bannon from PS 110 in New York explains how she validates student responses with meaningful feedback when their responses are not quite on track. Rather than saying "no, thats not right", she comments on the response and then poses additional questions to guide their thinking. Katie also shares that she focuses on improving her questioning which she says takes practice, and she tries to avoid questions that elicit a yes or no response.

In this lesson, students will view a "yuck steak" and identify that the lesion is caused by an injection.  Students will then watch videos on how to administer an intramuscular and subcutaneous injection.  After watching the videos, the student will use the Marcel Marceau e-Moment to mime the procedures.  The students will then practice injections on an orange and cut the orange in half, viewing how the injections disperse throughout the orange.  The students will then video their demonstrations of each injection to submit for grading.NE.AFNR.HS.28.5.b or NE.AFNR.HS.29.5.b

This kit provides the materials and background information needed to engage students in a dynamic and constructive process of learning how global media perspectives differ based on country of production, media source, target audience, and political and social context. There are five lessons representing important issues and media documents from: Africa (news and documentary film clips about the food crisis), Latin America (editorial cartoons about immigration), Europe (news and documentary film clips about Islam and cultural identity), India (magazine covers about India's rise in the global economy), and Southeast Asia (websites concerning Islamic majorities and minorities).

The Global OER Remix Challenge is an opportunity for educators to find, use, remix, and share open educational resources (OER) that bring science, technology, engineering, arts, and mathematics (STEAM) in their teaching. The Challenge will take place during the 2013-2014 school year and include participants from around the world. It is facilitated by ISKME and uses OER Commons as a platform to share and organize resources and publish remixed curriculum.

This is a template intended to be used by participants in the Global OER Remix Challenge: STE{A}M to copy, remix, upload and insert media, write, describe, align to standards, license and publish their remixed OER. More information available here: http://www.oercommons.org/global-oer-remix-challenge-steam-1

The Global UDL Classroom was initially designed between a U.S. based and international partnering institution of higher education to build an online learning community around UDL. The focus of this collaboration highlighted opportunities to engage both doctoral students and international educators in jointly building a virtual model classroom to study UDL principles, pilot applications of innovative pedagogical methods, and evaluate the effectiveness of online resources in varied and culturally different educational settings.

A five-page illustrated handout for Medical Office and Laboratory Assistants that explains:
- What a Glucose Tolerance Test (GTT) is
- Why monitoring diabetes is important
- What equipment is necessary for a proper GTT
- How to prepare the patient for a GTT
- How to conduct the GTT
- When blood and urine should be collected
- What could interfere with the test results
- Possible complications from the test
- When to alert the doctor and nurse
- What the test results mean
- How to report the test results

The Glyfada Method is a formula to help students write essays by focusing on the most difficult part of an assignment: getting started. This method helps the writer discover what their main points are and what they have to say about each main point.

#GoOpen Launch Packet: Phase 1

#GoOpen Districts that choose to implement openly licensed educational resources when existing resources are due for renewal start by putting together a team of people at the district level to review and evaluate the resources and what is needed. The team decides which content areas and grade levels might be appropriate candidates for replacement by openly licensed educational resources. The team then decides whether to curate existing resources, create new ones, or implement a combination of the two. It also decides how they will organize and incorporate the new resources into the district’s digital learning infrastructures.

#GoOpen Launch Packet, Phase 2: In selecting and organizing an implementation team, #GoOpen Districts identify key stakeholders from across the district to play important roles in creating, curating, and leading the transition to openly licensed educational resources. Once selected, the #GoOpen team works together to determine the appropriate roles and responsibilities for each member of the team and to organize its work.

#GoOpen Launch Packet, Phase 3: #GoOpen Districts that implement openly licensed educational resources at scale need a robust and comprehensive infrastructure for learning that supports high-speed access to resources and devices for both students and teachers in school and at home. In determining their district’s digital readiness, #GoOpen teams take infrastructure into consideration in the early stages of planning to ensure that the infrastructure is reliable and secure, and that every student has equitable access to the resources.

This Launch Packet is designed for districts that have decided to implement a systematic approach to incorporating openly licensed educational resources into their curriculum by becoming a #GoOpen District. This is Phase 4 of the systematic approach.

#GoOpen Launch Packet, Phase 5: Professional learning opportunities ensure sustainability and scalability of openly licensed educational resources. Going open allows for tremendous flexibility in teaching approaches for your educators. Many current #GoOpen Districts implement professional learning that focuses on personalized and blended learning paradigms even before considering openly licensed educational resources. This planning makes the transition to openly licensed educational resources a logical next step. As your teachers become more confident in these approaches and in creating, curating, and sharing openly licensed educational resources, you will reap the full benefits of this transition.

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Going Beyond the Cost: The Lesser Hyped Benefits of OER. This resource includes the session abstract, presenter(s), and recording.