This toolkit contains a set of resources used to introduce Information and Communication Technology (ICT) into Teacher Education. The utility of these resources span from creating an ICT in Education strategy, collecting education data, considering approaches to advocacy, designing curriculum to materials development and provides a set of open materials that could be used for training new or in service teachers.

How to teach IELTS: SpeakingThis lesson plan introduces the speaking test and its format. It covers the following exam criteria: pronunciation, lexical resource, grammatical range and accuracy, fluency, and coherence. During this lesson, you will also have the chance to practice speaking exercises with your students. Like the listening test, the speaking test is the same for both academic and general tests.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

How to teach IELTS: WritingThis lesson covers elements of the writing test, which is different for academic and general test writers. This lesson focuses on both, so be sure to target the activities that suit your students’ needs. It discusses the following criteria: task achievement, lexical resource, grammatical range and accuracy, and coherence and cohesion.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.

Our teams Landscape Analysis to uncover key structures and supports that can guide our work to support Accessibility in OER.

In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.

Our cohort from Middle Tennessee State University conducted a Landscape Analysis to uncover key structures and supports that can guide our work to support accessibility in OER. 

This implementation guide provides a practical overview of how Ohio Dominican University established an Accessibility Team to improve accessibility in Open Educational Resources (OERs). Our faculty and staff engaged in a series of lectures and discussions with counterparts from universities across the country to learn about accessibility techniques and standards. This guide offers a straightforward account of our journey, sharing the strategies and insights gained along the way.

In June of 2023, a select team from Siena Heights University participated in a free Accessible OER Academy for Institutions of Higher Education hosted by ISKME and CAST. Participants in the academy were provided with this OER to engage in a Landscape Analysis to uncover key structures and supports to help guide our work to support Accessibility in OER.Our team is using this document as a place to share ideas with others and our own community as we progress as an institution toward increased adoption and incorporation of OER internally and support best-practices in accessibility for all

ILLUMINE community platform (https://illumine.upf.edu/) fosters a community of teachers based around evidence-based teaching practices.

The platform is an interactive, online resource for educators. It enables teachers to create, reuse (copy, share, customise) research lessons and the learning activities within such research lessons. The research lessons functionality scaffolds teacher inquiry processes.

It also enables teachers to learn about evidence-based teaching strategies (retrieval practice, distributed practice, reframing, spaced learning), access resources for applying the strategies with students, get inspiration from the experiences of teaching peers.

Additionally, the website hosts or links to all project outputs (Workshop Toolkit, Digital Handbook, Mini-MOOC on the science of learning, Classroom materials, etc.), describes the project and its objectives, and contains the news updates on project activities.

The ILLUMINE YouTube channel (https://www.youtube.com/@illumineproject) hosts videos for classroom use (stress mindsets) and video case studies presented by teachers from each of the partner countries (Spain, Portugal, Serbia, Estonia).

There are 9 video case studies presented by teachers and 12 stress mindset videos (2 in each partner language) created to support the conceptual replication of an evidence-based practice (Stanford research study).

ILLUMINE helps school teachers design more effective learning experiences by having teachers conduct research lessons and share their findings with the educational community. ILLUMINE’s teacher inquiry grounded approach aims to increase teacher use of evidence-based strategies with technology, understanding of science of learning theory (cognitive neuroscience), and collaboration with peers.

In an online educational setting, teacher clarity is key. The weekly assignment resource tutorial provides step-by-step instructions on how to organize your online course to benefit subs, paras, tutors, other teachers, and most of all, students.

INTRODUCTION TO CHEMISTRY Syllabus and Grading Criteria and Schedule for Flipped Classroom

CH104

DESCRIPTION
Introduces basic principles of general chemistry, including atomic theory, chemical formulas and equations, bonding, stoichiometry, acid/base chemistry, and solutions. Supporting laboratory work included. Not designed for science majors.

LEARNING OUTCOMES
1. Interpret the periodic table to describe elements of atomic structure for the elements and to make predictions about properties based on the position of elements on the table.
2. Apply atomic theory in describing atomic structure, making predictions about bonding and compound formation, and interpreting chemical reactions.
3. Construct and interpret Lewis structures as models for ionic and covalent compounds.
4. Describe ionic and covalent bonding and distinguish between the two, including descriptions of substances of each type at the observable scale.
5. Solve problems using dimensional analysis involving chemical substances and reactions, drawing on understanding of the mole concept, formula masses and reaction stoichiometry.
6. Read, write, and interpret balanced chemical equations, using proper equation syntax and standard symbolism to link such descriptions to phenomena that occur at the observable scale.
7. Interpret and carry out a set of written experimental instructions and then to convey the experimental results in a laboratory report.
8. Apply kinetic-molecular theory to describe solids, liquids, and gases.
9. Recognize acids and describe acidity according to the Bronsted-Lowry definition.
10. Use scientific (inductive) reasoning to draw appropriate conclusions from data sets or theoretical models. Characterize arguments as scientific, or not scientific.
11. Make measurements and operate with numbers properly to convey appropriate levels of certainty when drawing conclusions from experimental data. Identify patterns in data by graphical means.

The I-PLAY Young Players contributed to the local research on good practices that were collected in the "E-Book "I-PLAY Inclusive Practices".
I-PLAY stands for "Internet access for Participation, Learning and Active Youth" and is a project co-funded by the European Commission, under the Europe for Citizens Programme. The project aimed to establish a Network of Organizations and Towns, and to give voice to rural and peripheral territories and digitally excluded citizens (migrants, refugees, disabled,…), by facilitating debates on the need of equal access to the Internet and on its future in EU.

"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

Checklist of best practices for creating accessible resources.The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.

This page documents ISKME’s 2012-2013 Open Educational Resources (OER) Fellowship Program which mentors educational leaders to champion OER into classrooms, school districts, and communities. The program runs from November until October and includes up to eight fellows.

This page documents ISKME’s 2013-2014 Open Educational Resources (OER) Fellowship Program which mentors educational leaders to champion OER into classrooms, school districts, and communities. The program runs from September until October and includes eight math teachers from Doha, Qatar.

This toolkit was created by ISKME to help educators to reach out and share the lessons they have learned, to transcend the boundaries of our schools through advocacy that engages fellow educators both online and in person.

Activities, resources, photos and videos from ISKME's two day professional development teacher training that explores Open Educational Resources (OER) and Maker-Teacher collaborations to facilitate innovation in the classroom. The Makers’ projects are points of inspiration for Teachers while they engage in design-thinking activities to create, remix, and share OER Projects with online collaborative tools.

p4c egitim yöntemi ile gems-montessori-waldorf-stem eğitim yaklaşımlarını bir arada kullanmak hiç aklınıza geldimi. bu planlarda farklı eğitim metotlarını bir araya getirdik.