During this lesson, students will learn about emergency preparedness during World War I and the Apollo mission, equipping them to participate in a challenge to design their own kit.
The main thrust is to explore conceptual foundation, instructional design, delivery mechanisms, Crisis Management, and Benchmark proposals for high-performing Emergency Remote Teaching plans. Since the Pedagogical Approach of ERT is also based on Humanizing Pedagogy and Pedagogy of Care to adapt to student needs, some other aspects include assessing the system’s current digital infrastructure (internet, device access), student and teacher digital capabilities, and budget availability must be considered while adopting emergency remote teaching. This work will prepare the school, university, and college teachers to acquire 21st-century skills and competence along with technology-supported pedagogical innovations based on different technologies, digital tools, and techniques to enrich the emergence of remote teaching experiences.
Emergent Literacy examines children’s language acquisition and early literacy development. Included are instructional models and strategies, research findings, curriculum design, assessment practices and the selection and use of children’s literature in the development of the necessary foundations for effective speaking, listening, reading and writing.
Archived session from the 2024 Arizona Regional OER Conference. Session Title: Emerging Technology Panel. This resource includes the session abstract, presenters information, resources, and recording.
This video is part of the Billes de science series, produced by the La Main à la Pâte Foundation. It presents a series of classroom activities (
In this lesson, students will discuss, collaborate, and complete an activity to learn how to show empathy toward others.
Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school yea
racing graduates has become an imperative for higher education institutions much more during the pandemic. This tracer determined the employment and employability status of the 2019 BSE graduates and identified the competencies they adequately acquired and deemed vital for work. It used descriptive design, and data were collected from the 103 graduates through a Google form with open and closed-ended questions administered between November and December 2020. Results revealed that most of the graduates had been employed in teaching and teaching-related jobs but mostly in contractual arrangements within the first and second six months after graduation. Many had their first jobs with meager salaries from the private sector. Communication, pedagogy, information communication technology, time management, and flexibility were the top competencies they adequately acquired and were beneficial in work. The study concluded that these graduates had acquired 21st-century skills in their respective degree programs. These results have corresponding implications for future research in confirming the most employable skills in secondary teaching. As recommended, classroom instruction might emphasize the development of these skills. Eventually, these become the competitive advantage and employability capitals of future graduates. Administering the licensure examination and the release of its results can be done within the first three months after graduation to lessen the cost of waiting.
This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of 5th Grade English studying Winin Dixie.
This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of 5th Grade Social Studies.
This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of Middle School PE. In addition, there is also a choice board at the bottom that engages students in some degree of control over how they practices the Vocabulary and Skills taught.
This Empower Learner Activity is designed for MS English students studying the book Hoot. Students will self-assess, set preliminary goals, and think through learning strategies.
This Empower Learner Activity is designed for an Ag or Exploratory Science class. Students will self-assess, set preliminary goals, and think through learning strategies.
This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of Middle School Music. In addition, there is also a choice board at the bottom that engages students in some degree of control over how they practices the Vocabulary and Skills taught.
Empowering Online Assessments adapted from https://www.oercommons.org/courses/types-of-online-assessment and http://www.oercommons.org/courses/guidelines-for-online-assessments-for-educators/view
As educators, it's important to create a classroom environment that empowers student voices and provides opportunities for student choice. In the ELA classroom, this can be achieved by offering students choice in what they read, write, and how they demonstrate their understanding. This professional learning activity aims to provide ELA teachers with strategies and resources to effectively provide students with choice and enhance their learning experiences.
#OERcampglobal. This video is related to empowering teachers with different innovative pedagogical strategies for gifted learners and a 4-week self-paced MOO...
The transition from high school to higher education can be daunting, especially for blind and low vision students! In this session, professionals from K12 and higher education discuss what blind and low vision students need to know to make the transition process as smooth as possible. We'll discuss accessible materials, assistive technology, and the important differences between high school and higher education. We'll also discuss key support systems that students can access so they know who to turn to when they need a little help. This session is your roadmap to confident transition planning, helping teachers empower students as they get ready to embark on the next step of their educational journey.
A Teaching Resource
Short Description:
This text provides a variety of teaching resources to address unique student learning styles for post-secondary education. This resource focuses on the identification and development of soft skills that that are essential for independence and success in college and in life. Topics include teaching organizational, resiliency, reflection, and group-work skills. This resource is developed with adaptability in mind; it offers instructors teaching strategies with varying levels of content and assessments to meet each student's unique learning needs.
Long Description:
This text provides a variety of teaching resources to address unique student learning styles for post-secondary education. This resource focuses on the identification and development of soft skills that that are essential for independence and success in college and in life. Topics include teaching organizational, resiliency, reflection, and group-work skills. This resource is developed with adaptability in mind; it offers instructors teaching strategies with varying levels of content and assessments to meet each student’s unique learning needs. Resources include tailored learning outcomes for each unit, applied learning assessments for all levels of student learning, classroom activities for all levels of learners, videos for classroom use, and additional teacher resources.
Word Count: 7787
(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.)
One of the greatest frustrations mentioned by many teachers is that their students are often not motivated to learn. Teachers quickly come to recognize the warning signs of poor motivation in their classroom: students put little effort into homework and classwork assignments, slump in their seats and fail to participate in class discussion, or even become confrontational toward the teacher when asked about an overdue assignment. One common method for building motivation is to tie student academic performance and classroom participation to specific rewards or privileges. Critics of reward systems note, however, that they can be expensive and cumbersome to administer and may lead the student to engage in academics only when there is an outside 'payoff.' While there is no magic formula for motivating students, the creative teacher can sometimes encourage student investment in learning in ways that do not require use of formal reward systems.