This Remote Learning Plan was created by Tami Hughson in collaboration with Tyler Cronin and Craig Hicks as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 7th grade mathematics students. Students will explore and apply triangle inequality theorem. This Remote Learning Plan addresses the following NDE Standard: MA 7.3.1b

This Remote Learning Plan was created by Derek Porter in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for grade 9-12 English students. Students will explain how an author uses dialog to enhance relationships in a story.

This Remote Learning Plan was created by Jill Edgren in collaboration with Tyler Cronin and Craig Hicks as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 8 -11 grade students in Algebra1 or Algebra 2. Students will analyze quadratic functions and their functions in vertex form. This Remote Learning Plan addresses the following NDE Standard: (MA 11.2.1.g) It is expected that this Remote Learning Plan will take students 30-90 minutes to complete, depending on choices. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1KitlGpwTsnmRCWql8QScbleUjR6LVvEAnlpV86L7dq0/edit?usp=sharing

This Remote Learning Plan was created by Arielle Levine in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID19 pandemic.The attached Remote Learning Plan is designed for a grade 9-12 Business students studying how scarcity impacts wants and needs. Students will investigate goods, services, wants, needs, scarcity and opportunity cost. 

As we shift towards remote learning and working from home, it is important to avoid burnout and stay on task! Remote Study Strategies: The Pomodoro Technique is an interactive presentation that walks students through the Pomodoro Technique, a productivity strategy that is useful for studying. This tutorial gives background on the technique, and provides tips from our team that we find useful to enhance our work process.

Note: Throughout the tutorial, audio clips from WI+RE team members are available to walk you through the slides and provide you with additional information. To play these clips, look for an audio button found in the slides.

A java code for computing modular exponents using the algorithm of repeated squares.

Lesson OverviewStudents represent inequalities on a number line, find at least one value that makes the inequality true, and write the inequality using words.Example: x > 2The solutions to x ≤ a are represented on the number line with an arrow pointing to the left from a closed circle at a.Example: x ≤ 2The solutions to x ≥ a are represented on the number line with an arrow pointing to the right from a closed circle at a.Example: x ≥ 2Goals and Learning ObjectivesRepresent an inequality on a number line and using words.Understand that inequalities have infinitely many solutions.

Related lesson plans are also available for download and adaptation in the Guttman Community College OER collection in the CUNY Academic Works institutional repository.

Assignment for political science course that allows students to analyze data, run a frequency distribution on a dependent variable, and identify and code independent and control variables.

The purpose of this project was to create a set of ancillary materials for the open textbook Research Methods in Psychology, a textbook intended to be used for psychology research methods courses. At the start of this grant, the textbook was available through the University of Minnesota’s Open Textbook Library (open.lib.umn.edu/psychologyresearchmethods/) and could be found in most open material repositories. Since this grant was proposed, however, a more recent version of the text has been released by Price, Jhangiani, Chiang, Leighton, and Cuttler (https://opentext.wsu.edu/carriecuttler/). The resources developed for this grant can be used for the new edition of the text, although they were written for the earlier version.

The following are discussion questions, research assignments, and slides presentations for teaching Research Methods in Psychology.  

These research metric source cards provide the citation for a scholarly work and the research metrics of that work, which can include: the Altmetric Attention Score, the scholarly citation counts from different data sources, and field-weighted citation indicators; in addition, abstracts and important context to some of the metrics is also included, e.g., citation statements, titles of select online mentions, such as news and blog article titles, Wikipedia pages, patent citations, and the context behind those online mentions. There are four printable source cards (front and back) followed by activity questions for each source card. These cards help students engage in and interrogate the meaning behind bibliometrics and altmetrics of specific scholarly works as well as evaluate the credibility, authority, and reliability of the scholarly work itself.

see attached documents

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This Research Paper Assignment is designed for NSF & LMF courses (STEM majors). The assignment is to have students research a global scientific issue. Possible topics that work well for this assignment contain solar panel use, the increase in health issues (like respiratory or mental health conditions) due to global warming/climate change, animal (and other living organism) extinction (or increase) due to global warming, sea level rise, coastal flooding, how the increase in ocean plastics affects the ocean and its species (which affect the environment/climate), etc. However, any global scientific topic will do.
The assignment's main objectives are to scaffold the overall research paper to improve students Inquiry and Problem Solving (IPS) and Global Learning (GL) competencies.
The IPS competency is scaffolded with 2 CER worksheets that help students analyze their research sources using the Claim Evidence Reasoning and Rebuttal (CER) method, which they will utilize in LaGuardia's Natural Sciences Courses. The CER method is the Scientific Method, which uses more everyday language. For example, instead of being asked to formulate a hypothesis, students generate a testable claim. By convention, this method is referred to as the CER Method. However, I include the second, and write CERR Method, to remind students to include possible contradictions, challenges, and/or rebuttals to experiments they do and while researching studies in scientific journals and from other sources.
Additionally, there is a worksheet with prompts that ask students to reflect on the 3 dimensions of the Global Learning Competencies, based on their research topics, to enhance students ability with this competency.
Students are expected to work on these worksheets throughout the semester. The worksheets are due, at different times throughout the semester, before the final paper is due. Ideally the first worksheet is due the fourth week of lecture, typically 1 to 2 weeks after the first library visit. The second and third worksheets are due the 6th and 8th week of lecture, respectively.
The first two worksheets are the same CERR method worksheets. Students will complete one worksheet for each of the 2 articles they must use for their research.
To further help students organize and engage with what they learn from their research, students are also required to complete a 3-5 minute Power Point presentation. The in-class presentation is due at least a week before the final paper is due, either the ninth or tenth week of the semester. This is a great opportunity for the entire class to share what they learned and to give each other feedback about the organization, content, and overall delivery of each other's research before the final paper is due.
There is a presentation guideline and grading rubric that is to be discussed before the presentations; it is better to discuss the rubric with the class at least a week before the presentation is due. Students have the grading rubric and a grade sheet for each presenter so they can score each presenter and write down notes to give feedback to the presenters. I collect the score sheets to view how students evaluated each other's presentations and as proof of participation during presentation day. However, the score sheets do not affect the students' presentation grade. Having students fill out the score sheets is an in-class activity meant to keep students focused on the presentations. Students are required to give presenters feedback, and/or ask questions, to earn "Class-Participation" points for the day; students may lose up to 2% of their total grade for each lecture they do not participate in.
The final paper is also outlined for format and content, which is like the presentation guideline and worksheets. The paper outline further describes, and specifies, the types of information to include in each section of the research paper. The point of this document is to prepare students for what their own papers and lab reports should include as they progress with their classes. The final paper is due 1-2 weeks after the presentation is due, which is the 11th or 12th week of the semester. The worksheet component of this assignment is worth 10% of the grade. The two CERR worksheets are worth 3% (6% for 2 worksheets). The Global Learning Worksheet counts toward 4% of the final grade. The Power Point Presentation is worth 5% and the final paper is also worth 5%. The research assignment totals 20% of the final course grade.

Research Paper Instructions: Students will conduct a research analysis on the prevelance of domestic violence in the Memphis, TN  community. Students should use psychology-related professional resources, research journals, and relevant national and local database statistics to explorethis topic and it's impact on their local community. 

Students choose a project on an area of the geosciences in which one or more mineral's chemistry and/or crystal structure is significant to understanding that geoscience problem. They then study that mineral in detail in both hand sample and on the SEM, XRF, XRD, and/or in thin section. Students may provide your own sample or use a sample from the student collection. For practicality sake, the sample must be available and not so valuable or rare that we cannot let you use pieces of it for the project. Additionally, the mineral studied in detail must be significantly different than those they will be tested on for the final exam.

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This folder contains a prompt for a research proposal, scaffolded exercises to create a proposal over the course of a semester, and exemplars from a student who completed the assignments well.

Content warning: suicide, LGBTQ oppression, depression.

* Research & Write about a problem in the world, including solutions or ways to alleviate the problem

* Use Multiple Sources for the research

* Collect & Organize relevant important information using the note-taking and question worksheets

* Summarize & Explain the problems and concerns,
the causes and effects, and any proposed solutions

* Apply Skills of analysis, evaluation, summarizing, synthesis, reasoning, persuasion, and other writing skills