The Washington State Legislature has invested $16 million in climate science education since 2018. This portal contains links to professional learning resources and instructional materials developed by the ClimeTime network of educational partners who came together as a result of this funding. ClimeTime partners provide climate science professional learning to Washington science teachers, using innovative strategies and effective practices. Many projects also create instructional materials aligned with the Next Generation Science Standards, to support student climate science learning.

This is an optional template document for the ClimeTime group. These headings and subheadings are completely generic - they not meant to guide your work. Instead, they just are examples of using Styles to format your document and keep it ADA compliant.

License information at the end of the document needs to be adjusted based on your resource.

Clinical Psychology Reading List. Reading/video list for upper-division seminar in clinical psychology.

Psychology 407: Seminar in Clinical Psychology

The purpose of this resource is to have students observe their lilac plants and identify the five phenophases (first leaf, full or 95% leafed, first bloom, full bloom and end of bloom) for each lilac plant. During the growing season, students will observe their lilac plants and identify the five phenophases (first leaf, full or 95% leafed, first bloom, full bloom and end of bloom) for each lilac plant.

Instructional expert Jim Knight visits Chris Korinek to observe his social science classroom. Chris and Jim discuss scaffolding techniques, and when to use closed versus open questions.

Explore the basics of why and how of building and supporting strategic teams in coaching practice.

Community agreements can change group interactions, flow of discussion, questioning, and help people reflect on themselves as a contributing member of the group.

Guide teachers and teams to identify and articulate team goals to keep everyone working toward a common vision.

Hierbei handelt es sich um die Beschreibung des Workshops "Reaktive Voodoopuppen" im Rahmen der Code Week 2014.
Das Projekt wurde von Marie Beuthel und Anne Wohlauf vom Design Research Lab der Universität der Künste Berlin an der Oberschule "Heinrich von Kleist" in Frankfurt (Oder) durchgeführt.

This Code is a tool for educators, librarians, and authors to evaluate common
professional scenarios in which fair use can enable them to incorporate inserts,
including those protected by copyright, to create OER. It can provide groups
working on OER projects with a shared framework for evaluating and understanding
when and how to incorporate existing content to meet pedagogical needs

Every student in every school should have the opportunity to learn computer science. Teach students to code. Hour of Code resources

This workshop includes historical context, digitized primary sources, and follow-up discussion questions. Students are asked to make arguments for and against providing funding to programs and projects proposed to the Commonwealth Fund, the Rockefeller Foundation, and the Ford Foundation. Taking on the role of program officers during the Cold War and working in small groups, students will read primary sources and articulate why a foundation should or should not provide funding to these proposed ideas. As a whole group, the studentswill participate in a debate as to which of the proposed ideas would be the most effective tool for furthering American Cold War interests. Students are encouraged to use this workshop as a springboard for further research into the role foundations played during the Cold War.

The most important part of this packet is Section VII, which contains roughly 50 documents—mostly drawn from primary sources—about the Cold War and Red Scare in Washington state. The other sections of this packet seek to place the documents in historical perspective and to offer some suggestions for how to use the documents in the classroom.

Archived session from the 2023 Arizona Regional OER Conference. Session Title: Collaborating to Grow Open Education Programs in Challenging TimesThis resource includes the session abstract, presenters, PPT, and recording. 

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Collaborative Language OER Creation: Opportunities, Success, and Lessons Learned. This resource includes the session abstract, presenter(s), and recording. 

Archived session from the 2023 Arizona Regional OER Conference. Session Title: Collaborative OER Creation in the CloudThis resource includes the session abstract, presenters, PPT, and recording. 

This document might be a solid example of how carefully and collaboratively open resources may be curated by teams of educators.

I left the content in as the main example here, because the form itself is very simple. I have found that district leaders are sometimes interested early on in what it "looks like" to have teachers exert this level of agency over the resources they are curating in such an initiative. I think this can also be valuable for teachers new to the work. Knowing that their professional voice could be leveraged in such a way to create custom materials can be empowering.

Specifically, this tool used as a live form between a team of teachers co-editing a text-based resource on CK-12's platform for "flexbook" creation/curation. The work of alignment to standards and local curriculum was done in a collaborative face to face setting, and then the more fine-grained edits for specific content alignment, factual correctness, and vocabulary synchronicity were done asynchronously through forms such as this one.

Finally, it is important to note that a district curriculum and instruction expert in this area was also involved in vetting some of the edits you see suggested here.

This professional development article identifies resources that show young learners (K-grade 5) how scientists study Earth's climate and make predictions. The online lessons either allow students to collect and analyze data or learn about tools and technologies that make data collection possible. The lessons are aligned with national content standards for science education. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which examines the recognized essential principles of climate literacy and the climate sciences for elementary teachers and their students.

This collection of Digital Citizenship instructional resources is part of a Framework project initiated by the Washington State Office of Superintendent of Public Instruction Media Literacy & Digital Citizenship Program in 2022. For more information, contact Program Supervisor, Lesley James, lesley.james@k12.wa.us