This resource was created by Sandi Wachter, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This site provides instruction on how to install and use the Arabic keyboard on Windows. There are step by step instructions on how to install the keyboard on Windows XP as well as on Windows 2000. The site also provides 5 pictures of the Arabic keyboard layout.

In this lesson you will learn how to easily format title pages using 6th edition APA style in Microsoft word. This will enable you to create a running head on the title page and a different header on subsequent pages. You will also learn how to properly position page numbers, the title of your paper on the first page of text and how to format first level headings to organize your work.

This interactive tool below shows how the Australian Early Development Census (AEDC) Language and Cognitive skill domain items align to both the Australian Curriculum (English and Maths) and the National Literacy and Numeracy Learning Progressions (NLNLP).
This tool is based on AERO's AEDC item analysis, which connected the sequence of skill progression to the Australian Curriculum (English and mathematics) and the NLNLP. The complexity of AEDC items builds across the tool from left to right signalling an increase in the difficulty of mastering the item skill for students.
You can use this tool to review student skill progression and help consider what ‘next steps’ can be taken to best support further development, in alignment with your teaching program and practice. You can identify the AEDC items students have achieved, and then follow links to the corresponding Australian Curriculum and NLNLP information.

These four literature-based composition assignments guide students through increasingly sophisticated use of sources. The different techniques used in each of the first three papers are all applied in the longer fourth paper, for which students “adopt” a short story and its author, performing wide-ranging general and scholarly research to create a unified discussion.

Essays in Honor of W. Edward Glenny

Word Count: 68965

ISBN: 978-1-732-56611-8

(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.)

Students carry out a field experiment in order to test the hypothesis that able bodied individuals receive less help than those perceived to have an injury. Students collect and analyze data and write an APA style research report.

The advanced course syllabus that focuses on the structure of public relations agencies/departments, account management and planning, reputation management, relationship building, crisis communication, conflict resolution, messaging, writing, design, and new technologies.  

This lesson introduces students developmental milestones from birth to age 8. Using the CDC’s developmental milestones, students will create timelines highlighting developmental progressions. Students will then synthesize the progressions through observational and reflective writing.

After reading the story "Dear Mr. Henshaw" by Beverly Cleary, student groups create alarm systems to protect something in the classroom, just as the main character Leigh does to protect his lunchbox from thieves. Students learn about alarms and use their creativity to devise multi-step alarm systems to protect their lockers, desk, pets or classroom door. Note: This activity can also be done without reading the Cleary book.

This goal of this course is to introduce learners to phonological awareness, a foundational component of reading development in young children.  This unit is meant to introduce pre-service teachers to the concepts of phonological awareness and how to work with English Learners in their oral language development.  Phonological awareness is often misunderstood, therefore not addressed accurately in classroom settings.  The course is intended to supplement an existing course in foundational reading development. 

This unit was developed for middle school students but may be adapted for elementary or high school students. The unit is focused on language arts, social emotional and behavioral standards. The activities and lessons included in this unit explore themes of identity. Using multicultural children’s literature, this unit will encourage participants to have honest and courageous conversations regarding race, culture, and socio economic identity. The activities in this unit have been created to boost a sense of belonging and acceptance by breaking down stereotypes in order to build a positive school community. The unit includes hands on activities and celebrates individual as well as group identities.

The time frame for this unit is nine weeks. Included in this unit are lesson plans and reading lists for teachers and students. Different hands-on activities are also recommended.

Michelangelo, Laurentian Library (vestibule and reading room), begun 1524, opened 1571, San Lorenzo, Florence. Created by Beth Harris and Steven Zucker.

Students will talk about their daily routines, as well as how to read a calendar from Spanish speaking countries. They will also discuss different school subjects.

This activity is an inquiry lesson where students learn how to accurately read a thermometer and then set up an investigation to compare the temperatures of different materials or locations.

Next StepsIf you are done with the above tutorials, we can read the below tutorials.Python File HandlingPython Date and TimePython Object Oriented Programming

According to Project Information Literacy, defining and narrowing a topic is the most difficult step for beginning undergraduate researchers. This concept mapping lesson is designed to reinforce the idea that when students are writing academic papers or creating class projects they are engaging in a scholarly conversation.

This is a submission template intended to be used by participants in the GoPro Challenge to copy, remix, upload and insert media, write, describe, license, publish and submit by March 15, 2014. More information available here: http://www.oercommons.org/iskme-gopro-learning-challenge

Working with a partner from the class, students will choose a topic of interest relevant to the field of neuroscience, explore the relevant literature, write a 5-7 page paper on the topic, and present the results of their research to the class in the form of a 5-10 minute oral presentation.

Students will learn about cognates, real and false. First, they will be introduced to cognates by guessing if certain words are real cognates or false cognates. Then, they will look through a series of Spanish ads and magazine clips to try to point out the Spanish-English cognates that are in the writing.