This lesson plan, developed originally for graduate Library and Information Science (LIS) students is focused on developing culturally responsive and equity-minded LIS professionals when promoting open education with students, scholars, and community members from historically underrepresented backgrounds and/or with marginalized identities. Though many open practitioners discuss and leverage open education as a means of democratizing education and information access, we must remember the harm that learners and scholars face when we adopt openness with a paternalistic mindset. This lesson consists of readings, case studies, slide decks, and discussions.

These materials aim to start introducing OER to the course as well as to develop the culturally responsive dimension of the course. This is the first time using the OER textbook (Psychology 2e), so the discussion board activities are designed to pilot the textbook, get feedback from the students, and generate a ‘living anthology’ of supplementary/complementary materials that correspond to students’ experiences and interests. The activities described below are used during the first two weeks of the course. Each activity includes a Main Discussion Post and then ‘Comments’ on a classmate’s post. The grading rubrics used for assessment are included in Appendix D. The video lectures and chapter notes need further work in terms of accessibility and using copyrighted materials. The changes that have been made will serve students more equitably by decreasing financial burden and better corresponding to/representing students’ perspectives and experiences.

PSY201 Introduction to Psychology Part 1

Introduces the following major topics in psychology: history, research methods, biopsychology, sensation and perception, learning, memory, human development, consciousness, and associated topics in cognition. Provides an overview of current trends, and emphasizes the sociocultural approach to understand cognition, emotions, and behavior. This is the first course of a two-course sequence.

Erasmus+ Strategic Partnership project called "Food & Agroindustrial Schools Toward Entrepreneurship by Storytelling & digital Technology" (Project No. 2015-1-IT01-KA202-004608), about developing entrepreneurship in VET agrifood students through digital storytelling techniques

Aim of the project is to develop in VET teachers functional skills to integrate systematically in the curricula entrepreneurship education to develop active citizenship and employability, supporting person-centered and experiential learning, through the creation of OER of “Digital storytelling “.

Context: the project aims to involve multi-disciplinary teams of teachers, as “agents of change”, and students, as a new generation of potential entrepreneurs but also as workers with an “entrepreneurial approach”, of VET schools of secondary level of IT, PT, RO and BG, similar among themselves because of the lack of a systematic training-for-trainers in relation to entrepreneurship, with consequences of absence of entrepreneurship as a field of learning in the regular curricula. The focus is on schools and companies related to the agro-industrial sector, in all countries, that needs an injection of new businesses to emerge from a state of heightened shortage of skilled professionals and young people in working cohorts.

Activities and methodology: creation of 1) action-research that prefigures: terms of educational value of storytelling for the development of an entrepreneurial mind-set; didactical sustainability of practices of digital manipulation in the development of educational programs for the development of entrepreneurial skills; new skills required by teachers for the effective use of the methodology to support the acquisition of entrepreneurial skills; 2) multilingual hypervideos (pupil-led experimentations); 3) Training Programmes for the blended use of hypervideos revised by teachers (teacher-led experimentations); 4) Methodological guidelines for the effective use of digital storytelling for learning entrepreneurial skills in school context – systematization of experimentations for their release as OERs.

Number and profile of participants: they will be directly involved in the project activities: 12 teachers/school principals – in interdisciplinary teams and transnational learning/teaching/training activities; 12 ICT experts and 16 representatives of business sector for O1; 40 teachers in 8 focus groups for O1; min. 8 entrepreneurs of FDMP sector for O2; 160 students for O2 and other 160 students for O3; at least 160 “local participants” in the 4 multiplier events.

In terms of expected results, the use of hypervideos as OERs will allow direct knowledge of the related production chain; their creation will enable a “learning by doing”, with a direct experience of the entrepreneurial skills necessary for the realization of a complex project (experimental meta-learning). It is expected an increase of the dialogue between schools and businesses, able to prevent, in the long term, any gap in the professional knowledge necessary to the efforts of innovation required in an evolving industrial sector.

Impacts for VET: spread / enhance different learning styles (innovative teaching); expand the provision of curricular training; increase motivation among the “digital generation”; open to contributions from experts in the business sector; create a more fluid and productive dialogue between formal and informal knowledge – take informal knowledge and transform it into digital resources. Benefits: the VET system will increase its attractiveness, expand its training offer and modernize its teaching approaches, reduce cases of ESL, qualify its staff members (refer to either digital and entrepreneurial skills), root further in the territory by consolidating relations with the socio-economic context.

Impacts for learners: increase of entrepreneurial skills applied in life and school paths; increase of motivation for further education; stimulus to entrepreneurship as a realistic professional opportunity after school; increase of digital skills through the “generative” choice to produce Learning Objects (benefits: spread of technical-scientific culture and reducing of digital divide).

Impacts for business/FDMP sector: connecting with local educational institutions and new generations of workers (role of “virtual business angel”); reflection on entrepreneurial mind-set skills on a personal and a corporate level; study of the potential of digital storytelling to tell / sell a company, for information, marketing or training purposes. Benefits: increased level of entrepreneurship / entrepreneurial spirit in FDMP.

Please download all the Intellectual Outputs from

http://www.cisita.parma.it/cisita/progetti-internazionali/progetto-erasmus-ka2-fastest/
www.fastesteu.com

Intellectual Output 1: Research Action about the current state of exploitation of storytelling and digital storytelling for didactic purposes in the participating EU countries (Italy, Bulgaria, Romania, Portugal)

Intellectual Output 2: Creation of 8 hypervideos about stories of success and interviews to local entrepreneurs from the agroindustrial sector (Tomato industry, cheese industry, meat industry, bakery industry, wine industry). Videos are made by made by students at school with teachers' supervision and guidance about gaining knowledge and meaning out of the experience. Videos are then turned into hypervideos by students themselves, adding further hypermedia contents from the web about entrepreneurship and /or sector-related information

Intellectual Output 3: Exploitation and testing of the hypervideos as didactic and teaching tools on students who did not take part in the video-making experience. Elaboration of 4 teaching programs (one for each of the 4 participating countries Italy, Bulgaria, Romania and Portugal) about entrepreneurship using hypervideos to create a blended learning experience

Intellectual Output 4: Methodological guidelines for future users or makers of new hypervideos. How to use the project's Output for educational purposes and how to make brand new hypervides from scratch. Technical guide about how to deal with a videomaking & editing process.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

The lesson will begin by students accessing their prior knowledge of weather and climates by completing a warm-up writing prompt. Students will then move to reading texts on the subjects of tornadoes, hurricanes, earthquakes, and droughts to determine if and how climate affects these weather phenomena. In groups, students will create a half-poster that describes their findings in text and pictures. At the end of the lesson, students will view a graph to extend their learning about tornadoes and hint at a future lesson while also completing an "exit ticket" as a means of summative assessment. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Children in kindergarten through fifth grade and their families are invited to learn more about the field of engineering in this hour-long special program. Family Night: Engineering introduces children to cool careers within the field of engineering that range from building roller coasters to designing artificial heart pumps for children who need them. Children will also get a chance to participate in hands-on engineering activities during the program!

The best part? Everything they need to participate can be found right in your home.

Home-school or teacher-parent partnerships and collaboration are easier in theory than in practice. The author explores some common obstacles to full and equal partnerships, from mutual decision making, perceptions and assumptions, turf issues, expert-novice mind-set, and language. A checklist for professional practice is included.

Fingerspelling: A Mindful Approach will show us how to build a foundation of mindfulness and then ways of consciously and intentionally building our fingerspelling skills for the improvement of our ASL communication. Perhaps you are a professional ASL Interpreter, a student who simply loves ASL or any person, hearing or Deaf, who has within them the intuitive desire to communicate effectively. In the following pages we will tap into our innate desire and answer the question—how do we take a nuance of language, like fingerspelling, and with gentle persistent attention, strive toward clarity and understanding?

The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.

Students will work in collaborative groups to analyze and interpret research information from their previous reading assignment on the social, political, and economic impact of the Great Depression on the lives of Alabamians. Next, students will use a graphic organizer to collect information needed to develop and write a five paragraph expository essay on the social, political, and economic impact of the Great Depression on the lives of Alabamians. Finally, students will present their expository essay to the class. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

This lesson requires two class periods. In the first class period, students are asked to think of a way to decide who gets 100 pennies and how many each person gets. They learn about the concept of allocation and about different resource allocation methods. They evaluate the different methods using a graphic organizer. Next they listen to different scenarios and try to determine which allocation method was used. Then, after listening to the story Four Feet, Two Sandals about two girls who face some resource allocation issues, they identify the methods used in the story. In the second class period, the students are placed into groups to act out skits illustrating a resource allocation method that their classmates then try to guess. Finally, they read a news article about a resource and write letters to a city council outlining the ways the city could allocate the resource.

Instructional expert Jim Knight visits John Cusick to observe a small groups project and discuss the classroom management techniques he is using. John and Jim discuss structured lessons, giving students respect, and finding the key to unlocking their love of learning.

Almost all Anatomy and Physiology course require the student have a basic level of chemistry knowledge. Lesson 02 Chemistry covers the basics of inorganic chemistry, organic chemistry, physics, and nutrition that most A&P student need to make it through the course.

Keep in mind that each of these topics takes about a year of college to gain a better understanding; this video series is just a quick survey to get you up to speed.

This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.

Module 3, Extending to Three Dimensions, builds on students’ understanding of congruence in Module 1 and similarity in Module 2 to prove volume formulas for solids. The student materials consist of the student pages for each lesson in Module 3. The copy ready materials are a collection of the module assessments, lesson exit tickets and fluency exercises from the teacher materials.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

These activities will help you get the year off to a good start by engaging you and your students in getting to know each other, practicing listening skills, and discussing the values that will shape your classroom community. There are separate sets of activities for grades Pre-K to 2, grades 3 to 5, and grades 6 to 12. They are adapted from exercises in our Resolving Conflict Creatively Program and our 4Rs Program (Reading, Writing, Respect & Resolution).

3rd Grade Reading teacher Katie Bannon from PS 110 in New York explains how she validates student responses with meaningful feedback when their responses are not quite on track. Rather than saying "no, thats not right", she comments on the response and then poses additional questions to guide their thinking. Katie also shares that she focuses on improving her questioning which she says takes practice, and she tries to avoid questions that elicit a yes or no response.

The Good Behavior Game is an approach to the management of classrooms behaviors that rewards children for displaying appropriate on-task behaviors during instructional times. The class is divided into two teams and a point is given to a team for any inappropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group reward. If both teams keep their points below a preset level, then both teams share in the reward. The program was first tested in 1969; several research articles have confirmed that the Game is an effective means of increasing the rate of on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972).
The process of introducing the Good Behavior Game into a classroom is a relatively simple procedure. There are five steps involved in putting the Game into practice.

In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .