Throughout this unit on Narrative of the Life of Frederick Douglass, students practice the same six skills with greater scaffolding and modeling at the beginning, and more independence toward the middle and end. The tasks include: 1. writing to an essential question to access background knowledge; 2. using context clues and root words to determine word meaning; 3. close reading with the aid of a glossary; 4. taking notes one of two graphic organizers (sequence of events and/or empathy map); 5. re-reading to answer text dependent questions; and 6. summarizing the chapter.

This activity serves as an introduction to a narrative writing assignment. To provide context for this activity, teachers will give students an overview of the Census Bureau. Then, students will complete a Quickwrite about their name and its history. After that, students will examine and answer questions about census data on popular last names, listen to a story about names, and complete a Quickwrite about that story. To further prepare for their narrative writing assignment about names (which is not part of this activity), students will jot down their thoughts in a graphic organizer.

Students work in teams to design a tabletop supply organizer inspired by the natural home of an insect species. Their prototype stores the group’s classroom supplies (scissors, crayon boxes, pencils, and glue sticks). In addition to following measurement constraints that apply to their prototype, students must design their supply organizer with the idea that supplies must be easily retrievable and the organizer must be sturdy enough to withstand everyday classroom wear and tear. Students test their prototype in the classroom for a period of 5 days and evaluate its effectiveness.

TED Studies, created in collaboration with Wiley, are curated video collections — supplemented by rich educational materials — for students, educators and self-guided learners. In Mapping and Manipulating the Brain, explore the human brain's 100 billion neurons and 100 trillion connections among them, and learn how neuroscientists are using an array of techniques to chart — and in some cases, change — this amazing organ.

The 4-day unit is designed to center on the voices of a marginalized community, Muslim Americans, as a foundation for students to explore and celebrate the plurality of values and identities in their own classrooms. Students will be engaging with journalism, practicing active listening, compassion, and empathy, and meet differences with curiosity rather than prejudice.

Students begin this unit by reading The Proudest Blue, a picture book by Olympic medalist Ibtihaj Muhammad that captures the challenges Faizah and Asiyah face when Asiyah wore her hijab to school. Students discuss discrimination and focus on the the hijab as a symbol of cultural identity.

Then students screen a short documentary film “Holding Fire.” The documentary follows Somia Elrowmeim, a naturalized American Yemeni immigrant and activist, who fights for the rights of South Brooklyn Muslims. The film provides a behind-the-scenes look at how grassroots organizing works especially during the modern Islamophobia period.

Driven by the courage and joy that Faizah, Asiyah, and Somia demonstrate in celebrating their cultures and standing up in their communities, students will explore these themes in their classroom. This mini-unit is being taught as a part of a longer classroom exploration of conflict and resolution.

In this lesson, students will be examining primary sources pertaining to differing viewpoints of America's involvement in World War I. The students will annotate the documents, looking for main ideas and supporting details. The students will then form graphic organizers separating two opposing viewpoints. Finally, students will write a group expository essay using the data from the graphic organizer. This lesson was created as part of the Alabama Bicentennial Commission's Curriculum Development Project.

The OER Accessibility Evaluation Rubric is an evaluation tool for faculty, librarians, instructional designers, and other stakeholders in open educational resources to determine the accessibility of the OER they are creating and/or adopting for use in their courses.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

Le document contient une grille avec des critères d'évaluation d'une communication ou d'une présentation à faire par les étudiants. Elle aborde les aspects de fond et de forme. Son but est d'amener les étudiant.e.s a préparer leur communication en faisant attention à un ensemble d'éléments comme le maintien, le regard, l'utilisation d'un support (PPT ou PDF) ou encore le ton de la voix par exemple.

The following moodle archive and documents are used for a course entitled Research Desing in Political Science (or in french Séminaire du Travail Universitaire). The course structure is oriented to competencies rather than to knowledge (methodology class). In order to help students to acquire and practice those competencies, we organize 3 types of exercices: critical reading, critical writing and critical evaluation. In addition to the exercises, students have to pass a mutiple choice exam (MCQ) about a peer review of a research paper (they have to read the paper/article 72 hours before the exam) and answer to MCQ. Each course is a organized as the following: 30' of activity debriefing, 60' explaining main topics about research desing and 30' about outcomes for next exercise. For any information, just drop a mail: pierre.baudewyns@uclouvain.be

Cette ressource présente différentes grilles d'évaluation de communication écrite et orale pour un travail en équipe d'étudiants en pédagogie active. Les grilles présentent des critères et indicateurs.

Cette ressource présente des grilles d'évaluation d'un projet individuel et plus précisément un travail de fin d'études/fin de cycle de fin de master pour des écoles d'ingénieurs francophones ou anglophones.

Lorsque des étudiants abordent un projet, ils doivent réaliser que la demande (du client) manque de précision, comporte toujours des ambiguïtés, voire même des contradictions et omet certains éléments.
Le point de départ d’un projet consiste donc toujours à clarifier la demande et la mission : quels sont les objectifs poursuivis, quel est le contexte, quelles sont les contraintes, qui est en interaction avec le projet (ici, nous nous limiterons au client et aux concepteurs) ? Les ressources disponibles dans cette REL (Ressource Educative Libre) sont celles proposées aux étudiants de 1er année de bachelier de l'Ecole polytechnique de Louvain lorsqu'ils élaborent le cahier des charges de leur premier projet (Projet P1 - LFSAB1501 - UCLouvain). Le but est d'aider les étudiants à clarifier le projet et à rédiger collectivement un cahier des charges sous forme d'un document formel, qui va lier le "client" et le concepteur (l'équipe). Il est également important que les étudiants puissent (auto) évaluer la qualité de leur cahier des charges; une grille critériée leur est donc également communiquée.
La ressource présente les objectifs, la structure et un canevas de cahier des charges. Un exemple concret de construction d'un cahier des charges par des étudiants en groupe est également proposé.Une grille permettant d'évaluer la qualité d'un cahier des charges et d'améliorer ce dernier complète le tout.

Cette ressource présente des outils d'évaluation, d'autoévaluation et d'apprentissage pour fonctionner en équipe. Ils sont destinés aux enseignants qui travaillent avec des équipes d'étudiants en apprentissage actif. Des grilles d'évaluation du fonctionnement des équipes d'étudiants à mi-semestre en en fin de semestre sont données ainsi qu'un dossier qui explique comment les utiliser. D'autres grilles d'autoévaluation individuelle et de groupe sont également disponibles. Certains outils présentés concernent également l'apprentissage au travail en équipe : le contrat d'équipe, des rôles et fonctions à se donner pour un travail efficace, une todo list de planification des tâches.

• La grille proposée ici est très largement inspirée d’une grille utilisée par un grand nombre d’universités américaines (Berkeley, Standford, Washington State University, …cf https://www.wscuc.org/ ).
Elle présente un certain nombre de critères que l’on peut prendre en compte lors de l’analyse d’une liste d’acquis d’apprentissage.
Pour chaque critère, elle distingue quatre niveaux de perfectionnement : d’un premier niveau, dit « initial » au plus élevé dit « abouti ».
Chacun de ces niveaux est décrit de manière à permettre de situer le stade de d’aboutissement de la liste d’acquis d’apprentissage.
• Pour chaque critère retenu, des questions sont proposées afin de rassembler les informations qui permettront de décider à quel niveau de qualité la liste d’acquis d’apprentissage se situe pour le critère en question.
• L’utilisation de la grille se fait en parcourant chacun des critères retenus et en cherchant les réponses aux questions associées en vue de formuler un diagnostic.

The purpose of this online school setting functioning skills assessment is to determine the likelihood of student success in the online school setting based on specific online functioning skills. Target skills were selected from over six years of observational, qualitative and quantitative data in an online school setting. Students who have strong online functioning skills appear to be more successful in the online school setting according to the data. This assessment form can be used by students to self assess, and/or by a student's parents, administrators and teachers in collaboration. The from consists of ten questions based on the most important functioning skills and behaviors needed in order have the best chance of success in an online setting. Participants are asked to answer on a 1-4 rubric resulting in a Total Score in order to determine the likelihood of success online. Assessment data is expected to be used to drive student interventions including teacher instruction of functioning skills, student self assessment, and ongoing progress monitoring. While this was created for Special Education Students, it can be used for any student or adult who is engaged in online learning.

Files for this webinar are available at: https://osf.io/ewhvq/ This webinar focuses on how to use the Open Science Framework (OSF) to tie together and organize multiple projects. We look at example structures appropriate for organizing classroom projects, a line of research, or a whole lab's activity. We discuss the OSF's capabilities for using projects as templates, linking projects, and forking projects as well as some considerations for using each of those capabilities when designing a structure for your own project. The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github and Mendeley, to streamline workflows and increase efficiency.

Use this checklist to make sure that all the requirements for open licensing are met. Please note that it is very helpful to review this checklist BEFORE you begin development work so that you are designing your resource with open licensing requirements in mind from the beginning.

The goal of these resources is to give a bird's eye view of the developments in open scientific research. That is, we cover both social developments (e.g. the culture in various communities) as well as technological ones. As such, no part of the contents are especially in-depth or geared towards advanced users of specific practices or tools. Nevertheless, certain sections are more relevant to some people than to others. Specifically:

The most interesting sections for graduate students will be about navigating the literature, managing evolving projects, and publishing and reviewing.
Lab technicians may derive the most benefit from the sections about capturing data, working with reproducibility in mind and sharing data.
For data scientists, the sections on organizing computational projects as workflows, managing versions of data and source code, open source software development, and data representation will be most relevant.
Principal investigators may be most interested in the sections on data management, data sharing, and coping with evolving projects.
Scientific publishers may be interested to know how scientists navigate the literature, what the expectations are for enhanced publications, and the needs for data publishing.
Science funders and policy makers may easily find value in the capturing data, data management, data sharing and navigating the literature.
Science communicators may be more interested in exploring the content by starting with navigating the literature, working with reproducibility in mind and sharing data.

doi:10.5281/zenodo.1015288

The rubric can be used by teachers, administrators, and other individuals to design and deliver quality and equitable work-based learning experiences for students within a CTE Program of Study that will meet the secondary Perkins V program quality indicator. It can also be used as a resource to reflect on areas of strength and improvements and to adopt continuous improvement processes. Equity considerations are included
in the rubric to support the elimination of barriers to access and participation in work-based learning. The rubric is focused primarily on quality work-based learning experiences, not programs, and performance levels are aligned with the High Quality Program of Study Rubric for an approved CTE Program of Study.