Practical tips for implementing the four principles of accessibility that are the foundation for the Web Content Accessibility Guidelines.

At Desmos, our mission is to help every student learn math and love learning math. With that in mind, we’ve assembled a collection of unique and engaging digital activities, which are free for you and your students. Access to most activities requires a free account.

Permitted use: a) as an end user, for your personal, non-commercial use or (b) as a teacher, for academic use by you and your students in individual classes

A unit of study where participants should develop an understanding of the role rubrics play as an assessment tool as well as when and how they should be used. The objective is for participants to recognise the difference between low and high quality rubrics but also feel adequately prepared to begin creating rubrics.

Students explore the concept of a growth mindset through readings and videos. They write annotate texts, discuss, write reflections, create graphics as they explore and examine the topic. Finally they form and express their own voice in an essay.

This lesson allows students to listen to a podcast and check out different links to learn more about political parties, how and why they developed, along with learning key vocabulary terms. There are several options within the lesson, including working with a partner, creating a word cloud, reading an article, watching documentary clips and a clip from the musical Hamilton, and completing a graphic organizer. It also includes information and materials where students can learn more about the major presidential elections of 1800, 1824 and 1860.

he teacher's most important objective when faced with a defiant or non-compliant student is to remain outwardly calm. Educators who react to defiant behavior by becoming visibly angry, raising their voices, or attempting to intimidate the student may actually succeed only in making the student's oppositional behavior worse! While the strategies listed here may calm an oppositional student, their main purpose is to help the teacher to keep his or her cool. Remember: any conflict requires at least two people. A power struggle can be avoided if the instructor does not choose to take part in that struggle.

Background
The Consolidated Standards of Reporting Trials (CONSORT) Statement is intended to facilitate better reporting of randomised clinical trials (RCTs). A systematic review recently published in the Cochrane Library assesses whether journal endorsement of CONSORT impacts the completeness of reporting of RCTs; those findings are summarised here.

Methods
Evaluations assessing the completeness of reporting of RCTs based on any of 27 outcomes formulated based on the 1996 or 2001 CONSORT checklists were included; two primary comparisons were evaluated. The 27 outcomes were: the 22 items of the 2001 CONSORT checklist, four sub-items describing blinding and a ‘total summary score’ of aggregate items, as reported. Relative risks (RR) and 99% confidence intervals were calculated to determine effect estimates for each outcome across evaluations.

Results
Fifty-three reports describing 50 evaluations of 16,604 RCTs were assessed for adherence to at least one of 27 outcomes. Sixty-nine of 81 meta-analyses show relative benefit from CONSORT endorsement on completeness of reporting. Between endorsing and non-endorsing journals, 25 outcomes are improved with CONSORT endorsement, five of these significantly (α = 0.01). The number of evaluations per meta-analysis was often low with substantial heterogeneity; validity was assessed as low or unclear for many evaluations.

Conclusions
The results of this review suggest that journal endorsement of CONSORT may benefit the completeness of reporting of RCTs they publish. No evidence suggests that endorsement hinders the completeness of RCT reporting. However, despite relative improvements when CONSORT is endorsed by journals, the completeness of reporting of trials remains sub-optimal. Journals are not sending a clear message about endorsement to authors submitting manuscripts for publication. As such, fidelity of endorsement as an ‘intervention’ has been weak to date. Journals need to take further action regarding their endorsement and implementation of CONSORT to facilitate accurate, transparent and complete reporting of trials.

Galeet Cohen, 10th Grade Language Arts teacher at Central High in Pennsylvania, believes that adding humor to her interaction is essential. Galeet reminds us that teachers and students spend long days in classrooms, and humor can make it a good time.Ms. Cohen also uses humor to let students know she is aware of what they are doing and prefers her humor approach to strict rules or detention. She shares that sometimes students are "just testing you" and you can easily diffuse a situation calmly and with humor.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS). This site includes the EQuIP rubric for lessons and units as well as the EQuIP task review rubric and training materials.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS). This site includes the EQuIP rubric for lessons and units as well as the EQuIP task review rubric and training materials.

EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS).

The objectives are two-fold:
1) Increase the supply of high quality lessons and units aligned to the CCSS or the NGSS that are available to elementary, middle, and high school teachers as soon as possible; and
2) Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.

This module is designed for pre-service teachers in the undergraduate PreK- 4 Early Childhood Education major. The material in the unit will familiarize the future teacher to develop lesson plans and units in both the direct and indirect teaching models. Wonder Spaces, using the Reggio-inspired philosophy, is introduced to design spaces for learners ages 0 - 5. Classroom management is also included. 

Education: Methods for Classroom Management Learning Objective Spreadsheet

ED 450 Methods for Classroom Management

Focuses on best practices that address age level educational issues. Topics covered enable early childhood, elementary, middle and high school teacher candidates to better serve the academic, social and emotional needs of their students.

Required Course Objectives

Develop and maintain a classroom that is based on mutual respect and positive behavior expectations.
Recognize essential features of classroom organization and understand how the school environment affects student behavior.
Be able to design, teach and adapt differentiated expectations and curriculum for all students to assure success for every learner.
Recognize and be able to intervene prior to behavior escalation
Understand how to facilitate the diffusion of student anger or frustration and to re-establish a relationship in the process.
Monitor and take appropriate action when misbehavior occurs.
Understand student’s rights through the examination of school, district and state policies.

As classroom managers, teachers regularly use commands to direct students to start and stop activities. Instructors find commands to be a crucial tool for classroom management, serving as instructional signals that help students to conform to the teacher's expectations for appropriate behaviors.

Module OverviewAs we begin to delve into all things teaching, it's good to start with a look at what makes a teacher an effective one.  Though the Art of Teaching comes more naturally to some more than others, all teachers who are effective exhibit key teaching behaviors and understand their students.

A review and assessment techinique that has students draw a box on paper and fill it in with everything they can remember about a given topic 

Salmon play an important role in the ways of life, culture, history, and resilience of the tribes of this region. The tribes of Washington State and the Pacific Northwest have always depended on salmon as a primary source of food. Overfishing, roads, dams, pollution, and other human practices have been a growing threat to the survival of salmon, which has impacted fishing, salmon-eaters, and the environment. These lessons introduce to children the role of salmon in the history and culture of the first peoples of our region.

The Honoring the Salmon lessons are designed to be taught as a series but can also be taught individually, adapted for each grade level, K-3. They can easily be integrated into science units on salmon, water or watersheds. Content knowledge from these lessons can provide background knowledge for 3rd grade and 4th grade Social Studies CBAs.

NOTE: These lessons are designed around fiction and non-fiction books that are not a part of the STI curriculum. Most of them are easily available through public libraries. Some may need to be purchased.

These lesson resources align to additional Washington State Social Studies, English Language Arts, Environmental and Sustainability, and Social Emotional Learning standards. A full standard curriculum document is included at the bottom of the Pathway 2 introduction page.

Learning Objectives1. Share the different types of diversity.2. Recognize potential cultural differences among students.3. Formulate a plan for creating an i...

One of the greatest frustrations mentioned by many teachers is that their students are often not motivated to learn. Teachers quickly come to recognize the warning signs of poor motivation in their classroom: students put little effort into homework and classwork assignments, slump in their seats and fail to participate in class discussion, or even become confrontational toward the teacher when asked about an overdue assignment. One common method for building motivation is to tie student academic performance and classroom participation to specific rewards or privileges. Critics of reward systems note, however, that they can be expensive and cumbersome to administer and may lead the student to engage in academics only when there is an outside 'payoff.' While there is no magic formula for motivating students, the creative teacher can sometimes encourage student investment in learning in ways that do not require use of formal reward systems.