Students will use this website to learn more about the CRAAP Test and how to use it to evaluate websites. Then, they will watch this video as a review. Finally, they will complete an activity in which they find and evaluate two websites, one good and one bad.
Material Type: Lesson Plan
Students will read this website and complete a related activity using Wikipedia to practice narrowing a research topic.
Material Type: Lesson Plan
In this lesson, students will be introduced to historical thinking skills.
Material Type: Lesson Plan
In this module, students will practice the historical thinking skills we learned in Module 1.
Material Type: Lesson Plan
In this lesson, students will be practicing the visible thinking strategy I used to think... Now I think... as well as practicing their HTS. This lesson includes a reflective writing assignment at the end to assess thinking.
Material Type: Lesson Plan
The purpose of the lesson is to provide an orientation for new staff to Indianola Middle School led by both of the building instructional coaches.
Material Type: Lesson
This lesson reviews the Spanish verb GUSTAR - it's conjugation, use with nouns and infinitives, and using it in the Simple Form versus the Emphasis & Clarity Form.
Material Type: Activity/Lab, Assessment, Interactive
How to be prepared for a job interview.
Material Type: Lesson
Softchalk Lesson on 19th and 20th century immigrants in the US
Material Type: Lesson, Reading
This is a module that implores students to think from an historical perspective about the Cuban Missile Crisis and create a memo of advice for President Kennedy on which action he should take. Lesson Objectives or what you should be able to do after you have completed the module: I can understand how the Cuban Missile Crisis lead to the brink of nuclear war between the United States and the Soviet Union. I can analyze how Kennedy, Khrushchev and Castro's background led to their actions during the Cuban Missile Crisis. I can create a memo giving my advice to Kennedy in how to deal with the Cuban Missile Crisis scenarios while using 5 vocab words and referring back to 2 pieces of evidence from two of the leader's past experiences.
Material Type: Assessment, Homework/Assignment
Students often struggle to find theme in literature--one that is not a bumper sticker, a "moral to the story," or anything that could be applied to more than one story. Understanding what theme is, an implicit argument the author is making, is the first step. Then it gets more complicated as they realize that there are wrong answers (the ones that don't make sense with the story), there are undeveloped answers (ones that don't get far enough past motif but are on the right track), and there are many possible correct answers that can be explained and supported with the text. This activity uses the Generate-Sort-Connect-Elaborate strategy in small groups to help students focus on the details of the story and how they contribute to the overall point of the story. It can be used with any piece of literature you deem appropriate for your students.
Material Type: Lesson Plan
Students will be given a product along with information necessary to determine the cost of the product after discounts, travel and time involved in making the purchase. Students will then decided which option seems to be best based on where they place value; time, money, etc.
Material Type: Lesson Plan
In this face to face or flipped lesson, students will examine some of the culture and traditions associated with Puerto Rico. Then, they will compare and contrast what they've learned with one of the other countries we have researched (either Costa Rica or Argentina). They will do this using the questioning prompt, "I Used to Think... But Now I Think...".(ACTFL Standards: Cultures - 2.1 & Comparisons - 4.2)
Material Type: Lesson Plan
In this blended/flipped activity students will be using the "Connect, Extend & Challenge" thinking prompt along with a discussion thread on our LMS, to make connections between what they have already learned and to identify their new learning after going over other Spanish verbs that conjugate like the verb "gustar". (ACTFL Standards: Connections - 3.2 & Comparisons - 4.1)
Material Type: Lesson Plan
In this flipped lesson, students will complete an exit/entrance ticket type activity using a thinking stragegy entitled "Compass Points". Students will answer 4 questions about their learning and will record their responses to the questions using an application called Recap by Swivl. They will complete this exit ticket activity after their review of the Spanish verbs that have an irregular "yo" form in the present tense.(ACTFL Standards: Connections - 3.2 & Comparisons - 4.1)
Material Type: Lesson Plan
This lesson uses images and the "I See...and I Wonder" strategy to get students thinking about the bigger concepts that objects might represent. Students often see symbols as mere objects with only a only face value because of the speed with which they encounter them. However, if we can encourage students to take more time to study an object, other concepts or meanings can come to light.This lesson uses images as an entry point to symbolism because they are less threatening than literature. The images provided are a starting place, but feel free to remix and use your own images. This journaling activity is about writing (and discussing) to learn. It can be graded or just formative. Either way, items to assess would include:Do students really dig into the details, both large and small?Are they being thorough "readers" of the image in the quality of their "wondering"? There is no length requirement, but the timer recommendations do communicate an expectation that responses to be more than just a sentence or two or a very brief list.For task 2, do students begin to make some interpretive claims? Are those claims valid? Are they grounded in the details?If students are struggling to make interpretive claims that make sense with the image, back up and do another image in small groups that might allow more modeling, deeper thinking prompts, or even questioning the students to better understand their interpretations.If students are successful with the images, transition to a short peice of text like a poem. Students can use the same process of "I See...and I Wonder." The Task 2 questions can be slightly modified to apply to text rather than image.
Material Type: Lesson Plan
This particular Color, Symbol, Image (CSI) lesson is designed for implementation by an art teacher with 6th-grade students. However, the strategy can be utilized in other disciplines for the purpose of Making Thinking Visible. Parental consent was granted to share a student sample of the final product for this lesson, which is pictured above. The title card the 6th-grade student, Boston, created included the following description: "The sunrise in the painting represents the help and hope that Houston is getting. Also, the clouds are eyes, and the sun is a mouth. The face is crying. This represents my sympathy for Texas." Boston had selected "Rising floodwaters overwhelm Houston, other parts of Texas", the third option from Newsela provided in the Google Slides. The choices for articles can be updated each year prior to the activity.
Material Type: Lesson Plan
As Howard County Public School System advances its open educational resource (OER) adoption and implementation plan, ISKME is pleased to support this effort moving forward. ISKME brings a comprehensive OER toolset and immersive professional learning program to assist educators in enhancing their capacities to use, evaluate, curate, and create OER. Leveraging its teaching and learning network and digital library, OER Commons (oercommons.org) launched in 2007, ISKME advances collaboration and continuous improvement of high-quality curriculum. This is the first of three custom module trainings that will provide participants with an introduction to OER practice and the value add, highlighting successful state and district use cases. Followed by a demonstration and discussion of how to navigate OER Commons and create collaborative workflows to identify resources, assess their quality using rubrics, and organize materials for use. Participants will get an opportunity to practice using OER tools and begin to design their plans for OER implementation, specific to their immediate OER needs. An important outcome for educators will be a shared understanding of OER practice and specific next steps for OER adoption in their work. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.
Material Type: Module
Using Son of Citation/Citation Machine to cite photos found online
Material Type: Lecture
Background information for a simplified version of the "stages" of the French Revolution.
Material Type: Homework/Assignment
