Representatives from 10 sovereign Native American nations in Michigan, five State of Michigan agencies, two universities, and three private organizations collaborated to develop two short curriculum units, one for 3rd grade and one for 5th grade. Each grade level unit includes five lesson plans and support materials for teachers using information from two archaeological sites provided by MDOT and cultural, historical, environmental, and indigenous knowledge provided and vetted by Michigan Native American tribal partners participating in the project. The lesson plans use the Inquiry Arc of the College, Career, and Civic Life (C3) Framework and focus on specific Michigan Social Studies Standards. The lesson plans also provide links to Michigan English Language Arts (ELA) literacy standards, as well as science and math applications.
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Sustainability is not so much about ongoing grant funding but about baking this into the regular daily operations of an institution.” This segment tells a story of a highly successful Open Textbook project in British Columbia, Canada and how the project sustained momentum and funding. Stacey and Burgess, former and current Directors of Open Education at BCcampus first discuss the history of the Open Texbook Project and illustrate the key elements that influenced the initiative’s early success. One of the key elements they identify is their continuous data collection effort around student access and student affordability. They also discuss the recent growth in the adoption of OER and report that there have been 103 open textbooks in the BC collection. In discussing sustainability and capacity building across the system, they point out that sustainability is not so much about ongoing grant funding but about integrating this into the regular daily ...
- Material Type:
- Case Study
- Washington State Board for Community & Technical Colleges
- Date Added:
One of the most widely-used criteria for student growth is "half way to a perfect score." Suppose a unit test is scored as a percentage, with 100% a perfect score. If a student scored 35% on a pre-test, then the "half way to perfect" growth criteria would require that student to score 67.5% on the post test to demonstrate "adequate growth." While popular and easy to implement, there are some end-case problems with this criteria. For example, a student who scores 94% on a pre-test would need to score 97% or higher on the post-test to show adequate growth. This might be a very difficult goal to reach. On the other end, a student receiving a 10% on a pre-test would only need to score 55% or higher on the post-test. While much more likely than the first example, this could result in students with "failing" post-test scores showing "adequate growth" for that unit. This Google Sheet allows educators to experiment with a few alternate parameter-based models (linear, quadratic, or brachistochrone) based upon either "mastery" (e.g., a perfect score) or some other value representing "proficiency" (e.g., 80%), as well as setting minimum adequate post-test scores.
Our vision of student achievement has three dimensions: Mastery of Knowledge and Skills, Character, and High-Quality Work. See what this looks like in action at Conway Elementary School, a public district school in Escondido, California.
Our vision of student achievement has three dimensions: Mastery of Knowledge and Skills, Character, and High-Quality Work. See what this looks like in action at Hollis Innovation Academy, a public district school in Atlanta, GA.
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
The objective of this lesson is to teach kids about food advertising. To compare and contrast the portrayal of real food versus processed food in the media.
In selecting and organizing an implementation team, #GoOpen Districts identify key stakeholders from across the district to play important roles in creating, curating, and leading the transition to openly licensed educational resources. Once selected, the #GoOpen team works together to determine the appropriate roles and responsibilities for each member of the team and to organize its work.
Case studies of three schools—Conservatory Lab Charter School in Boston, Santa Fe School for the Arts and Sciences, and Capital City Public Charter School in Washington, D.C.—demonstrate the power of the arts to build richness and relevance in the classroom, and help students develop powerful skills and mindsets, and express truth, beauty, and joy.