Welcome to the CIRCLE OF STORIES lesson plans. These lessons will allow students to examine the complex and rich oral tradition of Native American storytelling, create their own stories to share, explore indigenous and Native American cultures and the issues which face them today, and research and explore their own cultural heritage by recording their unique family stories and heritage. These lessons are directed toward grades 6 through 12, for use in the following subject areas: language arts, theater, history, social studies, multicultural studies, technology, and life science.

This resource is a professional development template for facilitating synchronous learning for educators based on shared reading of a book. This template showcases a book group focused on the essay anthology All We Can Save. Teachers read sections of the book in preparation for each of the four sessions, with the option to focus on specific chapters. Each session addresses a key theme through open-ended discussion prompts and an arts-based storytelling activity. In this template, presenters can reference a sample agenda for a book group session, including example prompts that were provided to participating teachers. We encourage you to adapt the structure and content to fit the needs of educators you support!

This activity helps student design and develop a front-end of a website, from wireframes through HTML/CSS/Javascript. It includes design questions for students, including the invocation of Ben Schneiderman's eight golden rules for interface design.

Note: this activity assumes prior knowledge of web development. Since this activity is designed for an HCI course, with a focus on interface design, students are not expected to create a back-end for it. This activity can obviously be modified for a full-stack experience.

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Although this activity can be used in isolation, it is intended to be part of a series guiding students towards the creation of a front-end of a website. The series (all published as OER) consist of:

a) Needfinding
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation

As Conewago Valley School District advances its open educational resource (OER) adoption and implementation plan, Leveraging its teaching and learning network and digital library, OER Commons (oercommons.org) launched in 2007. This is the third 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.

This module will provide participants with an introduction to OER discovery. 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.

This is a collection of downloadable video clips on the theme of Conflict, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "Greetings from Grozny" (2002), "Ladies First" (2004), "Suicide Bombers" (2004).

As part of this nine to ten-lesson unit, students utilize news stories supported by the Pulitzer Center from Time for Kids and Mission Local to familiarize themselves with the concept of an underreported migration story. They will then research stories, summarize and share the gist of what they read to their small groups and to the entire class. As part of their conversations, students will note key details and themes from the stories they explored about migration and consider why these stories could be considered “underreported.”

Creating Native American Myths and Legends is a five-part lesson plan asking students to research a traditional or modern Native American myth or legend story and then turn that story, or create an original story into a Pixton graphic cartoon representation. The lesson provides an overview of the basic elements of myths and legends so that students are aware of the structure and key components of each as it relates to Native American storytelling. While traditional methods of Native American storytelling rely heavily on oral storytelling, modern graphic novel collections of stories such as Trickster: Native American Tales are providing a new way of recording traditional stories and providing an outlet for new creations for modern Native American artists and storytellers. The project follows an adapted inquiry model and uses the graphic cartoon generator software website Pixton.com, as well as GSuite for Education.

Middle school is a conflict-ridden stage, particularly for our emerging bilingual students, who are normally known as ELLs. Not only do they have to overcome numerous problems of linguistic and cultural adaptation, but they also have to face challenges such as family or economic instability and moves, often cross-border. Indeed, it is not uncommon to meet Hispanic students: Mexicans, Puerto Ricans, Salvadorans, etc. who travel to their countries of origin, or to the countries of origin of their parents for seasons, sometimes even to stay and live there, despite having been born in the United States and having lived here all their schooling until that moment. It is also quite common to see students who migrate with their families to the United States when they are already 11 or 12 years old and who, as we mentioned, not only have to learn the language, but adapt to a new life, culture and traditions.In this lesson plan we propose to use these personal experiences to introduce basic conversational vocabulary. It is designed for both dual immersion programs and English development classes.

This unit is about the role of the curator in the art world and their power to confer value and legitimacy within a culture. The intended audience for this unit is a high school entry level art class entitled Exploring Visual Design taken by all high school grade levels. The goal of the unit will ultimately be to address Anchor Standard 6 in the National Core Art Standards by asking students to curate their own art exhibit that communicates a message and conveys meaning to their intended audience. Along the way, students will also explore themes of identity, community and representation as they prepare for their role as curator.

Here you can find a Guide, addressed to teachers on the use of storytelling and of the videos produced for training purposes, within the project DIST.
An E-course addressed to trainers on how to enhance the sense of initiative and entrepreneurship in their students,
2 E-courses, one addressed to aspirant entrepreneurs and one addressed to entrepreneurs, to enhance their sense of initiative and entrepreneurship.
Some Videos featuring young and valuable European managers telling their professional history.
Other information about the DIST project here www.distproject.eu

This course explores visualization methodologies to conceive and represent systems and data, e.g., financial, media, economic, political, etc., with a particular focus on climate change data in this version of the course. Topics include basic methods for research, cleaning, and analysis of datasets, and creative methods of data presentation and storytelling. The course considers the emotional, aesthetic, ethical, and practical effects of different presentation methods as well as how to develop metrics for assessing impact. Coursework includes readings, visualization exercises, and a final project.

Why is it important that students be careful what is posted for everyone to see? Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

In this problem-based learning module, students will investigate why is it important that students be careful what is posted for everyone to see. Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

Short Description:
The Digital Methods for Disability Studies course introduces students to a range of technologies and teaches them to think critically with and through media objects, practices, and processes. Through texts, videos, podcasts, games, and interactive activities, students develop their critical thinking, close-reading, textual analysis, platform analysis, visual analysis, and critical game design skills. This course offers students an opportunity to both interrogate the digital realm as a site of inequality and to harness digital tools and methods in addressing complex social challenges.

Long Description:
The Digital Methods for Disability Studies Pressbook is a course that introduces students to a range of technologies and teaches them to think critically with and through media objects, practices, and processes. Students ask critical questions about digital methods and explore how these methods work with other forms of knowledge production. Through texts, videos, podcasts, games, and interactive activities, students develop their critical thinking, close-reading, textual analysis, platform analysis, visual analysis, and critical game design skills. This Pressbook offers students an opportunity to both interrogate the digital realm as a site of inequality and to harness digital tools and methods in addressing complex social challenges. This digital-by-design course responds directly to the expressed needs of students for content that will prepare them to navigate digitally-mediated community, work, learning, cultural, and intimate spaces.

The course is comprised of ten modules. Each module introduces students to theoretical and practical conversations at the intersection of critical disability studies and digital methods. It offers both open-access required and suggested additional readings as well as multimedia resources by key figures in these intersecting fields. Through a series of ‘spotlights,’ students meet emerging and established Canadian disabled and Deaf makers. Innovative exercises integrated throughout each module allow students to engage with the materials independently in asynchronous online courses. In addition, instructor notes and sample documents in the Pressbook back matter point to how the course can be run collaboratively as a catalyst for critical dialogue.

Throughout this Pressbook course students will: Become skilled with multiple digital storytelling platforms, such as social media, podcasts, and Twine, in knowledge communication and dissemination Gain hands-on experience with meeting AODA standards and making the digital sphere accessible. Understand the fundamentals of crip technoscience, cripping digital media, and critical game design and how to apply them in cultural and social environments. Develop a nuanced understanding of accessibility and accommodation law, policy, and practice guidelines related to media design and production. Practice using this knowledge with digital media platforms and technologies. Critically reflect on how technological innovation proceeds from and is related to social, cultural, and embodied difference. Witness first-hand the impact of the digital divide on disabled people. Analyse sources of inequitable access to digital resources due to economic, physical, geographic, and infrastructure factors. Identify the affordances and constraints of media platforms and technologies with attention to access and disability justice. Reflect critically on the labour and ethics of digital making.

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(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Striking images can leave lasting impressions on viewers. In this lesson, students make text-self-world connections to a nature- or science-related topic as they collaboratively design a multimedia presentation.

For this lesson students are required to read"To Kill a Mockingbird" by Harper Lee. Students will then demonstrate an understanding by creating a digital story. Students will give an overview of their favorite part of the book, and present it to the class. Students will create a digital story for their presentation.

A well-crafted and executed storytelling assignment can serve as an efficient and engaging learning activity which targets the three highest levels of Blooms‰Ûª taxonomy which are to Create, Evaluate and Analyze. This digital storytelling assignment is part of a signature assignment series (Stage 1) conducted in all courses of the First Year Seminar for Natural Sciences (NSF101). Students begin collecting pictures and videos for their assignment from the 3rd week of the semester on a flash drive. During the fourth week of the semester, the instructor first describes the storytelling process and stages. This is followed by learning around how storytelling can be used as a narrative, to foster inquiry learning, content-based information.
In studio hour, the First Year Seminar Student Success Mentors enable students to familiarize themselves with the digital tools necessary to create their digital stories such as iMovie, narrated PowerPoint, Prezi and Powtoon (to name a few). Next, students submit a draft of their scripts, which is edited by the professor, and then students submit their final digital story. The prompts for the script ask students to reflect on their journey thus far and project forward into their future career aspirations. It also asks them to connect their content learning between courses and co-curricular experiences. The prompts within the assignment directly articulate the Student Learning Objectives of the Biology and Environmental Science Program (please see Table 1) Students complete this assignment within ePortolio assignment templates. Link to the assignment template can be found here https://lagcc-cuny.digication.com/nsf101-digital-storytelling/home-1.
This assignment has been through multiple assignment development and revision charrettes as part of the Programmatic Integration Meeting in the Natural Sciences Department funded by the Learning Matters mini-grants from the Center for Teaching and Learning at LaGuardia Community College.
LaGuardia‰Ûªs Core Competencies and Communication Abilities