The “Europeana in your classroom: building 21st-century competences with digital cultural heritage …
The “Europeana in your classroom: building 21st-century competences with digital cultural heritage (Rerun)” MOOC will improve teacher’s understanding of cultural heritage in order to efficiently integrate this topic into their lessons and practices, regardless of the subject they usually teach.
The integration of digital cultural heritage in the classroom is increasingly important as the 21st century brings further opportunities for digital teaching and learning. While the national curriculum can differ from country to country, the demand to understand our common European history, cultural heritage and challenges for the future stays all-encompassing. Digital cultural heritage can be used not only while teaching Arts, History or Literature, but it also gives an excellent basis for teaching STEM (Science, Technology, Engineering and Mathematics).
The MOOC will introduce participants to the Europeana platform, where they will find different resources for educators such as pictures, videos, texts and various tools that they can easily integrate in their lessons. Moreover, the course will help teachers to build learning scenarios using digital cultural heritage, in a framework of 21st-century skills.
Additionally, it will offer a selection of tested classroom activities and resources from different European countries to empower primary and secondary teachers in introducing cultural heritage in the classroom and help them reflect on their own practices.
which are co-financed by the Connecting Europe Facility of the European Union. The course content has been produced by the Europeana DSI-3 Developer Group of 18 teachers
This course was produced under the Europeana DSI-3 project and updated under the Europeana DSI-4 project
This rubric outlines a set of capabilities to do with the evidence-based …
This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction. It can help teachers and their teams implement explicit instruction by demonstrating a shared understanding of what it looks like in practice.
This rubric outlines a set of capabilities to do with the evidence-based …
This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction. It can help teachers and their teams implement explicit instruction by demonstrating a shared understanding of what it looks like in practice.
Exploring Climate Science With Virtual Reality, a Teacher/Scientist Partnership experience. High school …
Exploring Climate Science With Virtual Reality, a Teacher/Scientist Partnership experience. High school teachers engage with working scientists and engineers to for content learning for climate science and virtual reality and engage in follow-up sessions with professional development facilitators to develop pedagogical expertise for use in creating formative classroom tasks that are formative and productive. It is a three day initial workshop with four follow-up days to 1) deepen teacher understanding by learning with climate scientists to understand climate science standards content knowledge 2) increase awareness and knowledge of the use of virtual reality devices in climate science learning 30 to co-develop a climate science simulation game for use on Oculus Go devices with teachers, their students and a virtual reality scientist/engineer team 4) to develop and implement embedded formative classroom tasks that complement climate science learning by using a relevant, place based phenomena, and provide insights into student thinking and productive next steps in learning.
Creative Commons License CC BY Exploring Climate Science With Virtual Reality Professional Learning Module by Georgia Boatman, ESD 123 and Peggy Willcuts PNNL is licensed under a Creative Commons Attribution 4.0 International License.
In 1989, Louise Derman-Sparks, Lousie Derman Sparks published her groundbreaking book on …
In 1989, Louise Derman-Sparks, Lousie Derman Sparks published her groundbreaking book on Anti-Bias Education: Tools for Empowering Young Children. Subsequently, she co-authored Anti-Bias Education for Young Children and Ourselves and updated it in 2020 with Patricia Ramsey. The module is focused on the four main tenets of Anti-Bias Early Childhood Education, as set forth by Derman-Sparks and Ramsey. These are: a) Identity, b) Diversity, c) Justice, and d) Activism. The goal of this module is to provide a resource for early childhood teacher educators to facilitate their student’s exploration of Anti-Bias Education in Early Childhood Education. This curriculum may also be useful to early childhood professionals who provide professional development for in-service early childhood educators and caregivers (I.e. public and private early education and care providers including but not limited to Head Start teachers, home care providers, after school program instructors, etc.).
This curriculum focuses on factors that may lead to differential placement outcomes …
This curriculum focuses on factors that may lead to differential placement outcomes for children who have become dependents of the court, as the result of abuse and neglect, and have been placed with kin rather than in traditional foster homes. It is intended for use by child welfare faculty in California’s schools of social work or social welfare in both BSW and MSW programs and may be used in direct practice or Human Behavior and the Social Environment (HBSE) classes. In addition, the curriculum, or parts from it, may be used in workshops provided to line workers, supervisors, and/or managers by any of the public child welfare training academies in California or public child welfare agencies. The intent of this curriculum is to provide students and child welfare professionals with (a) background information on kinship care as an alternative to traditional foster care, (b) a brief review of the literature pertaining to the characteristics of dependent children in kinship care and their care providers, (c) opportunities to discuss beliefs about why kinship care is valuable (or not) and why it may or may not be successful, (d) demographic data pertaining to selected characteristics of children in kinship care and their care providers derived from a sample of California child welfare cases, (e) factors which may or may not be related to premature termination of kinship care placements, (f) caregiver perceptions of differential placement outcomes, (g) social worker perceptions of differential placement outcomes, and (h) opportunities to discuss how students and/or child welfare workers can decrease premature termination of kinship care placements. The curriculum is accompanied by a PowerPoint presentation containing key points from each module followed by one or more slides presenting an “active learning experience.” (78 pages) Chang, J., Liles, R., & Hoang, T. (2006).
A class at Central High School in Louisville, Kentucky, becomes a production …
A class at Central High School in Louisville, Kentucky, becomes a production studio as students learn about filmmaking in Vanessa Miller’s yearlong film course.
An online, video-based methods course focusing on best practices for foreign language …
An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.
This lesson has been developed to prepare leaders of K-12 education to engage in study and …
This lesson has been developed to prepare leaders of K-12 education to engage in study and initial exploration of culturally responsive teaching, and using phonemena to increase student engagement. This is part of a larger equity-focused professional development program designed for K-12 facilitators of NGSS working in throughout the rural areas of Oregon.
This rubric outlines a set of capabilities to do with the evidence-based …
This rubric outlines a set of capabilities to do with the evidence-based practice of formative assessment. It can help teachers and their teams implement formative assessment by demonstrating a shared understanding of what it looks like in practice.
This rubric outlines a set of capabilities to do with the evidence-based …
This rubric outlines a set of capabilities to do with the evidence-based practice of formative assessment. It can help teachers and their teams implement formative assessment by demonstrating a shared understanding of what it looks like in practice.
This class introduces first semester MCP students to the persistent themes and …
This class introduces first semester MCP students to the persistent themes and challenges facing planners. The goals of this class are:
to excite students about their chosen profession; to offer a theoretical framework for thinking about the kinds of interventions that planners are expected to take; to introduce students to some of the most interesting and challenging theoretical debates in the planning field; and to press students to think about the best way of using their time to ensure their own personal professional development.
This course introduces persistent themes and challenges facing planners. It emphasizes the …
This course introduces persistent themes and challenges facing planners. It emphasizes the historical roots of contemporary urban planning problems and comparative study of practice in the U.S. and other countries. It is a nine week module intended for first semester Master in City Planning students.
Welcome to the UnboundEd Mathematics Guide series! These guides are designed to …
Welcome to the UnboundEd Mathematics Guide series! These guides are designed to explain what new, high standards for mathematics say about what students should learn in each grade, and what they mean for curriculum and instruction. This guide, the first for Grade 8, includes three parts. The first part gives a “tour” of the standards in the first two clusters of the Geometry domain (dealing with congruence, similarity and the Pythagorean Theorem) using freely available online resources that you can use or adapt for your class. The second part shows how these standards relate to other concepts in Grade 8. And the third part explains where congruence, similarity and the Pythagorean Theorem are situated in the progression of learning from the elementary grades to high school.
This video introduces the concept of Creative Commons Attribution as it relates …
This video introduces the concept of Creative Commons Attribution as it relates to the use and reuse of material covered by these licences. Examples of good practice are provided for images, text-based resources, video, and audio files. [Running time: 11'18"]
This article examines the sixth of seven essential principles of the climate …
This article examines the sixth of seven essential principles of the climate sciences--"We Change Earth's Climate." Written for the science teacher, the article covers greenhouse gases, land-use changes, and other human-induced causes of global climate change. Each issue of the free online magazine Beyond Weather and the Water Cycle is structured around one of the seven principles. The content provides background information, lessons, and activities for K-5 classrooms.
This is a unit of study whose competency is to locate necessary …
This is a unit of study whose competency is to locate necessary resources that help to acquire additional subject matter and pedagogical knowledge for professional development. The objectives are: identify relevant resources for professional development and collaborative teacher networks. Discuss the advantages of collaborative networks and participate in collaborative teacher networks.
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