During this lab students get a glimpse at the cultural importance of interpreters in a musical setting. Students also get to experience interpreting a song first hand for an audience. Students will learn how to interpret a song for others, helping their speed and accuracy improve.

This page collects OER presentations (responsive HTML slides with embedded audio, also PDF versions) for a course on Operating Systems (following the book Operating Systems and Middleware: Supporting Controlled Interaction by Max Hailperin). Presentations can be viewed with modern browsers on any device (including mobile), also offline after download. Source files, necessary software, and presentations are published in this GitLab repository under free licenses.

This article describes the principle of Universal Design for Learning and how teachers can use this principle when designing lessons.

This activity is designed for students with a basic understanding of PowerPoint to apply some unique features. It takes students in a stepwise process on how to accomplish different features such as editing and applying effects to images, replacing icons and other aspects. 

This PBL is designed for second grade students. To help understand our school and how to keep the students and staff healthy, the students will investigate different ways to prevent influenza germs from spreading. After considering each germ, they will have the opportunity to create evidence by researching and talking to different resources to come up with the best prevention method for our school.

This course deals with advanced design theories and textual analysis. Emphasis is placed on script analysis in general, as well as the investigation of design principles from a designer's perspective. Students also refine technical skills in rendering and presentation, historical research, and analysis. Class sessions include interaction with student/faculty directors and other staff designers. The goal of this course is for students to approach text with a fresh vision and translate that vision into design for performance.

The course is an introduction to the preparation and delivery of oral presentations in an extemporaneous style. Emphasis is on ethical research, critical and logical analysis, and organization of informative and persuasive presentations.

In the past building prototypes of electronic components for new projects/products was limited to using protoboards and wirewrap. Manufacturing a printed-circuit-board was limited to final production, where mistakes in the implementation meant physically cutting traces on the board and adding wire jumpers - the final products would have these fixes on them! Today that is no longer the case, while you will still cut traces and use jumpers when debugging a board, manufacturing a new final version without the errors is a simple and relatively inexpensive task. For that matter, manufacturing a prototype printed circuit board which you know is likely to have errors but which will get the design substantially closer to the final product than a protoboard setup is not only possible, but desirable. In this class, you'll learn to design, build, and debug printed-circuit-boards.

The purpose of this course is to systematically examine the elements and factors which result in an effective speech. Tying these together are the themes of information and ethics, emphasized in each resource because they are becoming increasingly important to all communicators. Upon successful completion of this course, students will be able to: resolve ethical issues involving speech preparation and presentation; recommend techniques for resolving issues, which may interfere with active listening; identify the most effective speech topics, qualities, content, and delivery techniques based on the specific characteristics of an audience; evaluate the effectiveness of speeches for different types of audiences; use online and library-based research to find and critique the credibility of sources of information; cite sources of information appropriately, accurately, and clearly in both spoken and written contexts; choose the most effective pattern of organization for presenting different types of information to a listening audience; evaluate the effectiveness of supporting details or evidence based on the main ideas or arguments they are used to support; choose the most appropriate pattern for organizing a persuasive speech, based on the relationship between arguments and evidence or the relationship between the topic and the audience; identify whether the functions of an introduction or conclusion have been fulfilled and will be effective when presented to a specific type of audience; create keyword and sentence outlines for informative and persuasive speeches; revise a passage written for readers so that it can be delivered effectively and engagingly to listeners; identify and use techniques to improve the fluidity and clarity of verbal delivery; recognize non-verbal techniques that communicate the speakerĺÎĺ_ĺĚĺ_s confidence and credibility in a sample speech; demonstrate comprehensive knowledge of effective, ethical public speaking by accurately and thoroughly assessing the qualities of entire informative, persuasive, and special occasion speeches. This free course may be completed online at any time. (Communication 101)

This is my PBL about race in the court system and it's relation to themes in Harper Lee's To Kill a Mockingbird. The PLB includes an outline for a presentation and discussion on cases that were influenced by racial bias throughout history and in present day America.

This article describes how elementary teachers can use modified writer's workshops to help students organize information in their science notebooks.

Students apply everything they have learned about light properties and laser technologies to designing, constructing and presenting laser-based security systems that protect the school's mummified troll. In the associated activity, students "test their mettle" by constructing their security system using a PVC pipe frame, lasers and mirrors. In the lesson, students "go public" by creating informational presentations that explain their systems, and serve as embedded assessment, testing each student's understanding of light properties.

This course introduces students to basic properties of structural materials and behavior of simple structural elements and systems through a series of experiments. Students learn experimental technique, data collection, reduction and analysis, and presentation of results. Students generally take this subject during the same semester as 1.050, Solid Mechanics.

Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.

This course provides broad exposure to research in biophysics and physical biology, with emphasis on the critical evaluation of scientific literature. Weekly meetings include in-depth discussion of scientific literature led by various MIT faculty on active research topics. Each session also includes a brief discussion of non-research topics including effective presentation skills, writing papers and fellowship proposals, choosing scientific and technical research topics, time management, and scientific ethics.

Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.

Students experience civil and environmental engineering by planning a housing development in an existing biome, while also protecting the native species that live there. They conduct research, draw plans, make brochures and give presentations, with each team having a member serving as a project manager, civil engineer, environmental engineer and graphic designer. The best designs creatively balance the needs and resources necessary to support both the native species and human infrastructure.

Student teams learn about and devise technical presentations on four reproductive technology topics pregnancy ultrasound, amniocentesis, in-vitro fertilization or labor anesthetics. Each team acts as a panel of engineers asked to make a presentation to a group of students unfamiliar with the reproductive technology. Each group incorporates non-lecture elements into its presentation for greater effectiveness. As students learn about the technologies, by creating a presentation and listening to other groups' presentations, they also learn more about the valuable skill of technical communications.