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Adult Learners: Characteristics, Qualities, Needs
Conditions of Use:
Read the Fine Print
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The five assumptions below, adapted from Glickman and Gordon (2007), continue to serve widely as a general guide for thinking about adult learners. (See document for details.) 1). Adult learners are generally self-directed. 2). Adult learners need to know the importance and relevance of what they’re learning. 3). Adults bring a variety of experiences that should be utilized in their learning 4). Adults are results-oriented and want to shift quickly from theory to application 5). Adult learners are intrinsically motivated and work best when learning has clear, relevant goals.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
10/15/2018
BASIC WFF'N PROOF: A TEACHING GUIDE
Rating

A teaching guide for teachers to instruct students in the gaming rules and procedures for Basic Wff'n Proof. This game teaches symbolic logic and problem solving. The content is an overview of the game of Wff'n Proof for interested coaches.

Subject:
Mathematics
Material Type:
Game
Author:
LA TRELLE PIERRE
Date Added:
01/28/2016
CP 28: Crafting and Using Learning Targets
Conditions of Use:
Read the Fine Print
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Learning targets are the foundation of a student-engaged assessment system. Teachers translate required standards into learning goals for courses, projects, units, and lessons in language that students can understand and own. Teachers refer continually to learning targets during the lesson, check for understanding of learning targets, construct formative and summative assessments that match learning targets, and track students’ progress toward targets. Students demonstrate their ownership of their learning by articulating the connections between learning targets and the work of the lesson and by showing evidence of their progress toward meeting them.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/23/2018
CP 29: Checking for Understanding in Daily Instruction
Conditions of Use:
Read the Fine Print
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The EL Education model promotes student-engaged assessment strategies that help students reflect on and lead their own learning. Teachers use these strategies so that students understand what they know and can do at the outset of learning and as they progress toward learning targets. Students are able to articulate their understanding and set meaningful goals for applying their learning and improving their work.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/23/2018
CP 32: Fostering a Cohesive School Vision
Conditions of Use:
Read the Fine Print
Rating

In the EL Education model, leaders unite staff, students, and the broader community around an inspirational vision of student success rooted in EL Education’s Dimensions of Student Achievement: mastery of knowledge and skills, character, and high-quality student work. This vision transforms schools into places where students and adults engage in purposeful, challenging, and joyful learning. School leaders align resources to support all domains of the school—Curriculum, Instruction, Culture and Character, Student-Engaged Assessment, and Leadership—to this vision.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/23/2018
CP 33: Leading Evidence-Based Strategic Improvement
Conditions of Use:
Read the Fine Print
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In the EL Education model, school leaders carefully set priorities and then keep their focus squarely on those priorities until they are achieved. To do this, they engage their school community in a strategic improvement process that identifies a limited number of high-priority goals, strategies, and a clear timetable that will guide actions as they work toward the vision. Leaders then deliberately and creatively align available resources (people, time, money) to fulfill the vision.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/23/2018
EL Education's Vision, Mission, and Approach
Conditions of Use:
Read the Fine Print
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Our definition of student success combines academic achievement, character and high quality work. We believe that academic success is built on strong character qualities of collaboration, perseverance, responsibility and compassion, and that character is shaped through engaging and challenging academic work.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/27/2018
Effort Tracker
Rating

A review and assessment techinique that has students draw a box on paper and fill it in with everything they can remember about a given topic 

Subject:
Education
Material Type:
Lesson Plan
Author:
Denise Carlson
Foundations of Academic Success: Words of Wisdom | Open SUNY Textbooks
Conditions of Use:
No Strings Attached
Rating

Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.

Table of Contents:

Part One: YOUR Solid Foundation

The Student Experience by Kristen Mruk

Practice, Practice, Practice by Dr. Kristine Duffy

Why So Many Questions? by Fatima Rodriguez Johnson

These Are the Best Years of Your Life by Sara Vacin

With a Little Help from My Friends by Paulo Fernandes

Part Two: YOU Are the President and CEO of YOU

Can You Listen to Yourself? by Yuki Sasao
Failure Is Not an Option by Nathan Wallace

Thinking Critically and Creatively by Dr. Andrew Robert Baker

Time Is on Your Side by Christopher L. Hockey

What Do You Enjoy Studying? by Dr. Patricia Munsch

Part Three: The Future YOU

Fighting for My Future Now by Amie Bernstein

Something Was Different by Jacqueline Tiermini

Transferrable by Vicki L. Brown

It’s Like Online Dating by Jackie Vetrano

Learn What You Don’t Want by Jamie Edwards

Subject:
Higher Education
Material Type:
Reading
Textbook
Provider:
State University of New York
Provider Set:
OpenSUNY Textbooks
Date Added:
08/21/2015
Instructional Design and Open Educational Resources
Conditions of Use:
No Strings Attached
Rating

Suppose you’re designing an online course. How might you use Open Educational Resources (OER)? Let’s take a quick look at a common model for instructional design – the ADDIE model. (There are many others but this one is very common and useful for our discussion.)

Subject:
Education
Material Type:
Reading
Provider:
U.C. Irvine
Provider Set:
U.C. Irvine OpenCourseWare
Author:
Stefano M. Stefan
Date Added:
10/12/2015
An Introduction to Global Health - Infectious Diseases - Part 1 of 2 (12:13)
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This presentation provides an introduction to infectious diseases like tuberculosis, vector-borne diseases, puerperal sepsis, streptococcus septicemia, etc. and how these diseases have affected global health over the last two centuries and decades.

Subject:
Health, Medicine and Nursing
Material Type:
Lecture
Provider:
University of Copenhagen
Provider Set:
An Introduction to Global Health
Author:
Professor Ib C. Bygbjerg
Date Added:
01/07/2013
An Introduction to Global Health - Infectious Diseases - Part 2 of 2 (07:37)
Rating

In this presentation the achievement regarding the 8 millennium goals (MDG), set by the United Nation’s member states to be reached by 2015 are reviewed, with emphasis on Infectious diseases, such as HIV, TB malaria and other vector-borne diseases, including Chagas’ disease and African trypanosomiasis, the latter belong to the ‘neglected tropical diseases’. What made it happen and why (not) is discussed.

Subject:
Health, Medicine and Nursing
Material Type:
Lecture
Provider:
University of Copenhagen
Provider Set:
An Introduction to Global Health
Author:
Professor Ib C. Bygbjerg
Date Added:
01/07/2014
Leaders of Their Own Learning: Chapter 7: Passage Presentations with Portfolios
Conditions of Use:
Read the Fine Print
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A portfolio is a selected body of student work—with reflections—that provides evidence of a student’s progress toward standards, learning targets, and character growth. Passage presentations are benchmark presentations at the end of pivotal transition years (e.g., fifth grade, eighth grade, twelfth grade). During passage presentations, students use their portfolios as evidence to demonstrate their readiness to move on to the next level of their education. Student portfolios are the anchors for passage presentations during which students—with nervousness, excitement, and pride—stand before teachers, parents, other students, or community members and present evidence of growth and readiness to move forward with their learning.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
EL Education
Date Added:
07/27/2018
Math, Grade 7
Conditions of Use:
Remix and Share
Rating

Four full-year digital course, built from the ground up and fully-aligned to the Common Core State Standards, for 7th grade Mathematics. Created using research-based approaches to teaching and learning, the Open Access Common Core Course for Mathematics is designed with student-centered learning in mind, including activities for students to develop valuable 21st century skills and academic mindset.

Subject:
Mathematics
Material Type:
Full Course
Provider:
Pearson
Date Added:
10/06/2016
Math, Grade 7, Samples and Probability
Conditions of Use:
Remix and Share
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Samples and ProbabilityType of Unit: ConceptualPrior KnowledgeStudents should be able to:Understand the concept of a ratio.Write ratios as percents.Describe data using measures of center.Display and interpret data in dot plots, histograms, and box plots.Lesson FlowStudents begin to think about probability by considering the relative likelihood of familiar events on the continuum between impossible and certain. Students begin to formalize this understanding of probability. They are introduced to the concept of probability as a measure of likelihood, and how to calculate probability of equally likely events using a ratio. The terms (impossible, certain, etc.) are given numerical values. Next, students compare expected results to actual results by calculating the probability of an event and conducting an experiment. Students explore the probability of outcomes that are not equally likely. They collect data to estimate the experimental probabilities. They use ratio and proportion to predict results for a large number of trials. Students learn about compound events. They use tree diagrams, tables, and systematic lists as tools to find the sample space. They determine the theoretical probability of first independent, and then dependent events. In Lesson 10 students identify a question to investigate for a unit project and submit a proposal. They then complete a Self Check. In Lesson 11, students review the results of the Self Check, solve a related problem, and take a Quiz.Students are introduced to the concept of sampling as a method of determining characteristics of a population. They consider how a sample can be random or biased, and think about methods for randomly sampling a population to ensure that it is representative. In Lesson 13, students collect and analyze data for their unit project. Students begin to apply their knowledge of statistics learned in sixth grade. They determine the typical class score from a sample of the population, and reason about the representativeness of the sample. Then, students begin to develop intuition about appropriate sample size by conducting an experiment. They compare different sample sizes, and decide whether increasing the sample size improves the results. In Lesson 16 and Lesson 17, students compare two data sets using any tools they wish. Students will be reminded of Mean Average Deviation (MAD), which will be a useful tool in this situation. Students complete another Self Check, review the results of their Self Check, and solve additional problems. The unit ends with three days for students to work on Gallery problems, possibly using one of the days to complete their project or get help on their project if needed, two days for students to present their unit projects to the class, and one day for the End of Unit Assessment.

Subject:
Mathematics
Statistics and Probability
Material Type:
Unit of Study
Provider:
Pearson
Math, Grade 7, Samples and Probability, Group Project Presentation
Conditions of Use:
Remix and Share
Rating

Lesson OverviewGroups will begin presentations for their unit project. Students will provide constructive feedback on others' presentations.Key ConceptsStudents should demonstrate their understanding of the unit concepts.Goals and Learning ObjectivesPresent projects and demonstrate an understanding of the unit concepts.Provide feedback for others' presentations.Clarify any misconceptions or areas of difficulty.Review the concepts from the unit.

Subject:
Mathematics
Material Type:
Lesson Plan
Provider:
Pearson