The Examining Stereotypes strategy supports teachers to equip students with the ability to analyze how stereotypes are reinforced or challenged in texts, and to understand the importance of challenging stereotypes.
Material Type: Teaching/Learning Strategy
The Identifying and Addressing Implicit Bias strategy contains tools needed to discover and explore unconscious biases, and to develop ways to respond to those who act on prejudices. It is designed to support teachers to create safe, considerate and successfully collaborative learning environments. The strategy can be used in the beginning of and throughout the school year as students explore new content that may uncover new biases. When students have opportunities to transform their own thinking and plan ways to transition from bystanders to upstanders, the learning community becomes a place of empowerment.
Material Type: Teaching/Learning Strategy
The development of this module was sponsored by Branch Alliance for Educator Diversity to facilitate the development of OER as instructional materials for teacher education courses.
Material Type: Module, Unit of Study
This series of units will walk us through thinking organizers, reflective activities, and a protocol that could be used as a starting point for taking a deeper look at the ways in which our assessments of students may contain unconscious bias. Why Rubrics? This series focuses on classroom, rather than standardized, assessments. The pedagogical approaches to teaching and learning that are grounded in using rubrics tend to be simultaneously the most (potentially) engaging for students and most vulnerable to subjectivity in "scoring" by teachers. Since rubrics are most commonly utilized to score student products and performances, in contrast to multiple choice or fill-in assessments, there is a higher likelihood of cultural, linguistic, and ableist biases to be present in both the scoring instrument (rubric) and the scoring process.
Material Type: Activity/Lab, Reading
This is a protocol and reflection activity for introducing and practicing the idea of paraphrasing as it is presented in the 7 Norms of Collaboration work from Garmston and Wellman (Adaptive School, Cognitive Coaching).Estimated Time: 45 minutesGroup Size: No more than 16It is intended to be part of a larger professional learning experience for K-20 educators who are developing as leaders of another educators learning. It is based upon a portion of the summer 2017 Oregon Science Project Summer Institute for Learning Facilitators.The Seven Norms of Collaboration1. Pausing2. Paraphrasing3. Posing Questions4. Putting Ideas on the Table5. Providing Data6. Paying Attention to Self and Others7. Presuming Positive Intentions
Material Type: Module
This Module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours).
Material Type: Module
This Module offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom (est. completion time: 2 hours).
Material Type: Module
This Module provides an overview of accommodations for students with disabilities (est. completion time: 1 hour).
Material Type: Module
This Module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour).
Material Type: Module
This revision of the Teaching and Learning in New Mexico: Considerations for Diverse Student Populations Module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes.
Material Type: Module
This Module—a revision of Who's In Charge? Developing a Comprehensive Behavior Management System—highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior (est. completion time: 1 hour).
Material Type: Module
This Module—a revision of You're in Charge! Developing Your Own Comprehensive Behavior Management Plan—reviews the major components of classroom management (including rules, procedures, and consequences) and guides users through the steps of creating their own comprehensive behavior plan. The module is a companion to Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan (est. completion time: 2 hours).
Material Type: Module
Designed to help teachers build positive relationships with families, this Module highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities (est. completion time: 1 hour).
Material Type: Module
Teachers are required to implement the adopted content standards and to make the connection between standards-based curriculum and the planning and designing of lessons to ensure that students meet expected content standards. This Module serves as a basic guide for the process (est. completion time: 2.5 hours).
Material Type: Module
This Module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning preferences—that influence learning (est. completion time: 3 hours).
Material Type: Module
Checklist of best practices for creating accessible resources.The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.
Material Type: Teaching/Learning Strategy
This resource contains the video series which is intended to help you learn more about using the Oregon Open Learning Hub.
Material Type: Student Guide
Presentation about How the Selection of HQIM Addresses Challenges Presented in TNTP's The Opportunity Myth. Content adapted from slides by The New Teacher Project.
Material Type: Lecture
Links to the webinar recordings and presentations.
Material Type: Lecture
In October 2022 ODE presented this webinar and guide to using federal funds to support well-rounded learning opportunities.
Material Type: Lesson
