Constructivist Teaching involves providing students with learner-centered, active instruction, where students explore ideas, propositions, explanations, solutions and take subsequent actions. The main idea of this approach is that students “construct” their own meaning through experiential learning. In a constructivist environment students are provided authentic, engaging experiences to build understanding rather than being told through a traditional lecture approach.

This microcredential represents educators' effective instruction on contraception, including abstinence. This is the third microcredential in the Human Sexuality stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

Cookie Fundraiser: Standard 6.NS.1 Interpret & Compute Quotients of Fractions.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Cooperative Learning occurs when two or more learners collaborate to achieve a common goal. Typically, cooperative learning programs seek to foster positive interdependence through face-to-face interactions, to hold individual group members accountable for the collective project and to develop interpersonal skills among learners.

This guide outlines the Utah Core standards for 1st Grade English Language Arts.

This guide outlines the Utah Core standards for 2nd Grade English Language Arts.

This guide outlines the Utah Core standards for 3rd Grade English Language Arts.

This guide outlines the Utah Core standards for 4th Grade English Language Arts.

This guide outlines the Utah Core standards for 5th Grade English Language Arts.

The focus of the Count to Know How Many intervention has two phases. Phase 1: Count and write the number of objects up to 20 and understand that the quantitiy stays the same even if objects are moved into different shapes or line. Phase 2: Count out the requested number of objects up to 20 and write the number of objects.

County Fair: Standard 6.EE.6 (Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.).
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

This is the detailed lesson plan. Students will be guided through the strategies included in reciprocal teaching as they read/listen to the Goshute tale "Coyote Loses His Eyes." based on the Goshute story booklet adapted by Kathryn Hurst and Cultural Consultants Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

This is the detailed lesson plan to create a story map based on the "Coyote and Frog Race" Goshute story booklet adapted by LeeAnn Parker and Cultural Consultants Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

The students will write a story to activate their prior knowledge. They will then read a story and identify the characters, problems, and solutions within that story. After reading the story, the students will retell it in comic strip form. Possible extensions tie in with the Science Core. This concept map is based on the "Coyote and Mouse Make Snow" story booklet. According to Goshute tradition, Coyote tales should only be told during the wintertime. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

This lesson utilizes the experience-text-relationship method to enhance comprehension of the story "Coyote and the Rolling Stone," a traditional Goshute tale. It includes an experience-eliciting discussion/activity, a discussion about the students' reading of the story, and a discussion relating students' experiences to the content of the story. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. These stories come with glossaries of traditional language vocabulary and teaching points. The Kennedy Center's ArtsEdge "Elements of Dance" lesson plan (http://bit.ly/2Em9JZN) for teaching dance elements can be tied in with "Coyote and the Rolling Stone" by incorporating the action words used in the story for choreographing a dance movement experience as a class.Lesson Plan Author: LeeAnn Parker

Students will use predicting, questioning, commenting, and connecting to the text as strategies while they read. They will also practice retelling the story to a partner to demonstrate comprehension. This detailed lesson plan is based on the Goshute story "Coyote and the Rolling Stone" story booklet adapted by Merry Adams; Cultural Consultants: Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

This microcredential represents educators' ability to appropriately use crosscutting concepts to support student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

Curiosity is the urge to explain the unexpected, to resolve uncertainty, or the urge to know more (Meta X Learning). Cognitive scientist Elizabeth Bonawitz suggests it “acts as a kind of filter you put over the world to help the mind decide what information to attend to. It’s a physiological response that helps drive action and decision-making to support learning.”