Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This lesson plan asks students to create a new, original film or podcast that is based on a specific element from a text (either a film, written text, or podcast). Students will analyze their chosen text, focusing specifically on character, theme, narrative style, use of sound, or setting analysis. This project will be taught asynchronously over the course of 5-6 class periods. 

Music educator Michelle Lewis teaches her students how to create vodcast music lessons. Lewis hopes that their vodcast YouTube channel will help students in schools without a music program learn music concepts.

This is a lesson to help students practice retelling a story about a person they have read about in a biography.  They will practice retelling a story in sequential order, with at least 3 details about that person.  They will learn to use a digital resource for creating their story and will practice other technology skills (searching for images online, typing, describing their chosen person in a clear way).  I have not used it yet; it will most likely require some adjusting after I've worked through it with students.

In this eighth grade ELA class, students write, edit and design an opinion magazine they can share with the world.

Students write authentic newspaper stories, including learning about various aspects of newspapers, such as writing an article, online articles, newspaper reading habits, and layout and design techniques.

Teachers can take a step back and create lessons that put student explorations at the center of learning.

This lesson teaches intermediate students to "use the experts" to learn how to revise to create sharp, sensory-rich experiences for their readers.

Students will engage with one another to design, create, and build a mini golf course hole using recycled materials.  Once completed, the students will need to explain how their hole works using scientific terminolgy such as force and gravity.  This hands-on, fun, creative activity will serve as an assessment tool on what students understand about the concept of force and gravity.

Students learn how to get their voice out on the web when they research issues important to them and compose a persuasive podcast to post online.

Students will explore how to have a positive digital identity. They will demonstrate their learning by creating a digital portfolio that reflects their personal interests, achievements, and goals

This lesson will focus on what a strong password is and how to create one.

In this K-2 Digital Citizenship and Technology Nearpod Drag & Drop activity, students will identify memorable and strong passwords.

This is a lesson plan to help teach students how to create a digital story using the ipad app "Story Creator" The students will watch some examples of differnt digital stories other students have created. Next, students will use previously learned information on animals and their habitats to fill out a storyboard that will help guide them to creating a digital story. Students will draw pictures and write text to accompany these pictures. The lesson will end with students presenting about their animal they chose and its habitat through means of a digital story. 

This recommended practice focuses on how teachers can foster an engaged community of writers by writing together with students, providing choice, and encouraging collaboration and feedback among students. This presentation gives ideas about how to create an engaged community where students feel safe. The two tools associated with this recommended practice are designed to help teachers plan collaborative writing lessons and reflect on current practices in building a community of writers.

This article discusses the importance of student feedback in creating a respectful, equitable classroom.