On this episode of UEN Homeroom, Matt and Dani get the pleasure of speaking with "This Land" podcast host and activist, Rebecca Nagle about Native American culture and education. Their conversation covers storytelling, uplifting marginalized voices and how educators can learn more about Native American culture.

In this episode, Dani and Matt are joined by Heather Francis and Brenda Beyal from the BYU Arts Partnership's Native American Curriculum Initiative. They talk about the initiative, why it exists, how they built the curriculum and how it will help educators.

This is a video of two native Spanish speakers getting to know each other, using greetings, memorized phrases, and occasionally slightly higher-level speech. It is meant to be a way for Spanish learners to practice listening skills.

After more than 30 years in prison and an historic election that for the first time in the nation's history included all citizens regardless of race, Nelson Rolihlahla Mandela became President of the Republic of South Africa on May 10, 1994. This Teacher's Guide includes resources for teaching about the brutality of apartheid, the resilience of the nation's people, the leadership of Nelson Mandela, and elementary source materials that will inform discussion about the country's emergence in the world.

In the last of our Back to School episodes, Jared and Dani talk with Nicole Johnson, UEN Admin Assistant extraordinaire, about her experiences as a student during COVID. As part of the conversation we cover topics such as: what COVID required of students, how schools and educators fared providing instruction during distance learning, and what schools can do to help support students if classes go online in the upcoming school year.

For more than 400 years, Shakespeare's 37 surviving plays, 154 sonnets, and other poems have been read, performed, taught, reinterpreted, and enjoyed the world over. This Teacher's Guide includes ideas for bringing the Bard and pop culture together, along with how performers around the world have infused their respective local histories and cultures into these works.

During this meet-up, Dr. Kathy Essmiller of Oklahoma State University shared how she has used departments’ RPT documents to find “shared vocabulary” between their promotion requirements and faculty members’ work in OER. Dr. Essmiller also shared Marjon Baas’s dissertation as a guide for using OER and a sample letter, typically signed by the dean of the library, that a faculty member might use in their dossier.

On this episode of UEN Homeroom,Dani Sloan and Katie Blunt have an in-depth conversation with Megan Simmons and Joanna Schimizzi from the ISKME team. Megan and Joanna touch on the creation of the Open Educational Resources (OER) Commons and how it has been a powerful tool for educators during the pandemic.

In this episode of UEN Homeroom,Dani and Matt are joined by Ray Matsumiya and Iman Al-Omari from the Oleander Initiative. Listen to learn how they inspire peace education in the classroom by taking teachers from across the world to Japan to learn about the resilience of the survivors of the 1945 Hiroshima and Nagasaki bombings.

In this problem learners explore square numbers and the relationships between them while practicing basic number skills. By applying a systematic strategy they determine three numbers that satisfy the conditions of the scenario. There are links to hints and a solution page; Teachers' Resources include suggestions for implementation, reflection, and differentiation.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.

Open Middle tasks provide opportunities for student to approach a mathematical task using different strategies and representations. They can be used as a warm-up/closing activity, as a formative assessment, or to facilitate discourse and discussion and get insite into student thinking and problem solving. These tasks provide a great opportunity for student to engage with the Standards for Mathematical Practice.