Select the student behaviour to begin. Then you will work through a series of descriptions and suggestions for what you can do to help that student.
You can look at interventions for Tier 1, Tier 2, Tier 3.
Each intervention suggested for a behavior is then "clickable" and more information is provided on why to use this intervention, and how to do it.
Designing Online Lessons
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning.
Overview of the EQuIP Rubrics for Math and ELA
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.)
The materials here were selected for ESOL learners who have intermediate-high intermediate writing skills and are starting more "academic" levels of course work in order to transition into college-level composition courses.
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.
Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.
The OEL Toolkit is openly available and openly licensed. The guidance generated by the OEL Toolkit is of primary relevance to educators and developers working within Australian higher education institutions. The OEL Toolkit web application has been designed with a focus on ease of use. It provides relevant information for users seeking guidance on using, creating, modifying or sharing a specific Open Educational Resource.
In this episode of PDTV, the Professional Development team recaps their virtual UCET conference experience. They chat about the flexibility of the online format, the disadvantages of technical difficulties, and more!
On this virtual PDTV, Jared Fawson explains to viewers how using Canvas templates makes customizing your Canvas page easier than ever! From uploading your own images to Canvas-provided icons, Jared will guide you through making the course uniquely yours.
On this virtual PDTV, Jared Fawson brings colleague Katie Blunt in to talk about student engagement. While engaging tools and nifty websites are useful, they discuss how creating an engaging course or assignment starts before implementation.
In this virtual PDTV, Jared Fawson speaks to Cory Henwood from Iron County School District. Not only is he the district's Innovation Coordinator, but he is the founder of Launch High School, a personalized competency-based school. The goal of the school is to help students develop transferable skills and enable them to focus and grow their ideas.
In our first PDTV of the school year, Jared Fawson navigates the new normal of remote learning. He chats with Hollie Fisher from Lakeside Elementary in the Davis School District. She shares how she uses OneNote, Teams and more to help with 21st century learning and teaching!
On this episode of UEN PDTV, Dani Sloan and Katie Garrett from UEN go through some tech tools that help maximize time and keep things organized. Even if you are into the old-school method of writing notes down, they have a tech tool for you!
On this episode of UEN PDTV, Jami and Michael take us through the essentials of Adobe Rush, a video editing app. All Utah teachers have access to Adobe products and grades 7-12 have them in their schools. Learn more about what you can do with Adobe with UEN Professional Development!
In this episode of PDTV, Jared Fawson and Jami Gardner share their top ten tips for attending a virtual conference. Virtual conference pro, Clint Stevens, also shares how to best navigate the 2021 virtual UCET Conference.
This document was prepared by the Professionalism Rubric Task Force in support of the 2016-2020 Master Academic Planning Goal #2: Professional Fluency at Lake Superior College in Duluth, Minnesota. It contains a rubric on professionalism, teaching strategies for the four aspects of professionalism on which the rubric is focused (Written and Oral Communication, Timeliness, Respect, and Taking Personal Responsibility), and appendices.
This document is an adaptation for online coursework of an original document prepared by the Professionalism Rubric Task Force in support of the 2016-2020 Master Academic Planning Goal #2: Professional Fluency at Lake Superior College in Duluth, Minnesota. It contains a rubric on professionalism, teaching strategies for the four aspects of professionalism on which the rubric is focused (Written and Oral Communication, Timeliness, Respect, and Taking Personal Responsibility), and appendices.
This multidisciplinary resource develops topics of interest to all those who care about and for individuals with co-occurring intellectual disabilities and mental illness. Each chapter presents current evidence informed practice knowledge. Each topic is also presented with audio enabled text boxes emphasizing 'Key Points for Caregivers.' For those who are interested in background knowledge, we provided the comprehensive literature base. And, for those interested mainly in 'what to do,' we provided text box summaries for reading and listening.
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