This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

The focus of the Identifying Fractions on a Number Line intervention is marking, labeling, and naming fractions on a number line. It has two phases that start with a 0 to 1 number line and moves to a 0 to 2 number line.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This Canvas-based course contains six modules: Introduction to the SEEd Standards, Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), Disciplinary Core Ideas (DCIs), Engineering Design, and Using Phenomena. The course’s purpose is to support educators in understanding shifts to instruction that are required to effectively implement the Utah SEEd Standards The course is free for participants and is self-paced. K-12 educators may register at any point. Successful completion of the entire course is worth 2.0 USBE Credits. Credit will be assigned three times during the year.

This article provides guidelines for teaching, modeling, and practicing the basics of effective speaking.

Provides strategies to improve the quality of discussion in online as well as in-person formats.

This microcredential represents educators' effective and consistent instruction on infectious disease. This is the second microcredential in the Human Diseases Stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

Inquiry-Based Teaching is the practice of allowing students to drive their learning through generating their own questions and seeking to develop answers through processes that involve gathering evidence, analyzing the data from that evidence and drawing conclusions based on their findings. Students demonstrate their understanding through the process of investigating the questions they have, as well as completing projects that allow them to experience learning through inquiry.

This microcredential stack allows a path for those seeking to obtain the instructional coaching endorsement to certify competency for Area 3 - Instructional Design & Assessment.

This microcredential represents educators' implementation of effective instructional models to support student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

This microcredential represents educators' effective and consistent planning for physical education instruction. Planning is a critical part of teaching physical education that ensures the implementation of a quality lesson. Pre Instructional decisions, starting with a personal philosophy and then determining how the lesson will be presented are key. Planning will also involve designing and implementing unit/lesson plans that are both flexible and meaningful.

This microcredential emphasizes an instructional coach's ability to guide teachers through the work of instructional planning based on the collection and analysis of student data.

This microcredential represents educators' integration of other content areas, including mathematics, ELA and engineering into secondary science instruction to support all learners. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

Interleaved Practice involves designing and implementing a schedule of practice that mixes different kinds of problems or material within a single learning experience. For example, teachers can include addition and subtraction problems on a math task to engage students in both types simultaneously. Interleaved practice is similar to how we prepare athletes like in basketball practice where players practice many skills such as shooting, dribbling, and passing all within the same session.

These articles look at the difficulty of teaching literacy in secondary schools and the reasons content-area teachers may balk when asked to teach reading explicitly.