Heat, cool and compress atoms and molecules and watch as they change between solid, liquid and gas phases.

This resource gives a good definition of what it means to study words through morphology and several specific instructional practices teachers could use to teach word parts.

This video includes a video of a teacher leading a whole class discussion while reflecting on the lesson.

Our learning intentions and success criteria for this course are:

Identify 2 possible strategies to make families comfortable in your program
Identify at least 2 effective listening strategies
Make a measurable goal to utilize these strategies with families in your program
You should expect this course to take no more than 20-40 minutes of on-screen learning time, with at least a few weeks of real-life work on a family engagement goal of your choice.

This microcredential represents educators' effective and consistent instruction on stress and stress management. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

Strong Classroom Cohesion promotes the sense that the teacher-to-student and student-to-student interactions are working toward positive learning goals. The class is perceived as fair, respectful and focuses on supporting all students in their learning.

The use of student-to-student collaboration and interaction through discourse is a critical skill students must develop and is central to effective student learning. This microcredential represents educators' ability to effectively met these goals in their classroom.

Provides a set of categorized questions that can be chosen from to create student interest surveys.

This microcredential represents educators' use of three dimensional classroom instruction to drive learning through 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 instruction on substance abuse and addiction. This is the third microcredential in the Substance Abuse Prevention Stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

The focus of the Subtraction within Ten intervention is to solve subtraction problems by thinking of it as an unknown addend problem. It uses a Part-Part-Whole organizer with counters to help students see the relationship.

Success Criteria are the standards by which the task or project will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students those aspects on which they need to focus, and can relate to the surface (content, ideas) and deep (relations, transfer) successes from the lesson(s).

This microcredential represents educators' effective and consistent instruction on suicide, self-harm, and resources for help. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

Summer Reading: Standard 8.EE.6 (Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b.)
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 guide supports educators in providing high-quality, effective instruction for adolescent readers, focusing on four key areas: Assessment; Framework and Planning for Reading Intervention Classes; Evidence-based Instructional Practices; Adolescent Reading Motivation.

This guide is designed for educators working with adolescent readers who are experiencing reading challenges: reading teachers, English language arts teachers, and content-area teachers with students who are struggling to access disciplinary text.

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.

Swimming Pool: Standard 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
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).