Observation data sheet to support BTs as they observe other classes and capture Glows and Grows related to Classroom Management.
Beginning teachers can use this Google Form as they observe other classes to capture Glows and Grows related to classroom management and effective teaching strategies.
Additional Resources includes a list and explanation of instructional strategies for additional support.
Included is a link that will allow you to "Make a Copy" of a Google Form that can be used to give feedback to Teachers after a Walk-Through is completed.
This session will focus on classroom tested hands on activities. The novice computer science/technology teacher can implement tomorrow.
Children love LEGOs! And knowing how to code is becoming more and more essential for the next generation of innovators, do-ers and leaders. Put LEGOs and coding together and you have the FIRST LEGO League Explore program, an innovative and engaging project that makes classroom learning popular and fun. We will demonstrate how to build and code with the LEGO WeDo 2.0 kit. In addition, we will learn more about how this kit is used in the FLL Explore program while walking-through the curriculum and the engineering notebook used by students in grades K-4. We will also share best practices for safe use of shared materials.
This resource was developed to help educators better understand collections and remixes from Creative Commons.
This resource supports educators who are evaluating and uploading resources.
Recap video of content focus group expectations.
This resource is for teachers who wish to contribute to the North Carolina Seesaw Educators K~2 Group.
This informational Powtoon video was developed to teacher educators the basics of copyright for the Creative Commons Certificate course and is licensed as CC-BY.
This Google slide deck provides general information about copyright law and the public domain.
Craven Co Schools will engage in the work of #GoOpenNC in order to build capacity for our teachers to deliver content aligned to the standards.
This task is tied to a part of our PBL unit. Students are to create a video tutorial of an exercise or movement related to a sport and explain the proper way of completing it.
This resource helps you to pre-plan intentional lessons. It can be used for any lesson, but the lesson itself was intended when planning for tasks.
This infographic explains why Creative Commons was created, gives general information about CC and tells how to get involved in the CC movement.
Come and explore fun ways to teach students about flood walls and creating farms of the future. Students will expand their knowledge of the engineering design process and be introduced to scale modeling. We will also discuss how to bring farming into the classroom through guest speakers, professional development opportunities, and developing your own hydroponic garden.
Links to session resources:
https://static.sched.com/hosted_files/k5engineers2020/9e/3rd-5th%20Grade_Next%20Generation%20of%20Living%20on%20the%20Farm%20-%20Heather%20Russell.pdf
https://static.sched.com/hosted_files/k5engineers2020/88/K-2_Protecting%20our%20Farms_%20Crop%20Conservation%20Barrier%20-%20Heather%20Russell.pdf
AbstractThe purpose of this phenomenological study was to explore the factors affecting elementary teacher’s ability to understand the academic needs of their racially, culturally, and ethnically diverse special education students and the ways in which their values and beliefs influenced their use of culturally responsive practices in the special education classroom. The findings from this study are significant because they could add to the knowledge base of strategies to close or eliminate the achievement gap of racially, culturally, and ethnically diverse students in special education programs. Furthermore, these experiences may provide an additional opportunity for local educational agencies (LEAS) to examine the impact of culturally responsive teaching practices on the achievement of RCED students in the special education classroom.
This rubric is offered as a starting point for curriculum review and iteration on the #GoOpenNC platform.
This document is a crosswak correlating the Student Digital Learning Standards with the 4 Pillars of Personalized Learning
Once questions are targeted, This form can be used in a PLC to generate conversations around questions that were most missed by students.