Get the latest on the University of Cincinnati's Economics Center’s $martPath, a new, online teaching resource for grades 1-6 geared towards economic and financial education. There will a tutorial of the tool and discuss ways to implement $martPath in your classroom.

Featuring more than 300 options, the teaching resource collection includes activities, videos, and literacy resources for Grades K-12.

Social-emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions. Research demonstrates that students who receive support for social and emotional learning in schools do better academically, socially and behaviorally. Social-emotional learning has also been shown to positively impact economic mobility and mental health outcomes. Developing these skills in our students is an important part of meeting the needs of the whole child.

WOSU Public Media is uniquely positioned to foster social-emotional development in a pre-school and elementary schools. The broadcast and digital assets of PBS Kids are trusted by parents, have a wide following with families, and are aligned with early learning and development standards recognized by educators and policymakers. This session provides a strong foundation in social and emotional awareness content integrating PBS Learning Apps, WOSU Public Media’s Ready to Learn resources, and a new video series, Drawing with Mr. J, to engage early learning educators with students and their families. Educators will learn how to put into action educational programming to open the door for rich conversations between children, parents, and educators about self-regulation, agency, identity and emotional balance aligned with Ohio’s Social and Emotional Learning Standards.

Social-Emotional Learning is an important component of being successful in school and society. In this session, each of the 5 components of social-emotional learning (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) will be explored. That exploration will be done through tools connected to lesson plans. In the time allotted for this session, the participant could potentially be introduced to 10-15 new integration tools. Each of those tools will be weaved into a lesson that supports social-emotional learning.

Live Q & A Doc:

Learn more about how you can support students social and emotional well-being, which is part of ensuring they are successful in school!

This session provides a strong foundation in social and emotional awareness content integrating PBS Learning Apps, WOSU Public Media’s Ready to Learn resources, and a new video series, Drawing with Mr. J, to engage early learning educators with students and their families. Educators will learn how to put into action educational programming to open the door for rich conversations between children, parents, and educators about self-regulation, agency, identity and emotional balance aligned with Ohio’s Social and Emotional Learning Standards.

The goal of this presentation is to offer tools that support an engaging online experience for students, while also providing a meaningful academic experience.

Lesson from NEH and Edsitement on the history of the flag and the Pledge of Allegiance. Introduce students to the concept of symbols, patriotism, and nationalism. The lesson includes three activities for K-2.

This is a simulation for a beginning econometrics course that shows students how heteroskedasticity biases an estimator and why the power of a statistical text is important.

This resource accepts contributions from younger children, up through age 13. This page explains the process to follow when submitting contributions. Also at this site students will find a link to a sample issue.

Looking for a different way to challenge the way your students convey their understanding while encouraging them to be creative? Stop motion animation may be an option for you. Stop motion animation adds a novel and exciting spin to projects and presentations for all subject areas. Learn how to get started in this presentation.

Since opening in the fall of 2018, the National Veterans Memorial and Museum (NVMM) has been capturing the audio history of Veterans. The Stewart Malquist Fund has provided funding to promote sharing these oral histories with students to honor Veterans. WOSU Classroom has partnered with NVMM to create a story catalog and curriculum for students in grades 5-8. Students explore oral histories shared by Veterans at the National Veterans Memorial and Museum (NVMM) to create a poetic narrative published into an eBook.
Live Q & A doc:

StoryMaker is a free learning platform powered by PBS NewsHour Student Reporting Labs. It is your one-stop shop for projects, tutorials, and lesson plans connected to media making, digital journalism, and public broadcasting.

There are several steps to becoming a storyteller. Find out what they are and be on your way to becoming a storyteller here! Learn how to find good stories to tell, and how to tell them to an audience effectively.

An effective use of rubrics that encourages the student storyteller how to determine if his/her audience is listening. Learn about the different listening skill rubrics, storytelling rubrics and a self-assessment guide that asks the reader questions about how they felt after the presentation.

What are some strategies for achieving the goal of every child reading? This site features several activities to achieve this goal with your readers.

This document provides strategies for educators to communicate and interact with students in need of "turnaround," focusing on using positive language and building trust.

In this Strategy Guide, you'll learn about a number of specific methods that can help you to gain a fuller picture of the interests of your students as well as what your students understand, know, and can demonstrate by doing.

By understanding the varying literacy strengths and habits of our students we can identify what Vygotsky calls their "zone of proximal development" where literacy opportunities are not too hard as to frustrate or too easy to bore but just challenging enough to promote student learning. With a keen eye, we can observe the interests and strengths of our students and, when possible, we can consider these to plan learning opportunities for our students. By providing choice and respectful tasks, we can provide meaningful literacy experiences.