School librarians can improve their practice by expanding their interactions to peers from different countries and cultures. This issue explores how school librarians can increase their global competence. Articles address cultural intelligence, international school library guidelines, school library research from around the world, and more.

This is one in a series of Teach With INFOhio blog posts which aligns INFOhio's resources and web-based tools with Future Ready's Framework. The series of blog posts for Future Ready will be completed by August 2019.

The focus of the lesson is to review and strengthen understanding of the Pythagorean Thm and the Converse of the Pythagorean Thm.  In addition review and strengthen the students algebra skills regarding square roots.This cover Ohio Standards in geometry:Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. 

In this lesson, students will use a variety of materials to create a boat that float and hold weight without sinking.

Check out this fun promotional movie created by Triway GenYES students and their teacher Darin Murray.

Learning to categorize and sort objects and ideas is a key component to helping primary age students find and use materials in their library. When teaching students in grades 2-3 the Dewey Decimal System, consider this lesson which asks them to categorize recognizable objects into groups based on shared traits. Using concrete objects will help you bridge learning so that the more abstract concept of grouping books by similar topics is attainable for these learners. This lesson uses content from INFOhio's Educator Tools and ISearch.

Building the Future of Arts Education
Professional development for educators. Summer intensives for young artists. Teaching artist-guided activities for families. Performances for young audiences. Classroom lesson plans. Arts-focused digital media.

Kennedy Center Education offers a wide array of resources and experiences that inspire, excite, and empower students and young artists, plus the tools and connections to help educators incorporate the arts into classrooms of all types.

Ohio's K-12 Social and Emotional Learning Standards support the whole child, providing embedded social and emotional learning to impact student safety, cuture, performance, and success. This package offers supplementary lessons and instructional materials to support educators of students in grades 3-5. This content package is a collection of instructional materials to help educators access resources supporting a subject or specific educational standards. Each item included in the package is premium content licensed or purchased by INFOhio or an open access item that has been reviewed by educational professionals. 

Welcome to INFOhio's Research 4 Success course, designed for students who are working on a research project. This includes students in grades 11 and 12 and students in a College Credit Plus course. The course material may also be used by college and university students and faculty.R4S is designed to be facilitated by teachers in conjunction with a research project. Upon completion of R4S students will have the skills to conduct research successfully in college and careers.Course GoalsLearn Research StrategiesFind, Evaluate, Organize InformationUse Information EthicallyUse Digital Media to Collaborate and Present ResultsConduct Research Successfully in College and Careers

Asking good questions is where research projects begin. If you are creating a term paper, video, or presentation, it all begins with the question. We seek answers every day. Which college is best for me? Which car is most economical to drive? How can I find a job?To become an effective, creative researcher and problem solver, the first step is to begin with good, solid questions that focus your research topic or solution to a problem. By the end of the module your students will be able to say:I can ask appropriate questions that help me focus a research topic or solve a problem. I can use questions to narrow or broaden my topic.I can ask questions that open several avenues for me to explore. 

How do I locate valid information?Finding the best sources to answer a question saves time. If you are creating a term paper, video, or presentation, make sure you have the best sources possible! To be an effective, creative researcher you must first begin with quality information from multiple sources. By the end of the module your students will be able to say:I can gather relevant information from a variety of sources to answer a question.I can use limiters to narrow my search to get useful results.I can use technology tools to help  me keep track of relevant sources and share the information I locate.  

The modules in this course along with the teacher guide are provided to educators and students free of charge. Each module may be used individually or the entire series of modules may be used as the foundation for research and inquiry standards requirements or to support Project Based Learning in your curriculum.

"The reward of a thing well done is having done it." —Ralph Waldo EmersonPart of education is applying what we have learned to how we work and how we interact with others. Even when we realize we could have done something better, we have learned a valuable lesson and can transfer this to future projects or interactions. The work you do today can impact your future and the career you choose.No project is complete until you determine it was a job well done. When you play basketball, you know if you made the basket or you missed. When you play an instrument, you listen to see if you are in tune. How do you figure out if your project makes the grade? That's what this module is all about.By the end of this module, your students will be able to say:I can use reflection to evaluate the process, the completed project, and the presentation.I can apply what I have learned about the research process successfully in college and/or my career.

How do I take notes?One thing's for sure: technology makes it easy to copy and share ideas and information. But a person can get into big trouble when they share ideas and information that they don't own. Almost every day we read about people who made the mistake of copying and publishing without asking permission.Plagiarism in a research project can lead to dismissal from a college. Plagiarism at work can lead to dismissal from your job. So how do you make sure you are not plagiarizing? The key is organized research. Organized research starts with a close reading of the source. Researchers take good notes and organize them so that they are useful.By the end of the unit your students will be able to say:I can take good notes from my sources on the evidence I have gathered.I can organize my sources and notes, using appropriate tools.I can keep track of information from a variety of sources to avoid plagiarism.

How do I evaluate my resources?Knowing how to identify accurate, reliable, quality information can help you make the best decision and create the best product or project. Knowing how to select the best information will save youtime and might save you money. By the end of this project, your students will be able to say:I can find information to answer my research question or solve a problem by using the advanced features of appropriate databases and search engines.I can evaluate information from a variety of formats when researching.I can use technology to gather relevant information effectively and efficiently.

You have found your sources. You've taken good notes and organized your information. You have an idea you want to share. The next step is polishing it up for others to see. You will need to choose the best way to share your new knowledge with your audience. Remember to give credit to the original author of any work - music, video, writing, or even a game. By the end of the unit, your students will be able to say:I can develop a thesis statement.I can create and use citations properly.I can support my topic by selecting the best facts, reasons, ideas, examples, and details from my sources.I can use technology to produce, publish, and update my project. I can organize and share my research, collaborate with others, and publish projects.

Science Over Everything is a blog dedicated to helping middle and high school students understand current events in science and why they are relevant to their daily lives. Our site is intended to be a resource for teachers, providing each blog post with classroom activities to help the students comprehend what they are reading and fit the articles in a school's curriculum.

This PBL lesson will set writing expectations for the class at the beginning of the year. By creating a rubric for writing, students will examine the language of the standards, identify nunanced differences in criteria for different scores on writing assessments, establish expectations for writing during the school year, and collaborate with peers to engage in creating an authentic product.