Hear about different models of 21st century learning skills from experts in the education field. Chris Rush from New Classrooms, Teresa Napoli from School of One and Rebecca Rufo-Tepper from the Institute of Play discuss the emergence of new approaches to learning, such as personalized and game-based learning. [5:37]

This collection uses primary sources to explore the American Indian Movement between 1968 and 1978. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Help your students think critically about the dynamic and changing nature of what it means to be a leader. Below you'll find resources that will assist and encourage your students to explore their value systems, promote positive leadership discussions around school, and embolden your students to think beyond the traditional notions of leadership. Bring these Leadership Principles into your classroom by sharing biographies of influential individuals around the world, watching speeches from world leaders, and discovering supplemental lesson materials to assess understanding and prompt classroom discussion.

This resource provides information about careers for recreation workers. Included is information on working conditions, training and job outlook, in addition to several other topics.

Learning about adult learning is essential if coaches want to be effective. It's a vital knowledge set. It's foundational to moving the practices of teachers because adults are complex creatures when it comes to learning. In this guidepost, coaches will dissect the theory of andragogy and learn practical steps of application. Coaches will dissect the theory of andragogy and learn practical steps of application.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

Tools (frameworks) such as TIM (Technology Integration Matrix) can be used to inform the type of support provided in a digital age learning environment. The TIM is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide educators with models of how technology can be integrated throughout instruction in meaningful ways to create a digital age learning environment. The model supports and enables educators to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences to result in higher levels of achievement for students. The coach transforms learning experiences to result in higher levels of achievement for students through the use of digital learning frameworks.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

Efficient meetings are a necessary component of successful school operations and initiative implementation. In this guidepost, coaches will learn how to host efficient meetings that will result in expeditious processes and increase team spirit and connection. Coaches will learn how to lead meetings in a structured way, with intention and engagement from all parties involved. Coaches will learn how to lead meetings in a structured way, with intention and engagement from all parties involved.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

Cultivate a safe and responsible digital culture. Explore ways of supporting teachers with lesson design, developing strategies, and modeling best practices to create responsible digital citizens. The learner will explore strategies to help cultivate a safe and responsible digital culture.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

While creating innovative and successful teams is not as simple as mimicking the processes of emotionally intelligent groups of people, what you can do is create the required conditions in which members of the team can develop their emotional intelligence. In this guidepost, coaches will learn strategies of how to develop and improve the emotional intelligence of their school team. The coach will learn strategies of how to develop and improve the emotional intelligence of their school team.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

In this Dinosaur Train clip, the dinosaurs disagree about the leadership of the Nature Trackers club. This clip teaches students about compromise and conflict resolution. [3:09]

Effective communication sounds like it should be instinctive. But all too often, when we try to communicate with others, something goes astray. Not everyone is prepared for two-way communication. With two-way communication, the other person hears something else, and misunderstandings, frustration, and conflicts ensue. In this guidepost, coaches will learn how to facilitate effective communication among teachers, administrators, and students. Coaches will learn how to facilitate effective communication among teachers, administrators, and students.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

This unit uses William Shakespeare’s Much Ado About Nothing as a vehicle to help students consider how a person is powerless in the face of rumor and how reputations can alter lives, both for good and for ill. They will consider comedy and what makes us laugh. They will see how the standards of beauty and societal views toward women have changed since the Elizabethan Age and reflect on reasons for those changes. As students consider the play, they will write on the passages that inspire and plague them and on topics relating to one of the themes in the play. Finally, they will bring Shakespeare’s words to life in individual performances and in group scene presentations.

ACCOMPLISHMENTS

Students read Shakespeare’s Much Ado About Nothing .
Students read two Shakespearean sonnets and excerpts from an Elizabethan morality handbook dealing with types of women, and they respond to them from several different perspectives.
For each work of literature, students do some writing. They learn to write a sonnet; create a Prompt Book; complete a Dialectical Journal; and write an analytical essay about a topic relating to a theme in the play.
Students see Shakespeare’s play as it was intended to be seen: in a performance. They memorize 15 or more lines from the play and perform them for the class. Students take part in a short scene as either a director or an actor.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What are society’s expectations with regard to gender roles?
Does humor transcend time? Do we share the same sense of humor as our ancestors?
How do we judge people?
How important is reputation?

BENCHMARK ASSESSMENT (Cold Read)

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

CLASSROOM FILMS

The Branagh version of Much Ado About Nothing is available on DVD through Netflix and for streaming through Amazon. Other versions are also available on both sites.

In this lesson, students will begin reading Shakespeare’s Much Ado About Nothing aloud in class and make predictions based on what they’ve learned so far. For homework, they will finish their sonnet’s final couplet.

This site contains links to many interviews with Jesse Jackson. There are also links to a list of important events in his life, links to his religious views, and his social impact.

This learning module includes several lessons that help promote kindness, empathy, and resilience among students.

Further thinking about the vision and role of coaching to empower teachers to leverage technology into their classrooms. Learn about the ways to carry out these roles, and how this understanding can influence one’s work. The coach develops a vision and mission statement, hones their management skills, and supports educators to understand their role as a coach to serve the educators and students within their school.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

Review skills to help you effectively reflect on your work as a transformative leader, contribute to a culture of peer support, and engage in eliciting feedback for your coaching development. The learner will review skills to help them effectively reflect on their work as a transformative leader and to contribute to a culture of peer support.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

A refined personal vision statement helps a leader understand their best self and best work. It is a high-level snapshot that paints a picture of their ideal future, encompassing their contributions, causes, beliefs, and sustainability. In this guidepost, coaches will refine their vision and engage in learning activities that will enhance their practices as coaches. Coaches will refine their vision and engage in learning activities that will enhance their practices as an experienced coach.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

Ronald Heifetz, who is renowned for defining the adaptive leadership framework, shares his journey from practicing medicine to teaching at the Harvard Kennedy School. We learn about the principle of adaptability, and how it can help us navigate the COVID-19 pandemic. This is “The Mobilization of Adaptability” for the Xchange. A new virtual interview series from LabXchange at Harvard University, the Xchange showcases the diverse roles, projects, and initiatives that make up the intersecting fields of science, education, and health. Hosted by LabXchange Faculty Director Robert Lue, our first season features a range of perspectives on the impact of COVID-19.