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 tutorial focuses on active listening including what it is and how to become an active listener; a slide show provides the five basic elements of listening. It also offers a video of Alice Walker reading Soujourner Truth's "Ain't I a Woman" [3:13] for students to use to practice active listening. It ends with ways to improve listening skills.

Interactive lesson plan which allows for elementary students to learn the "Part of speech," concepts of adjectives as well as effective characterization techniques. Uses the story of Charlotte's Web.

Students can learn how to use language appropriately through these notes on pretentious language, nine presentation slides on using jargon, eleven presentation slides on cliches in writing, and a video also about cliches. [2:00]

In this arts integrated unit, students will explore Rocks and Soil. These projects focus on bringing multiple art forms to the Earth Sciences for third graders. Students will focus on comparing and contrasting the 3 types of rocks, as well as their attributes. They will create and perform a riddle in which the class will try to guess which rock the riddle represents. The students will analyze the rock cycle by composing small group dance compositions. Students will take a Gallery Walk viewing photographs of different types of soil in its natural setting and illustrate their own version of soil in its natural setting.

Watch the ways students learn mindfulness by paying attention to their senses, breath, and body movements. [3:38]

Reading Rockets offers this exceptional site with video footage of an interview with Laurence Yep. There are transcripts of the interview, biographical information, and links to some of his books as well.

This site is focused on the context of talking about the family and includes a video and a worksheet. This video explores the vocabulary and structures of family, age, marriage and family celebrations. The grammar areas of focus are on usage of the verb ser and tener, including TENER AÑOS to tell age. Because of the video content, Firefox users may want to use another browser since it has been know to have problems with the plugin.

Videos of science classrooms provide opportunities for a rich analysis of classroom instruction, teacher moves, and student thinking. BSCS Videoverse takes you inside classrooms with a growing collection of 2-20 minute video clips spanning a variety of topics. Many videos also come with associated resources, including transcripts with context for the video content, lesson plans, student handouts, and other teaching materials.

In this transcript of an interview for Eyes on the Prize, Harry and Eliza Briggs describe their experience in the first school desegregation case, Briggs v. Elliott.

Explore the autumn scene while learning math, literacy, and science at the same time! These fall-themed resources highlight ways to make traditional fall activities -- like visiting the apple orchard, going on nature hikes, and collecting colorful leaves -- educational. Use the creative ideas embedded in these videos, activities, and games to organize a fall festival and encourage students of all ages to develop an appreciation for the wonders of fall. This Collection includes: Video (35), Interactive (4), Media Gallery (16), Document (3), Interactive Lesson (2) for Grades All , Resources in Spanish (15).

A set of two cartoon videos. The first [5:08] explains colons and how they can be used properly in sentences. The second [3:42] introducing dashes, their usage, and how they can be used to create tone.

This 13-minute video lesson discusses collective learning and how symbolic language drives collective learning and how this is one of the truly differentiating aspects of human beings relative to the rest of the animal kingdom. [Cosmology and Astronomy playlist: Lesson 82 of 85]

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

This article from DNA from the beginning is loaded with goodies about genetics and DNA. Starting with Mendel all the way through the concept of DNA, you will see how life is given certain characteristics. Some animations and audio clips are given.

Two French scientists describe the research they did to figure out how bacteria turn certain genes on and off. The topic is a little involved, but the animations should help you understand the process.

Early research showed that genes code for proteins. This was based on studies using mutant strains of bread mold. This multimedia article includes animations, pictures, video, biographical information, and quiz questions that are accessed by clicking on buttons along the bottom of the page.

This game helps students to understand the concepts of changing supply, changing demand, and equilibrium price, as the price of bags of ice changes after a hurricane has swept through a community.

Odyssey Online is a resource for both students and teachers as they explore world mythology in reading, writing, history, and art classes. Providing sections on Near Eastern, Egyptian, Greek, Roman, and African mythology, Odyssey uses images from the past to provoke students' critical thinking and questioning about ancient people, their belief systems, and ways of life. The "Teacher Resource Site" provides lesson plans, resources, and standards guidelines for instructors wanting help integrating the reading and studying of mythology into the classroom experience.

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.

In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

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 has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

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.