360 degree panoramic video cameras are another way of creating 3D materials. It has potential for encouraging intense observation of many kinds of phenomena and physical environments. The ability to view it using immersive viewers, or on a flat screen, lends itself to flexible use in classrooms. This workshop describes 360 videos created for STEAM teaching and learning that challenge students to observe and analyze details in the video environments.

Chris Brown, Director of Technology at Fremont County School District #1 in Lander, Wyoming, has been working with his team to prepare for a district-wide shut down. As a small district in a rural state, Fremont #1 faces some unique challenges—fewer wireless providers, limited connectivity—but much of the advice that Chris has to offer is relevant for districts of all sizes across the country as they prepare to support an extended period of mass remote instruction.

Below, Chris provides guidance on the steps that CTOs can take to prepare, and how they can best support teachers, students, and families as they transition to online learning.

INFOhio's digital tools and resources for teachers and students in grades 6-12 support the Ohio Learning Standards, provide a foundation for the inquiry process that connects classroom learning with real-world applications, and transform students into educators, researchers, and advocates. Choose to complete individual classes in this INFOhio Learning Pathway, or complete the full 6-12 Digital Content Learning Pathway to earn up to 20 contact hours.

They offer a variety of options including a PD Online interactive course catalog, free webinar series, extensive library of videos demonstrating effective teaching practices through their PD Infocus, their My Teach Source provides classroom-focused topic packs with teacher-driven articles, videos, checklists, rubrics, reproducibles, links, and more to begin implementing right away.

This instrument assesses school climate and support services to assist schools in achieving a clear sense of where they are and where they can go.

Find ideas and resources for working with families to support student academic success areas like Math, English/Language Arts, Art, Social Studies, Physical Education, and Science/Technology!

Presentation about Ohio's accessibility system, Accessibility Manual from the Ohio Department of Education, accessibility tools, and supports and recommendations for state testing.

In this video, effective for engaging students with significant cognitive disabilities, watch how the teacher acknowledges the student's communication attempt.

There are a number of current informal reading inventories - each has its strengths, limitations, and unique characteristics, which should be considered in order to best fit a teacher's needs.

All written work should be assessed using a rubric. Using a set of criteria linked to standards not only allows for uniform evaluation, but helps students understand what is important about an assignment and encourages them to reflect on their work.

Being able to speak English fluently does not guarantee that a student will be able to use language effectively in academic settings. Fluency must be combined with higher order thinking skills to create an "academic language," which allows students to effectively present their ideas in a way that others will take seriously. The author, an ELL teacher, describes her use of "protocols" (a cheat sheet of sentence starters) to build students' cognitive academic language proficiency.

Learn how technology tools can support struggling students and those with learning disabilities to acquire background knowledge and vocabulary, improve their reading comprehension, and increase their motivation for learning.

What can afterschool programs offer that the regular school day can't? To build literacy skills and school achievement, think outside the classroom.

Many students are used to writing narratives - stories, description, even poetry, but have little experience with analytical writing. This article is an introduction to six analytical text structures, useful across content areas. See also Analytical Writing in the Content Areas.

Because writing is thinking, the organization of students' writing reflects both the structure of their thinking and the depth of their understanding. Students should be writing in all their classes, explaining what they know and how they know it. Thus, it's essential for content-area teachers to give students meaningful analytical writing assignments. Read An Introduction to Analytical Text Structures for more information and graphic organizers to help with writing instruction. L.11-12.3 Language Functions/Style

Learn about assistive technology tools - from audiobooks to variable-speed tape recorders - that help students with reading.

What does research tell us about effective teaching techniques to help adolescents develop their writing skills? This article summarizes Writing Next, a 2007 study of adolescent writing instruction.

An Anticipation Guide is a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading a selection, students respond to several statements that challenge or support their preconceived ideas about key concepts in the text. Using this strategy stimulates students' interest in a topic and sets a purpose for reading. Anticipation guides can be revisited after reading to evaluate how well students understood the material and to correct any misconceptions.

A concept map help students visualize various connections between words or phrases and a main idea. There are several types of concept maps; some are hierarchical, while others connect information without categorizing ideas.

A concept sort is a strategy used to introduce students to the vocabulary of a new topic or book. Teachers provide students with a list of terms or concepts from reading material. Students place words into different categories based on each word's meaning. Categories can be defined by the teacher or by the students. When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students' understanding of the concepts presented.