Free Resource Library

Grades PreK - Adult · Biology, Earth Science, Geography, Government and Politics, Science

A "Look Into" a Middle School Science Learner-Active, Technology-Infused Classroom ™

One powerful tool for conveying the LATIC vision is through our "Look Into" narratives. Each one describes a glimpse into a Learner-Active, Technology-Infused Classroom ™, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mr. Jamison’s Middle School Science Learner Active, Technology-Infused Classroom ™ The bell rings and students begin entering Mr. Jamison’s classroom. They head to the resource area , a group of repurposed milk crates, to retrieve their two-pocket folders , then sit with their home groups . They spend a few minutes looking at their activity lists , selecting goals for the day, and scheduling their time. While they don’t all schedule the same activities, they rely upon one another to make the best decisions possible to attain their goals. As groups finish scheduling their time, the students move to various areas of the room, including to round tables, lab tables, and couch areas. Jackson grabs a laptop and selects

Grades PreK - Adult · Authentic Learning, Classroom Management, Differentiation, Facilitation, Planning

A "Look Into" a Third-Grade Learner-Active, Technology-Infused Classroom ™

One powerful tool for conveying the LATIC vision is through our "Look Into" narratives. Each one describes a glimpse into a Learner-Active, Technology-Infused Classroom ™, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mr. Brown’s Third-Grade Learner-Active, Technology-Infused Classroom ™ Students enter their classroom after lunch and immediately return to work based on the schedules they’ve created for the day. Mr. Brown sits down with a few students and talks with them about the work he reviewed in their folders yesterday as well as various aspects of the problem-based PBL ( PBL ) “ Migrating Monarchs.” Students are currently engaged in this PBL and “ Terrific Tours,” in which they design virtual vacations highlighting historical landmarks in different regions of the United States. Both units integrate ELA and mathematics. Throughout the week, students are required to record observations of the class mon

Grades PreK - Adult · Authentic Learning, Classroom Management, Differentiation, Executive Function, Facilitation, Formative Assessment, Planning, STEM

A "Look Into" Mr. Castro's Seventh-Grade Math Classroom

One powerful tool for conveying the Learner-Active, Technology-Infused Classroom ™ vision is through our "Look Into" narratives. Each one describes a glimpse into LATIC, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mr. Castro’s Seventh-Grade Math Learner-Active, Technology-Infused Classroom ™ Students enter Mr. Castro’s classroom, which is decorated with their models of stacked polyhedra hanging from the ceiling. They are working on a PBL, “ Custom Lighting Prototypes," in which they combine various types of polyhedra to create a lighting fixture. Students pick up their folders from the resource table and get started by reviewing and, if needed, revising the schedules they created earlier in the week. Within the first 10 minutes of class, students must self-check homework and determine whether or not they need to attend Mr. Castro’s small-group mini-lesson related to the skill or concept practiced the p

Grades PreK - Adult · Family, Health, English/Lang. Arts (ELA)

A "Look Into" Mrs. Milan's Sixth-Grade English Language Arts Classroom

One powerful tool for conveying the LATIC vision is through our "Look Into" narratives. Each one describes a glimpse into a Learner-Active, Technology-Infused Classroom ™, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Mrs. Milan’s Sixth-Grade Language Arts Learner Active, Technology-Infused Classroom ™ As students arrive in Mrs. Milan’s classroom, some sit at tables while others select the soft seating area. Some students go to the resource table and retrieve a group of two-pocket folders . Each student belongs to a home group of three to four students. The first member of the group to arrive retrieves all of the folders for the home group members. The groups start by revisiting and adjusting their schedules, which they created on Monday, for the class period. They check to see if Mrs. Milan added or changed any small-group mini-lesson times or follow-ups to the recorded benchmark lessons all students are required to complete.

Grades PreK - Adult · Authentic Learning, Classroom Management, Differentiation, Facilitation, Formative Assessment, Scheduling

A "Look Into" Ms. Houston's Second-Grade Class

One powerful tool for conveying the Learner-Active, Technology-Infused Classroom ™ vision is through our "Look Into" narratives. Each one describes a glimpse into LATIC, painting a picture that allows teachers to envision similar moments in their own classroom. A "Look Into" Ms. Houston’s Second-Grade Learner-Active, Technology-Infused Classroom ™ It’s Wednesday, and students file into Ms. Houston’s classroom, put their things away, and head to their tables. One student from each table heads to the resource table to retrieve the folders, Efficacy Notebooks , and table journal for their home group. Another student takes the table journal and looks for Ms. Houston’s comments on how well they worked together yesterday. In one group, Gabriella reads the comments from the table journal, which were mostly good, except for them needing to return materials to the resource table so others can use them. The group members all nod or give a thumbs-up to signify they’ll work on that today. Then the

Grades PreK - Adult · Authentic Learning, Hybrid Learning

A “Look Into” Ms. Jackson's and Mr. Bloomfield's High School Math Classroom

Our "Look Into" narratives provide a glimpse of a student-driven classroom, painting a picture that allows teachers to envision similar moments in their own classroom. A “Look Into” Ms. Jackson’s and Mr. Bloomfield’s High School Math Classroom *This Look Into contains student use of AI. Always follow and use district-approved AI tools and regulations.* As students enter the classroom, they access their devices to review the schedules they’ve created for their learning goals. They check small-group mini-lessons , adjust their plans, and begin working. Some gather materials from the resource area, while others move into different learning spaces: individual work areas, collaborative tables, and discussion zones. Two weeks earlier, Ms. Jackson introduced the PBL March Madness Selection: Calculation or Conjecture? Students analyze the NCAA tournament selection process using historical data. Each group selected learning experiences from an activity list housed in their learning platform. As

Grades 3 - 4 · English/Lang. Arts (ELA)

A Butterfly Garden

In this task, students will design a butterfly garden that someone in the community could plant and that they could plant at the school to attract butterflies and help them thrive. Students will spread the word and educate others about the threat to the butterfly population.

Grades 9 - 10 · English/Lang. Arts (ELA), Reading, Social Studies, Writing

A New Kind of Literacy for a 21st Century World

Students learn to be critical consumers of online information.

Grades 4 - 5 · English/Lang. Arts (ELA), Science, Technology

A Place for Robots

This unit is aligned with both the Next Generation Science and CCSS standards for fourth to fifth grade.

Grades K - 1 · Community, English/Lang. Arts (ELA), Science

A World Without Butterflies?

Students will learn about butterflies – their life cycle and why they are important – as they write to inform others how to protect these special creatures. In addition to learning about the life cycle of a butterfly, students gain an understanding of how to read and interpret informational texts.

Grades 4 - 5 · Social Studies, Math, English/Lang. Arts (ELA)

Airport Problem

Air travel has become a vital part of our transportation infrastructure. Cities and suburbs are growing, and additional airports may help reduce waiting times at ticket counters and security checkpoints. Students will learn and apply geometry and geography as they determine where to build an airport for their community.

Grades 11 - 12 · Art, English/Lang. Arts (ELA), Reading, Technology, Writing

Artistic Persuasion

Persuasive writing isn't the only way to convince someone to support an issue or cause. Artists use their talents to persuade others through murals, sculptures, paintings, photographs, and more.

Grades K - 1 · English/Lang. Arts (ELA), Writing, Community, Social Studies

Author's Choice

Wouldn't it be special to see your community featured in a children's book? Primary students learn the basics of story elements and letter writing to convince a favorite author to use their community as the setting for his/her next publication!

Building Durable Skills Through Classroom Structures and Strategies

This reflective tool will help you consider structures and strategies that can be used to build 13 durable skills for students by focusing on "how" you teach in addition to "what" you teach. Use the Downloadable Items at the right side of the page to access the complete tool. Return to Browse Downloadable Items Unit Materials More Structures and Strategies of the Learner-Active... Structures and Strategies for Building Executive... The Resource Area Analyzing Your Activity Lists for Active...

Grades PreK - Adult · Computer Science, Technology

Building Executive Function Through Hour of Code

Coding is exciting to students: You write the commands to make something happen. What control! Coding also requires a high level of executive function skills. What a great way to build these critical skills! " Hour of Code " is an annual event to let students experience what it is like to create a computer program that accomplishes something. Students might program a motorized object to move, create a video game, create an animated card, and more. Coding helps build executive function skills, which are critical to academic achievement. This resource offers a list of executive function skills for you to consider when having students engage in coding, whether it's for "Hour of Code" or any other time. Use the rightmost column to check off those skills that will be addressed in the activity. For those not specifically addressed, consider how you might modify the activity to include them. For example, if students are designing a video game, rather than a "trial and error," have them attemp

Building the Concepts of Cause-and-Effect Relationships

True engagement requires teachers to shift paradigms and create the conditions for students to actively engage in the learning process. This tool is meant to support students in identifying cause-and-effect relationships within academic content, while also building their executive function skills. Engagement, rather than compliance, leads to lasting learning. However, true engagement requires teachers to shift paradigms and create the conditions for students to actively engage in the learning process. Teachers can implement certain structures and activities in which students not only engage in learning, but also build executive function skills. For some existing activities, a few modifications will enable students to engage with the content more actively. Alternatively, teachers may need to design new activities addressing targeted skills and/or content. “Everyday life is filled with cause-and-effect relationships. Mastering this concept and using it strategically can lead to great suc

Media

Building Tools for Facilitation

In the Learner-Active, Technology-Infused Classroom™, teachers thoughtfully plan for the deliberate and purposeful structures and strategies to facilitate their instruction. This screencast explores the stages of active facilitation, and provides tools to gather formative assessment data to drive instructional decisions.

Grades K - 1 · Science, Writing, Earth Science, English/Lang. Arts (ELA)

Can a Frog, Turtle, and Fish Help Us?

Funny Frog, Terrific Turtle, and Fast Fish live in a pond. They spend their time playing, eating, breathing, moving, sleeping, and more. Human beings live their lives in much the same way, but in a different place from a pond. Could Funny Frog, Terrific Turtle, and Fast Fish help us in our lives? Students have an opportunity to be innovative while learning science content. They are challenged to create an invention to help humans based on how frogs, turtles, and fish live.

Categories of Technology Infusion

The scaffold for learning was designed to support teachers in providing students with various resources to tackle the different aspects of the problem-based task at the center of a PBL. Because technology can be used in the classroom beyond the ways explicitly stated on the scaffold, this activity will guide you through some uses that you may not have considered before. One challenge of technology is that it rapidly changes so that by the time you learn a particular application, it has been replaced by another. Although certain applications may be named on MyQPortal, it is more important to focus on the capability and category rather than a specific application. Information Management is one of the earliest applications of technology in the classroom. The internet was first referred to in classrooms as "information at your fingertips." Calendars, spreadsheets, databases, address books, and word-processing documents fall into this category. Students can use techn

Change the World with “Hour of AI”

Hour of AI (formerly Hour of Code: www.hourofcode.com) presents students with opportunities to program computing devices and develop an appreciation for the potential of technology. Explore how AI can support achievement and offer opportunities to build the necessary career and life skills. We need to design classrooms that are empowering the digital generation. To explore the full resource, use the Downloadable Items at the right side of the page. Teacher Evaluation Models: 2013 Danielson 1b , 1f , 2a , 2b , 3a , 3c , 3d , 3e , 4a , 4b , 4c 2014 Marshall A.c , A.d , A.e , A.i , C.h , C.i , D.a , D.b , D.c , D.d , D.e , D.f , D.g , D.h , D.i , D.j , E.h , F.j 2016 Stronge 2.1 , 2.4 , 4.1 , 4.2 , 4.3 , 4.4 , 4.5 , 4.6 , 4.7 , 6.3 , 6.4 2013 Marzano 1.1.DQ1.1 , 1.1.DQ1.2 , 1.1.DQ1.3 Observational Evidence: Teacher can articulate the best strategies/uses for her/his grade book. Students are consistently engaged in data collection/self-evaluative activities and data from these activities c

Grades 6 - 8 · Algebra, Earth Science, Physics, Science, Technology

Colony on the Moon

Students explore the engineering challenges with sustaining human life on a moon.

Grades 3 - Adult · 21st Century Skills, Authentic Learning, Executive Function, SEL

Conflict Resolution: Learning Center

Learning centers are independent activities that guide students to grapple with core concepts and skills. This learning activity will help students explore the concepts of viewing situations from multiple perspectives and conflict resolution. This learning center involves multiple materials that would be best kept together in a folder. Notice that the directions are clear and require the students to take action, which will decrease their need to ask for assistance from the teacher. Students can sign up for a period of time to complete the learning center and add it to their schedules. Signing up in advance for the learning center will help the students coordinate the use of the resources with others. Use the Downloadable Items on the right side of this page to access the document. Return to Browse Downloadable Items Unit Materials More In Reinventing the Classroom Experience , learn how to design versatile learning environments in which instruction is as effective virtually as it is in

Connective Thinking

Grades Adult · All

There are five different strategies we can use to support students in connective thinking. Use the resource below to engage your brain in thinking in connective ways. Use the Downloadable Items at the right side of the page to access the full document. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More In Reinventing the Classroom Experience , learn how to design versatile learning environments in which instruction is as effective virtually as it is in person. Bestselling author and consultant Dr. Nancy Sulla shows how you can provide high-quality instruction that works as well at home as it does in school. Learn how to create innovative, student-driven learning environments in your school in Students Taking Charge Implementation Guide for Leaders

Considerations for Co-Teaching in a Student-Driven Classroom

The student-driven classroom is well-suited for a co-teaching model. With very little whole-group presentation of information, student-driven classrooms in general, and Learner-Active, Technology-Infused Classrooms specifically, allow for teachers to interact with students in one-to-one and small-group settings. For co-teachers in a student-driven classroom, having a plan of action is essential to ensure that both teachers understand and agree upon procedures and expectations, thus creating a more cohesive environment for everyone. With your co-teacher, reflect upon the following items and questions to leverage your relationship and maximize student learning. Use the Downloadable Items on the right side of this page to access the document. Return to Browse Downloadable Items Considerations for Co-teaching More Co-Teaching in the LATI Classroom Facilitation Roadmap

Create a Learning Activity

In student-driven classrooms like the Learner-Active, Technology-Infused Classroom, the teacher moves away from presenting the content to designing a more differentiated learning environment. Students then engage in instructional activities aimed at a targeted concept or skill. Use this tool to design a learning activity to teach, re-teach, or move beyond a certain skill. As you create your PBL, you will begin by considering the “what,” also known as the ways in which the students will engage with the content. This will consist of brainstorming a scaffold for learning and a set of learning activities through which students will achieve the level of demonstration of knowledge outlined in the analytic rubric. Use the Downloadable Items on the right side of this page to access the document. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing

Create a Transfer Task

In the Learner-Active, Technology-Infused Classroom, a transfer task refers to a summative assessment in which students must transfer the knowledge gained throughout the PBL to a new situation through a performance-based task. A transfer task should: be authentic and set in a novel context require one or two class periods for students to complete require students to apply their learning and demonstrate understanding of the content include a short rubric or scaled checklist for grading/evaluation purposes Follow the steps below to create a transfer task for a PBL. To begin creating your own transfer task, use the Downloadable Items to the right. Teacher Evaluation Models: 2013 Danielson 1a, 1c, 1d, 1f, 3d 2014 Marshall A.a, A.d, A.f, D.a 2016 Stronge 1.1, 2.1, 2.2, 4.3, 4.5, 4.7 2013 Marzano 1.1.DQ1.1, 1.1.DQ1.2 Return to Browse Downloadable Items How-To Sheet How-To Sheet (Google Chrome Users: If you have the Office Editing exten

Creating a Culture of #STEAMLATIC

STEAM and the Learner-Active, Technology-Infused Classroom ™ Use the Downloadable Items at the right side of the page to access the resource. Teacher Evaluation Models: 2013 Danielson 1a , 1b , 1c , 1d , 1e , 2b , 2c , 3a , 3c , 3e , 4a , 4e 2014 Marshall A.a , A.b , A.c , A.f , A.g , A.h , A.i , B.e , B.f , B.h , C.d , C.e , C.f , D.a , D.c , D.d 2016 Stronge 1.1 , 1.2 , 1.3 , 1.4 , 1.5 , 1.6 , 1.7 , 1.8 , 1.9 , 2.1 , 2.3 , 2.4 , 2.5 , 3.1 , 3.2 , 3.5 , 3.6 , 3.7 , 4.2 , 5.3 , 5.4 , 5.5 2013 Marzano 1.1.DQ1.1 , 1.2DQ2.10 , 1.2DQ2.6 , 1.2DQ2.9 , 1.2.DQ3.14 , 1.2.DQ3.15 , 1.2.DQ3.17 , 1.2.DQ3.18 , 1.2.DQ3.19 , 1.2.DQ3.20 , 1.2.DQ4.23 , 1.3.DQ5.24 , 1.3.DQ5.30 , 1.3.DQ7.33 , 1.3.DQ8.36 , 1.3.DQ8.37 , 1.3.DQ8.38 , 2.1.42 , 2.1.43 , 2.1.44 , 2.2.45 , 2.2.46 , 2.3.47 , 2.4.48 , 2.5.49 Return to Browse Downloadable Items Creating a Culture of #STEAMLATIC Creating a Culture of #STEAMLATIC (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and e

Creating a Culture of #STEMLATIC

STEM and the Learner-Active, Technology-Infused Classroom ™ Use the Downloadable Items on the right side of this page to access the resource. Teacher Evaluation Models: 2013 Danielson 1a, 1b, 1c, 1d, 1e, 2b, 2c, 3a, 3c, 3e, 4a, 4e 2014 Marshall A.a, A.b, A.c, A.f, A.g, A.h, A.i, B.e, B.f, B.h, C.d, C.e, C.f, D.a, D.c, D.d 2016 Stronge 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 3.5, 3.6, 3.7, 4.2, 5.3, 5.4, 5.5 2013 Marzano 1.1.DQ1.1, 1.2DQ2.10, 1.2DQ2.6, 1.2DQ2.9, 1.2.DQ3.14, 1.2.DQ3.15, 1.2.DQ3.17, 1.2.DQ3.18, 1.2.DQ3.19, 1.2.DQ3.20, 1.2.DQ4.23, 1.3.DQ5.24, 1.3.DQ5.30, 1.3.DQ7.33, 1.3.DQ8.36, 1.3.DQ8.37, 1.3.DQ8.38, 2.1.42, 2.1.43, 2.1.44, 2.2.45, 2.2.46, 2.3.47, 2.4.48, 2.5.49 Return to Browse Downloadable Items Creating a Culture of #STEMLATIC More Rubric to Assess a STEM-Focused PBL The Learner-Active, Technology-Infused Classroom ™ and 21st Century Skills Deve

Creating a Culture of Creativity: A Sense of Touch

Creativity is important for solving problems. Creative people are able to make connections. This tool is intended to promote creativity by directing students to use their sense of touch to tune into the environment, drawing connections between and among ideas. In her book Building Executive Function: The Missing Link to Student Achievement , Dr. Nancy Sulla defines creativity as “the generation of new ideas and processes, imagining what does not exist in your worldview.” One’s creativity is enhanced by the ability to make connections, and connections are created through experiences. Thus, exposing students to varied experiences helps build a culture of creativity. Dr. Sulla enlightens us, helping us understand that creativity is an executive function, and can be developed. With heightened sensitivity to the environment, this tool encourages students to use bisociation, the process of connecting two ideas that seemingly do not connect, in order to create something new, as a creative pro

Creating a Priming Plan for Your Learner-Active, Technology-Infused Classroom ™

There are three overarching goals of the Priming Plan: to introduce students to the structures of the Learner-Active, Technology-Infused Classroom ™ prime students for academic success through hope, confidence, and optimism; and gather assessment data related to academics and social interaction to make decisions for the first PBL. Use this planning tool to develop a Priming Plan for your students. What would get the school year off to a powerful start? Students who are inspired, motivated, and feeling good about their capabilities Students who know how to use the structures of a Learner-Active, Technology-Infused Classroom ™ Teachers who have an understanding of each student's background knowledge, personality, interests, and dispositions toward learning Teachers who have an understanding of their class as a social entity; that is, which students work well together and who might have conflicts That’s the purpose of a Priming Plan: to prime your students for succe

Creating a Purposeful Activity List

The activity list is an important and valuable structure within the Learner-Active, Technology-Infused Classroom ™. Using activity lists promotes student responsibility for learning by providing students with the opportunity to select the learning and practice activities that meet their individual needs and goals. This resource outlines the characteristics of a purposeful activity list. To access the complete activity, please use the Downloadable Items on the right side of this page. Now that you have designed your scaffold for learning, your next step is to create a series of activity lists for your students to use as they progress through the PBL. The activity list is a structure that will allow students to meet the expectations outlined in the analytic rubric, while taking responsibility for their own learning. An activity list will enable your students to access the activities from your scaffold for learning in an organized format. The use of activity lists

Creating a Student Learning Dashboard

Students can use learning dashboards with standards and curricular objectives to track their progress across the year, using the data to select learning activities. The tool uses 3rd-grade ELA and Math standards as an example. Like a car dashboard, a learning dashboard offers students and teachers an up-to-date snapshot of progress. This sample dashboard lists discrete skills from curricular standards and allows the teacher or student to designate if a student is "Just Learning," "Practicing," or at the "I Got This!" stage. This resource provides a spreadsheet template that has conditional formatting. Try it: Next to a standard, under one of the columns, type in an x and hit the enter/return key. Notice how the box turns the column color? Imagine a student looking at his or her dashboard and seeing the green boxes stack up! Even if the teacher is the one entering the data, the dashboard should be shared with students so they can follow their progress. The first step to implementation i

Culture of Creativity

In her book Building Executive Function: The Missing Link to Student Achievement , Dr. Nancy Sulla describes a culture as “a set of shared beliefs, values, assumptions, symbols and traditions” that fosters student growth in all aspects of their lives. In order to create a culture of creativity, Dr. Sulla leans on the work of Kaufman and Gregoire (2015) to identify nine behaviors shared by creative people. The tool can be used to teach students the skills necessary to be creative and effective problem-solvers. To access the document, use the Downloadable Items on the right side of this page. Return to Browse Downloadable Items Resource Resource (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More Creating a Culture of Creativity: A Sense of Touch

Curriculum Planning with Cognitive Strategies in Mind

This planning tool will help administrators and teachers identify which strategies should be taught in order to develop those cognitive processes associated with specific standards. State standards emphasize cognitive processes over information acquisition. The first planning tool is for teachers and curriculum developers to delve more deeply into a single standard. Although you would not engage in this exercise for every standard, the process will help focus educators on the importance of supporting the development of cognitive processes. For example, making associations will help students build their discrimination skills, memory aids will help build their memory, etc. For each cognitive process, check off the cognitive strategies that should be directly taught or reinforced related to the standard. Then design activities that focus on building those strategies. The second tool can be used as a facilitation grid to note which strategies students are utilizing effectively in their stu

Design a Learning Center

Use this tool to design a learning center to teach, re-teach, or move beyond a certain skill. In the Learner-Active, Technology-Infused Classroom ™, learning centers guide students to grapple with core concepts and skills. Learning centers could be activities that revolve around limited resources, activities that involve an independent hands-on experience, or activities that involve materials that are best kept together (such as tactile pieces). Learning centers involve multiple materials that would be best kept together in a folder. Directions are clear and require the students to take action, which will decrease their need to ask for assistance from the teacher. Students can sign up for a period of time to complete a learning center and add it to their schedule. Signing up in advance for a learning center will help the students coordinate the use of the resources with others. Use the Downloadable Items on the right side of this page to access the document. Return to Browse Downloadab

Grades 6 - 7 · Science, Writing

Design a Sustainable City

Inspired by UN Sustainable Development Goal 11, students will research the climate change issues in a particular area and design an aspect to improve the sustainability of the town or city using IDE Corp.'s Design Process.

Grades 6 - 8 · Science, English/Lang. Arts (ELA)

Designer Genes

Students investigate the importance of genetics and the impact of genetic testing on the world community.

Grades 5 - 6 · Business and Economics, Geometry, Family & Consumer Science, Math

Designer Pizza

What if you wanted a larger piece of everything pizza and smaller pieces of cheese pizza and buffalo chicken pizza? Maybe pizza shops should consider more customization of pizza purchases! In this PBL, students develop a high-quality menu plan and present it to a local pizza shop to innovate pizza purchases.

Designing an Equitable #LATIC Learning Environment

Students spend the majority of their day in school and should be immersed in educational experiences that acknowledge all individuals. The Learner-Active, Technology-Infused Classroom strives to provide an equitable learning environment for all learners by creating a culture that accepts and appreciates differences. Use the Downloadable Items on the right side of this page to access the resource. Teacher Evaluation Models: 2013 Danielson 1a , 1b , 1d , 2a , 2b , 3c , 3e , 4e 2014 Marshall A.a , A.g , A.h , B.d , F.g , F.h , F.j 2016 Stronge 1.2 , 1.3 , 1.7 , 3.1 , 5.4 , 5.6 , 6.3 2013 Marzano 1.3.DQ5.31 , 1.3.DQ8.36 , 1.3.DQ8.38 , 2.3.47 , 2.4.48 , 2.5.49 , 4.1.56 Return to Browse Downloadable Items Resource Resource (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More Check out more equity resources: Mirrors, Win

Grades PreK - Adult · Executive Function, Equity

Designing an Equitable #LATIC Learning Environment Through Empowerment

Creating an environment that meets the needs of all your students can have lasting effects on their success. Providing all students with access and opportunity is key to maximizing potential. The Learner-Active, Technology-Infused Classroom empowers all students to make decisions about how, when, and with whom they work (Sulla, 2018). Empowerment is something that is built over time through deliberate planning and structuring of the classroom environment. Use this tool to create opportunities for your students to take responsibility over their actions. First, reflect on the current practices that exist in your classroom to empower your students. Then, develop structures and strategies to empower your students to make a change in their community. To access the activity, use the Downloadable Items on the right side of this page. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Users: If you have the Office Editing extension installed, for the best Word vie

Designing Equitable Learning Environments: Getting to Know Your Class

Gathering information regarding students' social and emotional needs is just as important as assessing existing knowledge of academic content. This tool will support you in your effort to get to know your students at the beginning of the year. “Not all students come to school with the same background, skills, learning styles, or prerequisite knowledge. Educational equity involves providing students with the supports that they individually need to succeed.” - Dr. Nancy Sulla, Students Taking Charge (2 nd Edition) At the start of the school year, students are often engaged in activities in which they get to know one another as well as classroom rules and procedures. At this time, many teachers gather data through foundational assessments. At the start of the year, it is equally important to understand the background, interests, culture, and social interactions of each of your students. As stated above, educational equity means looking at each of your students individually and knowing wha

Grades PreK - Adult · Equity

Designing Equitable Learning Environments: The Technology Lens

In a student-driven learning environment, teachers are tasked with designing differentiated opportunities for students to learn and practice content. Within that design comes the integration of technology use. When we think about equitable access to learning, we should consider how the use of technology can enhance this for all of our students. The scaffold for learning is an important component of the PBL. The teacher uses the scaffold for learning as a tool for planning differentiated opportunities for students to learn and practice content. For this reflection, we will zoom into the ‘Interactive Websites’ and ‘Technology Uses’ boxes within the scaffold for learning. Use this tool to reflect on how you can integrate technology to promote an equitable learning environment. Click on the image below to access the resource or use the Downloadable Items on the right side of this page. Return to Browse Downloadable Items Unit Materials Unit Materials (Google Chrome Us

Developing "If, Then" Implementation Plans to Build Executive Function

Grades PreK - 12 · All

Have students use this tool to create "If, Then" plans to stay on track for achieving short-term behavior goals. In his book The Marshmallow Test: Why Self-Control is the Engine of Success , Walter Mischel offers strategies for building self-control, one of the skill areas of executive function. The Marshmallow Test itself was part of a series of studies out of Stanford University in the 1960s and 1970s on delayed gratification. Preschool-age children were given the option of one treat (e.g., a marshmallow) now or two treats if they waited 15 minutes. Those children who could delay gratification for the bigger prize were found to experience more school and life success in later years. The good news is that you can build executive function skills, including the skill of delayed gratification. Some students are easily distracted from their goals for immediate gratification. For example, I could get my work done or pass notes to my friend; I could focus on homework or watch that televisio

Grades 6 - 8 · History, Business and Economics, Government and Politics, Technology

Digital Serfs?

Students explore feudalism in the Middle Ages as they consider the possibility of an emerging digital feudalism.

Grades 3 - 4 · Math, Science, Writing

Eat Local and End Hunger!

Eat Local and End Hunger! challenges students to use their math and research skills to build and maintain a community garden to address UN Sustainable Development Goal 2 about ending hunger around the world. Students will then promote the garden with a community cookbook and website of the produce their weather zone can grow.

Grades 11 - 12 · Business and Economics

Economists for Equity

This economics PBL challenges students to look at the factors that make up the American economy: taxes, government programs, subsidies, etc., and closely examine what is working and what is not to make a fairer economic vision for this country.

El Alumno Como Constructor de Su Propio Aprendizaje: Translated "If,Then" Implementation Plans

Article

Embracing Cultural Pluralism

Grades Adult · All

Take a moment to consider why embracing cultural pluralism supports an equitable learning environment. Embracing Cultural Pluralism In an equitable learning environment that celebrates diversity, cultural pluralism -and not cultural assimilation - is encouraged. Cultural pluralism is the concept that individual ethnic groups have a right to exist on their own terms within the larger society while retaining their unique cultural heritages. Embracing cultural pluralism means that not only is there a presence of multiple ethnic or cultural groups in a society, but their cultural values and practices are accepted and appreciated by the society, as long as they are consistent with the laws and values of the wider society. Educators know that diversity supports the building of new knowledge. Teachers can provide opportunities for students to share cultural values and practices in order for them to build their cultural understanding. Educators should also prioritize time for students to ask questions so they can embrace differences. Cultural pluralism in the classroom means that students coexist with their unique cultures, backgrounds, experiences, and identities. Students feel the identities of all students are welcomed, and high expectations are set to advance academic achievement for all learners. How can you as a teacher embrace cultural pluralism in your classroom? Consider the tips below: Embracing cultural pluralism will contribute to students feeling valued and accepted. Consider how you will embrace cultural pluralism in your equitable learning environment.

Ends-Based Teaching

This graphic organizer will help deconstruct standards into the actual end goal and the concepts and skills that are the means to achieve it. It is useful for curriculum design as well as instructional planning. New standards are raising the bar to higher levels of understanding and application. Most standards have two components: the end goal itself and the means of getting there through concepts and skills. Consider the

Grades 6 - 7 · English/Lang. Arts (ELA), Social Studies

Equitable Education for All!

The goal of this unit is to create empathy with other children/students around the world and strive to create an awareness of inequity. In this unit, students will develop an understanding of how other children are, or are not, educated around the world. Students will realize that they have the power and the ability to make a change in the world.

Grades 11 - 12 · Government and Politics, Civics, History, Writing

Every Vote Counts

Does every vote count? This unit capitalizes on burgeoning voters' felt need to understand the presidential process and their civic duty to make informed decisions about the United States of America as it forms "a more perfect union."

Grades PreK - Adult · Executive Function, Facilitation, Formative Assessment, Planning, Reflection

Executive Function Assessment

Executive function can be built through deliberate practice in the classroom. This Executive Function Assessment outlines the conditions under which one can learn. Teachers and students may utilize this assessment as a self-reflection tool for their own skill development. Teachers may also use it as an assessment instrument to determine their students' level of executive function. The four columns at the top are meant to categorize current skill development and set goals for future growth. Use the Downloadable Items on the right side of this page to access the document. Observational Evidence: NA Return to Browse Downloadable Items Executive Function Assessment Executive Function Assessment (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More How the Learner-Active, Technology-Infused Classroom ™ Builds Executive

Executive Function Skills Mapped to Increasing Levels of Complex Thinking

Executive function is a skill that can be built. The more teachers think through deliberate activation of executive function skills, the more it will become a part of the classroom culture. Use this tool to analyze how executive function skills are also powerful partners in academic achievement. In her book Building Executive Function: The Missing Link to Achievement , Dr. Nancy Sulla maps the 40 key executive function skills to the important life skills of conscious control, engagement, collaboration, empowerment, efficacy, and leadership. She believes schools should focus on building the bigger life skills in students, supporting the foundational executive function skills at each level. The tool below maps which of the essential executive skills foster the various levels of increased complex thinking. To access the document, use the Downloadable Tools at the right side of the page. Return to Browse Downloadable Items Executive Function Skills Mapped To Increasing Levels of Complex Th

Executive Function: Small-Group Facilitation Grid

This tool is intended for students identified as needing support in one or more executive function skills (via Executive Function Assessment or otherwise). Use the grid to identify focus skills to be developed. Similar to the Executive Function Assessment (EFA), which is per student, this allows you to take a snapshot of a small group or cluster of students. Use the Downloadable Items on the right side of this page to access the resource. Teacher Evaluation Models: 2013 Danielson 1b , 2a , 2b , 4b 2014 Marshall B.b , B.d , B.f 2016 Stronge 1.2 , 1.7 , 4.1 , 4.5 , 4.8 , 5.4 , 7.2 2013 Marzano 1.1.DQ1.2 , 1.3.DQ8.36 , 2.4.48 , 2.5.49 , 4.1.56 Return to Browse Downloadable Items Facilitation Grid Facilitation Grid (Google Chrome Users: If you have the Office Editing extension installed, for the best Word viewing and editing experience, please right click the document link and select Save Link As... to download and edit in Word.) --> More For more resources on executive function: Explore H

Grades 3 - 4 · Community, Geography, English/Lang. Arts (ELA), Math, Reading, Science, Social Studies, Writing

Extreme Weather: Are You Prepared?

You may be prepared for the typical severe weather in your region, but what about weather that is out of the norm? In this PBL, students research past atypical, extreme weather. As they learn about the hazards of such weather, they collaborate to create resources to support families in planning for possible extreme weather.

Facets Are Assets: A Reflection for Teachers

This resource prompts teachers to reflect on students' experiences as assets to the learning community. Any given classroom will have a range of learners. There could be a student who excels at math sitting right next to someone who can finish a chunky book over a weekend. Some will come from single-parent households, while others will live in a joint family with up to four generations under one roof. What is critical to the success of our students is that they are not made to feel ashamed or pitied for their unique experiences. In fact, their facets are assets! Check out the scenarios below to see how Linda brings students’ life experiences into the classroom. Scenario 1 Amanda is a 14-year-old 8th-grade student. She has been held back twice because of poor grades and perpetual absences from school. Her teacher, Linda, notices a cycle with Amanda. She misses a couple of days of instruction in a row and then comes back and is well behind the rest of her peers. Add in the fact that she

Facilitation Roadmap

The teacher becomes an architect of the learning environment, designing for retention. As students engage in the learning process, the teacher shifts to a masterful facilitator of learning. Use this "roadmap" to help you provide the right facilitation at the right time. Note : It’s easiest to facilitate when students are grappling with a problem to solve or with a new skill or concept. To access the document, use the Downloadable Items on the right side of this page. Teacher Evaluation Models: 2013 Danielson 3a , 3b , 3c , 3d , 3e 2014 Marshall C.a , C.b , C.c , C.d , C.e , C.f , C.g , C.h , C.i , C.j 2016 Stronge 3.1 , 3.2 , 3.3 , 3.4 , 3.5 , 3.6 , 3.7 , 4.2 , 4.3 , 4.6 , 4.7 2013 Marzano 1.2.DQ3.5, 1.2.DQ4.3 Return to Browse Downloadable Items Facilitation Roadmap Flowchart More Powerful Facilitation A "Look Into" Mr. Reid's Second-Grade Class Four Types of Formative Assessment The Continuum of Control BYOD Priming Plan Learning vs. Practice Activities Teacher Evaluation Models 2013

Grades 7 - 8 · Geometry, Math

Find the Area of a Circle

Provide students with multiple ways to learn information. Students can use this how-to sheet to learn the parts of a circle and how to calculate the area. Use the Downloadable Items on the right side of this page to access the planning guide. Return to Browse Downloadable Items How-To Sheet More This tool can be used with the PBL How Do You Celebrate Pi and the How-to Sheet Find the Circumference of a Circle

Five Levels of Content Facilitation Questions

When you are a masterful facilitator, you spend a majority of your time working with students one-on-one, in pairs, or in small groups as students are working on differentiated activities. As students are working on their activities, you'll want to have thought through a set of leveled questions to ensure that each of your learners is progressing toward and beyond content mastery. Content facilitation questions can be designed to accompany a PBL. Brainstorming these questions in advance can help the teacher think through how they plan to differentiate instruction, challenge students' thinking, and keep them in flow. Use the Downloadable Items on the right side of this page to review the following descriptions and examples. Teacher Evaluation Models: 2013 Danielson 3a, 3b, 3c, 3d, 3e 2014 Marshall C.e, C.f, C.g, C.h, C.i 2016 Stronge 3.1, 3.2, 3.3, 3.4, 3.5, 3.7 2013 Marzano 1.2.DQ2.1, 1.2.DQ2.3, 1.2.DQ2.5, 1.2.DQ2.6, 1.2.DQ2.8, 1.2.DQ3.4, 1.2.DQ3.5,

Five Types of Videos Planning Template