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A community-built dictionary of STEM signs

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arte de emociones/porque, pero y entonces

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National Science Teacher Association Free Resources

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National Science Teacher Association Free Resources

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Another method of showing a customisable slide.

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Welcoming Schools teacher-friendly lesson plans are designed to help educators create classrooms and schools that are affirming of all students and their families. A key focus of Welcoming Schools is to provide comprehensive resources for educators to teach about LGBTQ+ people and topics to foster equity and belonging in schools.

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Lesson Plans for LGBTQ+ Inclusive Elementary Schools

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Help kids talk about the real ways they are bullied or learn about family diversity including LGBTQ+ headed families. All are aligned with the Common Core Standards.

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Elementary School Lesson Plans: History Frameworks » Teaching LGBTQ History

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This collection of lesson plans is for California Elementary School students grades K-5th.

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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Native Knowledge 360° | Smithsonian National Museum of the American Indian

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Educational resources, lesson plans, teacher training, and strategies to support positive change! Native Knowledge 360° is a national initiative to inspire and promote improved teaching and learning about Native America. #NK360

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Matt:
Hello SEL education community, my name is Matt Pearsall. I am the community manager here in the SEL and education community and I am really excited to be able to share with you today at the beginning the inauguration of our of our new speaker series when we start- we're having a regular series of community members and other people coming in and talking to us giving brief talks around various different topics on social emotional learning and I am not only excited to be kicking off this event but also really excited to be able to kick off at this event featuring somebody who had a chance to meet here before A long time SEL champion in the SEL education community, Lynn Thomas. And so we're gonna be talking about supporting learner variability and without further ado I wanto kind of introduce you all to Lynn Lynn can you tell everybody a little bit about yourself before we jump in?

Lynn:
Hi I'm Lynn Thomas I'd love to Matt. I'm really happy to be here. Really excited about speaking to everybody I'm an ed secondary school english teacher from dunville ontario and I'm also an HP Teaching Fellow and I really advocate for mental health support and mental wellness and social emotional learning. I'm really excited to be here today.

Great! And so this topic of supporting learner variability one of the things on it that I really appreciated when I heard that you wanted to talk about this was that this is something that we all, we, every educator deals with every single day and so kind of hearing how you this connection you found in a little bit you were telling me about it before we started got me really excited. So can you tell us a little bit more about about this this this tool that you've been using and and why it's so exciting?

Well yes definitely. I'm really excited to share it with you so um it's a tool that was introduced to me through being an HP Teaching Fellow and it's something that has been created by Digital Promise who are a non-profit organization who research and try and fill the digital learning gap. And the wonderful thing about it is like learner variability as we all know our kids come to school with all kinds of stuff in their backpack and everybody learns different and we try to adjust and do everything in our programs to try and support all those students and that's a real feat how do you do it for you know 30 odd kids in a room and that kind of thing and a lot of times it can be overwhelming when we try and think about well but how do I account for trauma? How do I account for social emotional learning? how do I account for any cognitive issues? How do I account for background knowledge? You know English language learner, there's so many things that it can feel overwhelming.

And how do you put all that together so the really cool thing about it - and it's called the Learner Variability Navigator - is that it does put all those things together and I love the fact that a lot of times we often think about when we want to do a social emotional learning activity it's very explicit and what I love about this is it offers strategies that are based on research to support any of the different variables or factors that affect learning. And it gives you teaching strategies and methodologies that support those things so you can build it as a thread throughout your program, like every single day and every single lesson without feeling like you're adding more. You know it's switching to how you teach something as opposed to teaching one more thing. And I think that sometimes can really you know it's it's a hard thing to figure out how to do. And you know what are those things it supports so well.

Matt: I think we got you got muted there Lynn there we go you're back

Lynn: okay so I'm having trouble picking which screen I want. That's the one. I got it. Okay sharing. Okay is it right can you see the Learner Variability Navigator? Yep okay.

So this is the Digital Promise's Learner Variability Project. As I said, Digital Promise is an independent nonprofit and their mission is to accelerate innovation and improve opportunities for learning. So basically, what they've done is they've taken research and put it at our fingertips. This is open source and free for all educators. So, you can see as we move down through their research, they've defined basically four pillars that are the main areas that they look at.

So you know here we have social emotional learning, and but we also have content cognition and student background. And then what they did is created looked at those pillars and looked at them in these different models. So they've broken it down basically into kind of numeracy and literacy, which basically they can hit on every single subject. Right, so for ease and because it's the one I'm most familiar with. So you know we'll have a look at the grade 7-12 model and explore the factors. So the first time I saw this, I was blown away by this part so here you can see the four pillars divided in the columns and you can see the factors that they discovered affected learning the most what's really marvelous is when I hover over any one of these factors you can see how some fade out and highlight and it shows automatically right there visually how they're interconnected. And I thought that was just brilliant because sometimes we would forget like you know I wouldn't have thought reading fluency would be affected that much by social emotional learning right and it really emphasized the importance of integrating everything together to support the whole child. And you know you can see like hearing is a factor you know it. I thought it was marvelous, but it gets better.

So on any one of these I can click on and it will take me to a summary page. And then basically outlines what the factor is here it can go it goes into a little more deeper explanation about those connections you know critical literacy so it talks about why is emotion why does critical literacy get affected by emotion you know why does competition get affected so those it really helps. It's, it's like the best teacher PDA out there, I think also.

And again explains all the main ideas so in emotion and if you continue down the page it gives you lots of opportunities to learn more. And I like this - the view measures and references. And it's a little different on for each of the factors, but what's wonderful is one you could dig into the references if you wanted to, but it also gives you measures. So sometimes, these are specific sorts of assessments that you could use in the classroom sometimes they're more specialized where it might be your school psychologist or something like that would deliver and interpret these sorts of assessments but there's a lot of them that the classroom teacher could utilize to then give themselves a better base of understanding so then if we go back and as I said sometimes there's a couple of different measures in there and and then you can see it goes into what are the strategies for this factor and before we get into there I will go back up to the top and you'll notice here we have strategies. So I'll show you that and again here we can see all the different areas down the left hand side and on the right hand side we see all the various strategies again that have been extensively researched and you can see just by the color coding what ones support each of the different factors and for example we can look at annotating. And again like before when I click on annotating I'm taken to a summary page that gives me an overview of what is this strategy and what is it like. But it's really awesome because it then gives me a perfect like a lovely example of it in action in a classroom. It also on the right hand side gives me an example of a technology tool that does a really good job in supporting this specific factor, so you know if you want to need to want to etcetera integrate technology you can find out what ones are really good at supporting that factor.

And as before you there's a ton of examples so you can really learn how are people using this strategy in their classroom and find something that really works for you and learn about it better and even dig into more research if you want to go down rabbit hole, which I have you know so and you can really find out different strategies and what they look like and how successful they can be and work in the classroom.

And finally up here in explorers what's really cool is you can create your own workspace and I'm just gonna show you directly the workspace that I created and what it does. Basically, it's you can go and select five or six factors that maybe you want to focus in on. You know, your class needs etc and that's what I did with this where I was given a new course to start this year our whole board is shifting our grade english courses to indigenous literature and so looking at that coming into coming back to school this year obviously I had a lot of things that I had to think about so I selected specific factors that I thought were going to be really important. So background knowledge because it's kind of lacking critical literacy always important in the english classroom but I also looked at given the emotions and adverse experiences and it's great because this workspace you can give annotation notes so you know I thought okay there's a lot of things that might be triggering just because of the subject matter this year emotions are probably going to be a big factor because of coming out of you know isolation etc and you can share the workspace so you could collaborate with colleagues wow you can just share it straight as a view viewing piece and the strategies that it came up with now it gives me a really great panorama I guess strategies that I can use and build on in my classroom so I know I'm supporting those different factors throughout what I'm teaching, no matter what the content material is.

This is really cool. This is, it's amazing yeah - the depth and breadth has just been phenomenal and the learning possibilities like as a teacher to see how those things are connected and learn the strategies that can support so many different things at the same time is just phenomenal. Yeah I think I mean one of the most powerful things I think from this is I hear a lot, I hear people saying "Well how do we move social motion learning into the classroom?" and I think there's a lot of real there's a lot of high level ways that we talk about that a lot but this really makes it very concrete it's like here's this teaching strategy that that probably most educators will recognize They'll say "oh I already do that, yeah like a gallery walk." How many of us do gallery walks all the time? Well now it's like, "Oh look at that, it supports emotion and it supports motivation. Wow, I wouldn't have thought that." Yeah right - or a guided inquiry. Like, "oh it didn't occur to me that that could be a social emotional learning tool."

Lynn: Yeah and and when when when when we kind of are aware of that then we can be a lot more intentional about how we're approaching it and saying that I'm not just doing this as an academic exercise I'm doing it as a social emotional learning exercise at the same time.

Yeah. Yeah, and I thought it was really cool you know obviously we still need those explicit times where you know maybe we're looking at the vocabulary and the social emotional word wheel or you know and that check-in and that kind of thing but to then carry it throughout the day in the various ways that you teach I think is just phenomenal. Yeah, wow. I really appreciate you you sharing this with us. I think I'd like to ask just one one question here at the end before we before we wrap up and say that that for people approaching this for the first time, what's the what's the where should they start? What's the what's the what's the first place they should go to, you know, What I - just again - it's pretty straightforward how they have it set up is just go to the Learner Variability Project, and I believe you put that n the chat for people to grab and I also gave you a link to a slideshow. Oh yeah let me put that I I made surrounding the learner Navigator Yeah sorry the Learner Variability Navigator and there's a ton of links in there and one specific link at the end resources is basically kind of a one-pager of how to get started and how to create your own workspace. And it's like a one-pager and there's a ton more examples of workspaces that are really really helpful to see how people have utilized it like one teacher used it and sent the link home of her workspace because it explained to the parents all the different strategies and factors

That is a really cool yeah really neat idea because I feel like that's that's something that that's often a real that's a it's a gap in communication between families and educators about about why are we doing things what are the what are the reasons what are the reasons that we do this why does education look different than it used to that sort of those sort of conversations though yeah exactly exactly. So you know there's a wide array of ways that you can use it you know for for your own learning to improve your own practice but also to reach out and make connections with your parents and community

Matt: Well thank you so much for sharing this Lynn, I know the thing I'm going to dig into in this as soon as we get off of here is I'm going to go look at the assessment tools that are laid out in there because that is something that I come that comes up all the time about what are some different ways that we can assess things that are that are they can be done alongside academics. This would be is going to be really useful to a lot of people. That's where I'm headed, yeah for sure.

Lynn: And like I said you could get lost going down the rabbit hole in this Navigator, but it's well worth it.

Matt: Cool! Well again Lynn, thank you so much. I really appreciate you joining us, and for those of you watching at home, I just wanna remind everyone that this is the this is the first of our of our social emotional learning kind of speaker series we're having in the SEL and education community you can continue the conversation right here you see the link to our group. We'd love to see you there. We'll be doing more of these. We've got another one coming up a week from from today with JV Johnson talking about emotional motion management. So, without further ado thank you very much, and we will see you all next week take care everybody. Thank you, Lynn.

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Learner Variability Navigator | Learner Variability Project

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Matt: Hello SEL education community, my name is Matt Pearsall.

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Social Justice: The Artivist by Nikkolas Smith

The year we learned to fly: Jacqueline Woodson

https://www.penguinrandomhouse.com/books/535799/the-year-we-learned-to-fly-by-jacqueline-woodson-illustrated-by-rafael-lopez/

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PRAISE FOR THE ARTIVIST by Nikkolas Smith:
Three starred reviews!

★ "A powerful read-aloud to share and discuss."- Kirkus Reviews, starred review

★ "A meaningful portrait of artistic advocacy."- Publishers Weekly, starred review

★ "Evocative language...dynamic, emotional art."-Shelf Awareness, starred review

"Illuminates the heart of an artistic Black boy desperate to make the world a better place. The text reflects on the concept of "artivism" and what it can achieve."- The Horn Book

A 2023 Common Sense Selection for Familes

"This stunning picture book offers young children and adults a special opportunity to engage in a meaningful reading experience around important social justice issues...The painted illustrations gently push gentrification, environmental negligence, and social injustice to the fore, in a way young readers can understand." -Common Sense Media

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The Artivist by Nikkolas Smith: 9780593619650 | PenguinRandomHouse.com: Books

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An inspiring picture book about how children can combine art and activism in their daily lives. "They say I'm an artist. They say I'm an activist." When a young boy realizes the scope of inequities in...

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The IM K-5 curriculum provides teachers with coherently sequenced materials based on the standards and research-based learning trajectories to support students' learning in these early years. IM K-5 Math is rigorous, problem-based, and fully aligned to the standards, with coherence across grade bands.

Launch Curriculum

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The IM K-5 curriculum provides teachers with coherently sequenced materials based on the standards and research-based learning trajectories to support students' learning in these early years. IM K-5 Math is rigorous, problem-based, and fully aligned to the standards, with coherence across grade bands. Launch Curriculum

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The following lecture demonstrations are available from Chemistry & Biochemistry Teaching Laboratories, York 3150.

Chemistry & Biochemistry Instructors may schedule the materials needed for a class by contacting Mary Sever by e-mail.
A minimum of TWO (2) DAYS ADVANCED NOTICE is required.
If something not on this list is requested, more advance notice will likely be needed.
Instructions for performing the demonstrations will accompany the chemicals and glassware that are delivered to your classroom.

Balloons are filled with hydrogen gas, attached to a clamp holder by a string, and ignited with a match taped to a yard stick.

Balloons are filled with oxygen and helium and show a decrease in volume when immersed in liquid nitrogen.

A green, aqueous solution of nickel nitrate becomes deep blue on addition of ammonia, purple on addition of ethylene diamine, red on addition of dimethylgyloxime, finally yellow on addition of KCN.

Sealed glass tubes containing reddish-brown nitrogen dioxide are placed in hot water and on dry ice and become darker brown or colorless, respectively.

A pink, aqueous solution of cobalt(II) hexahydrate becomes dark blue when concentrated HCl is added, then pink when diluted with more water. Color projects best on an overhead projector.

A pink, aqueous solution of cobalt(II) hexahydrate becomes dark blue when heated with a torch. When the bottom of the test tube is placed in ice water, that part turns pink, while the top remains blue.

A small pellet of sodium is dropped into a glass dish of phenolphthalein solution on top of an overhead projector. Red trails are produced as the sodium travels across the dish. Can do lithium and potassium to demonstrate increasing reactivity.

A flask containing a yellow solution of ammonium vanadate is poured into a flask containing zinc amalgam. With shaking, solution turns yellow to green to blue to purple. Vanadium can be reoxidized with cerium sulfate. Colors project well in petri dishes on an overhead projector.

An analog meter with a 30-cm scale is connected through an amplifier to a pH meter and a glass electrode.

A large voltmeter may be used to measure the reduction (half-cell) potentials of Zn, Cu and Pb.

An electrochemical cell is constructed from Cu and Zn half-cells and connected via a balogna salt bridge.

Hot and cold packs are passed around the class. Students can note the temperature change.

Mix equal volumes of prepared solutions on a stir plate, solution oscillates between dark blue and clear/yellow. Last about 15 minutes.

A polyvinyl alcohol solution mixed with a sodium tetraborate solution and food coloring produces a colored polymer that flows and can be shaped; it will sheer if twisted quickly.

Equal volumes of prepared solutions, mixed on a stir plate with ferroin indicator, give a solution that oscillates from green to violet to red to blue and back to green. Lasts about 30 minutes.

Three pre-measured solutions are mixed, stirred until the bromine color disappears, and ferroin indicator is added. The solution is poured into a petri dish on an overhead projector to cover the bottom with a thin (~1-mm) layer. Oscillations will start. Refer to the March 30, 1987 issue of C&E News for the original article.

This is another variation of the Belousov-Zhabotinsky Oscillating Reaction. It is a bit more reliable than the other variation, but it can not be pre-measured and premixed.

Magnesium filings are pour into a cavity in a dry ice block and lit with a hand held torch. Another dry ice block with an identical cavity covers the burning magnesium. Dim the lights and the class can see the Mg burn between the dry ice blocks.

Cyalume light sticks can be used to demonstrate how temperature affects reaction rate. Put one light stick in hot water and one in ice water. Dim lights and compare luminescence with room temperature light stick.

A basic glucose solution with methylene blue as a redox indicator turns blue when shaken, then reverts to clear on standing. Repeats through 15 shakes.

Hydrogen peroxide is catalytically decomposed with KI. A drop of soap is added before the KI so the oxygen released during decomposition produces foam.

Demonstrates the Meissner effect, where a magnet will float above a material in a super-conducting state.

Reproduces molecular behavior in gases, liquids and solids using small balls on an overhead projector. Turns abstract Kinetic Theory concepts into visual images, easily understood.

Shows the color spectra of white light and the spectral lines of neon. Diffraction gratings (~1in ²) are passed out to the class, room lights are dimmed, and the class views light from an incandescent light and a neon discharge tube.

This demonstration shows the differences of different salt solutions when burned. Cotton balls soaked with the salt solutions are burned and produce a different color flame. Diffraction gratings may be used to see the differing spectra of the salts.

Acetylene is generated with calcium carbide and HCl and ignited with bleach. Generates an explosion with flameball.

Ferric oxide and aluminum powder are ignited with an Mg fuse in clay flower pots. Molten iron drops from the pots into a dish of sand.

Show acidity changes using universal indicator, dilute NaOH, and dry ice; pH changes as CO ₂ dissolves in water to form carbonic acid and sodium carbonate. Explain buffer solutions as the color change slows.

One liquid is added dropwise to another, forms a precipitate. Can be done with precipitates of different colors. Views nicely on the overhead projector using large well plates, but the color of the precipitates doesn't project. Large flasks show colored precipitates well for large lecture halls.

Check solutions and solids for conductivity using an apparatus that includes an incandescent lamp and an inert gas lamp in the circuit. Salts, sugars, weak and strong acids and bases all make good materials to check. When barium hydroxide solution is titrated with sulfuric acid, barium sulfate precipitates, and the lightbulb dims and then goes out.

Using a large container of ice water, a can of Pepsi (or Coke) sinks while a can of Diet Pepsi (or Diet Coke).

An apparatus for the overhead projector includes a viewable pressure gauge attached to a large syringe; allows investigation of the relationship between pressure and volume.

This demonstration, generally used in the organic chemistry courses, associates shapes of molecules with odors.

Two solutions mix together to produce a fluorescent yellow glow that can be seen when the room lights are off. Potassium ferricyanide crystals added to the mixture increase the intensity.

In this demonstration, concentrated sulfuric acid is mixed with sucrose, producing a column of carbon which grows out of the beaker.

Demonstrates the expansion of the water when it freeze; a cast-iron ice bomb is filled with ice water, closed, then placed in an ethanol/dry ice bath, which is then covered. Expansion of the water ruptures the bomb and causes several pieces of shrapnel to hit the cover.

This 'Halloween Demo' occurs when equal amounts of three solutions are added together. The solution turns bright orange, then suddenly turns dark blue. (Or pour half of the third solution into the mixture and wait till a nice orange color develops before adding the remainder of that solution.) Large flask with Jack-o-lantern face is available for Halloween lectures.

Heating silica and magnesium powder together produces silane; putting the silane compound in weak hydrochloric acid causes small fires

The solubility of lead iodide is about 10 times greater in hot water than in room temperature water. Dissolving lead iodide in boiling water and then letting it cool down slowly (or fast by using ice) causes the golden lead iodide crystals to form and float down to the bottom of the flask.

A tall graduated cylinder of green-blue copper chloride solution and a strip of aluminum react to produce changes in colors and temperature, with the formation of a solid.

Using a ferric nitrate solution, this demo illustrates how pH affects solubility. A precipitate forms when ammonium hydroxide is added to the test tube (when the pH reaches ~10). Then the precipitate redissolves when hydrochloric acid is added (pH < 6).

This demo shows the dramatic affect that solvent polarity can have on absorption wavelength. In a relatively non-polar solvent such as acetone, Reichardt's dye is green; as the solvent is made more polar by the addition of water, it becomes blue, purple, magenta, red and finally orange. This can be shown quite clearly on an overhead projector.

This demo shows how combining a liquid (dilute hydrochloric acid) and a solid (calcium carbonate) can generate a gas; a rubber stopper is placed on the test tube, and the tube is shaken to combine the liquid and powder. The resultant carbon dioxide gas causes the rubber stopper to fly about 10 feet.

Using a flat-sided fish bowl and a flashlight, the effects of turbidity are shown. When only water is in the bowl, a beam of light will be virtually invisible where it passes through the bowl, and bright white where it emerges. When a thiosulfate solution is added, the turbidity increases, and the beam will be visible where it passes through the mixture. That beam will appear blue, while the light emerging from the bowl appears orange.

This demo shows the differing colors of copper. A solution is taken from the light blue of copper sulfate, to dark blue of Cu(II)(NH ₃) ₅ complex ion, to a colorless solution of copper(I), to finally precipitating out the reddish copper metal.

A super-saturated solution of sodium acetate is made and cooled overnight. Once cooled, a tiny amount of sodium acetate is added to the solution. The entire solution then crystalizes within a few seconds.

A mixture of potassium chlorate and sucrose is placed on a watchglass with a drop of sulfuric acid. This causes a reaction which starts slowly, but then bursts into flames, and creates lots of smoke.

Chlorine gas is generated by a combination of bleach and hydrochloric acid. This gas then reacts with sodium metal causing it to burn with a bright yellow flame.

Barium hydroxide and ammonium chloride are mixed in an Erlenmeyer flask. A small wet wooden block placed on the flask will freeze to the flask.

Two solutions are mixed together and in a few seconds the solution turns from pale yellow to dark blue. Varying the amounts of the solutions gives diffferent times before the change occurs.

Sealed plastic petri dishes with varying numbers of BBs inside are used to demonstrate many of the microscopic differences among gases, liquids, and solids.

An ordinary cotton towel is immersed in a solution of alcohol and water and lighted over a burner. A blue flame surrounds the towel as the alcohol burns without burning the towel.

A lecture-sized temperature meter is used to show the exothermic reaction of adding lithium chloride to a beaker of water.

A film of nylon is formed at the interface between two immiscible liquids. When the film is lifted from the container, it is continually replaced forming a hollow thread of polymer.

Copper sulfate is heated on a crucible turning from the origianal blue color to white. Squirting water on the dehyrated copper sulfate turns the copper sulfate back to blue.

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National Science Foundation Classroom Resources

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National Science Foundation Classroom Resources

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Welcome to Classroom Resources--a diverse collection of lessons and web resources for classroom teachers, their students and students' families. Materials are arranged by subject area to help you quickly find resources in your interest area, and then use them to create lesson plans or at-home activities.
Classroom Resources by research area:

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Welcome to Classroom Resources--a diverse collection of lessons and web resources for classroom teachers, their students and students' families. Materials are arranged by subject area to help you quickly find resources in your interest area, and then use them to create lesson plans or at-home activities.

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Emotional Support for Students and Families

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Emotional Support for Students and Families

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Students

Crisis Text Line: Text “START” to 741741 in USA

List of International Suicide Hotlines

National Eating Disorder Association:  Call 1-800-931-2237

National Suicide Prevention Lifeline: Call 1-800-273-TALK (8255)

For LGBTQ Youth: TrevorLifeline at 866-488-7386, TrevorText -Text START to 678-678

Families

American Academy of Child and Adolescent Psychiatry

Substance Abuse and Mental Health Services Administration

American Foundation for Suicide Prevention

Anxiety and Depression Association of America

Depression and Bipolar Support Alliance

MentalHealth.Gov

Mental Health America

National Institute of Mental Health

The Kennedy Forum

International Bipolar Foundation

National Eating Disorder Association

Borderline Personality Disorder

Dialectical Behavior Therapy Resources

Websites and Articles

Tips to Improve Your Mental Health

Self Care Tips for Black People

The Mighty

The Association of Black Psychologists

The Boris Lawrence Henson Foundation

An Activity Book For African American Families: Helping Children Cope with Crisis

These resources where made available from The Youth Mental Health Project website

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About Teaching Mathematics - Marilyn Burns

ABC Foundations for Young Children

Trauma Sensitive Classroom

Rooted in Joy: Creating a classroom of equity, belonging and care

The Writing Revolution

First 6 weeks

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Organic Chemistry Tutor: YouTube channel providing tutorial videos on organic chemistry, general chemistry, physics, algebra, trigonometry, precalculus, and calculus.

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Discover Mathigon, the Mathematical Playground. Learning mathematics has never been so interactive and fun!

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This Channel is dedicated to quality mathematics education. It is absolutely FREE so Enjoy! Videos are organized in playlists and are course specific. If they have helped you, consider Support: You may find and support me at Patreon.com/Professorleonard Please consider "Whitelisting" this Channel on your AdBlock if it is enabled.

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1) MLR's

2) 8 Standards for Mathematical Practice

3) Robert Kaplinsky's 8 SMP's

4) CA ELD Standards

5) Proficiency Level Descriptors

6) California Dyslexia Guidelines

7) The UDL Guidelines

8) Novak Education

9) Ontario Teachers' Federation

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A Collaborative Journey of Lesson Study and Teaching Studios

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A Collaborative Journey of Lesson Study and Teaching Studios

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In today's rapidly evolving educational landscape, teachers are constantly seeking innovative tools and approaches to engage and empower their students. One such tool that has recently sparked excitement among educators is the M-Flow application ( ). The San Diego Science Project, a partnership with a UCSD researcher, and the Chula Vista Elementary School District proudly highlight how a group of dedicated teachers came together, utilizing the concept of lesson study, to develop a series of lessons centered around computer coding, social-emotional learning, and collaborative conversations using the M-Flow application.

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Empowering Education with M-Flow: A Collaborative Journey of Lesson Study and Teaching Studios

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By Marlys Williamson In today's rapidly evolving educational landscape, teachers are constantly seeking innovative tools and approaches to engage and empower their students. One such tool that has recently sparked excitement among educators is the M-Flow application (https://mflow.sciencemusic.org/).

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PhET Simulations: Free Interactive science and math simulations

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Edutopia Links for Science Teacher Websites

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Edutopia Links for Science Teacher Websites

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Blogger Eric Brunsell takes us on a tour of his favorite online resources for science teachers.

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Dial 911 in case of an emergency.

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Free math activities for Grades K-8 | Math games & manipulatives for online and remote learning

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Polypad is an open canvas for using the world's best virtual manipulatives for exploring, creating, and discovering mathematics. Teachers can easily set up canvasses for students and review how they use the dynamic (and dare we say fun) manipulatives.

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Chrome Music Lab

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How were these built?

All our experiments are all built with freely accessible web technology such as Web Audio API, WebMIDI, Tone.js, and more. These tools make it easier for coders to build new interactive music experiences. You can get the open-source code to lots of these experiments here on Github.

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Music is for everyone. Play with simple experiments that let anyone, of any age, explore how music works.

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Need a group game for 30 kindergarteners, indoors, in a pinch? Trying to convince 5th grader boys to stop hogging the ball? We have you covered.

Explore hundreds of games by group size, available space and equipment, appropriate ages, and developmental skills. Our games are designed to keep all kids playing. You will see lots of games where everyone is "it", ground-rules that keep games manageable for recess supervisors, skill-building variations on students' favorite sports, and other adaptations that make games fun and inclusive for everyone.

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Need a group game for 30 kindergarteners, indoors, in a pinch? Trying to convince 5th grader boys to stop hogging the ball? We have you covered. Explore hundreds of games by group size, available space and equipment, appropriate ages, and developmental skills. Our games are designed to keep all kids playing.

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Dr. Allevable's Lab

Mobile app that provides games that explore topics related to regenerative medicine, including stem cells, growth factors, and regenerative medicine technologies.

The Human Body Molecules & Cells Scientific Tools & Methods

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Mobile app that provides games that explore topics related to regenerative medicine, including stem cells, growth factors, and regenerative medicine technologies. The Human Body Molecules & Cells Scientific Tools & Methods

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The Scientist Spotlights Initiative

The Scientist Spotlights Initiative empowers middle/high school, college, and university science educators to implement inclusive curricula that help ALL students see themselves in science. We provide access to easy-to-implement assignments/activities that link course content to the stories of counter-stereotypical scientists. About Us +

Featured Scientist Spotlights

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The Scientist Spotlights Initiative | San Francisco

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The Scientist Spotlights Initiative empowers middle/high school, college, and university science educators to implement inclusive curricula that help ALL students see themselves in science. We provide access to easy-to-implement assignments/activities that link course content to the stories of counter-stereotypical scientists. About Us + Featured Scientist Spotlights

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https://drive.google.com/drive/u/0/folders/1OHpZyeU3U4HCn63kwriktVbwBwtUsYBV

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Classics | Journey to the West | Little Fox - YouTube

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Share your videos with friends, family, and the world

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Learn Pinyin | Learn to Pronounce Chinese with the Yoyo Chinese Pinyin Lesson Series - YouTube

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Pinyin isn’t just a way of writing Chinese using the alphabet. It’s your guide to learning how to pronounce Mandarin Chinese! After you watch this Pinyin les…

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Chen, C. (2023, March 9). AI Will Transform Teaching and Learning. Let’s Get it Right. Stanford HAI. https://hai.stanford.edu/news/ai-will-transform-teaching-and-learning-lets-get-it-right

Siegle, D. (2023). A role for CHATGPT and AI in gifted education. Gifted Child Today, 46(3), 211–219. https://doi.org/10.1177/10762175231168443

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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Social & Emotional Learning (SEL)

Schools can incorporate social and emotional learning without asking teachers to learn a whole new curriculum.

We all know that the disruptions of the last few years have led many children to need some refreshment of their social and emotional skills. But we also know that trying to bring a full social and emotional learning (SEL) curriculum into schools now is difficult because of all the stress and pressures teachers are under.

As we're planning for the next school year, we must think of how to bring SEL "in" to everyday instruction and classroom climate, rather than making it one more thing to add "on" to an already huge workload.

SEL research and practice gives us six ways to add SEL in and not on. Picking any one, two, or three that work for you will make a tangible difference in your classroom-and students-if you do them consistently.

6 Ways to Add SEL In and Not On

1. We need more and tangible prompts, cues, and strategies and lots of reminders, please. Under stress and high emotionality, we don't always retrieve what we know, and we won't always access our best skills. It's natural to assume that an assignment given is an assignment received, whether to students or to staff. In times of heightened emotionality, that is an unwise assumption.

When giving an assignment or task to students or staff, ask them to repeat it in their own words. Discuss the timeline more than once. Ask them how they will remind themselves about their work plan and deadlines. Ask if you, as a teacher or administrator/supervisor, can help with reminders. This may seem like a waste of good time, but it's actually a key to improving performance and avoiding the negative consequences of not meeting expectations.

2. We need to be engaged and have energies and talents focused to create tangible things we can show and touch. There is something special about holding something that we have created or that those we care about deeply have created. Parents know how wonderful it is to see what their children have done or produced. Teachers know how gratifying it is to be able to share what their students or entire classes have created. Students have the same good feelings. A verbal pat on the back is great, and it's even better combined with an appreciated show-and-tell.

3. We need fairness in existing patterns of caring, kindness, and helping. Within classrooms and among staff, pay particular attention to discussing how people can help one another and seek out help from others in the school. Make it clear that caring and kindness are the norm, not the exception, and that no students or staff are excluded from receiving and providing these attributes to everyone. This provides a key tenet of equity, that everyone is deserving of being cared for, being helped, and being a source of caring or help to all others.

4. We need to provide all staff and students with equitable opportunities. The data on how girls and women often have fewer opportunities to speak, participate, and lead are well known. Less well known is that this happens in classrooms and staff and faculty contexts every day. Additionally, there often are differential opportunities to join groups, teams, or clubs, and to be recognized and appreciated, not only as a function of gender but often based on race/ethnicity and socioeconomic status.

Typically, these participation biases are not intentional. However, their impact is keenly felt, regardless. Awareness and self-monitoring are keys to helping those experiencing anxiousness and self-doubt from feeling excluded. Barriers that perpetuate unequal access or participation should be eliminated to enable access and opportunity for all students and staff.

you are feeling anxious about an exam, assignment, or project;

you have been given an assignment or task and just don't know how to proceed in it;

you are feeling distracted, saddened, or angered by losses in your life, either past losses or those you are anticipating; or

something is bothering you that you find yourself thinking about a lot but is hard to put into words?

5. We need to ask empathetic questions to our students and staff. In times of distress, our uncertainties lead to our not asking the clarifying questions one might expect. That's because we are afraid we will be belittled for asking or unable to deal with the answer. Even when others have provided a seemingly open door, these hesitations persist and are understandable. We can alleviate these feelings among students at any age, as well as staff, by having conversations about appropriate versions of these questions:

Who do you find inspiring, either now or in the past? Why?

Who are the people you look up to most, in your family, in the community, in history, in various walks of life (sports, the arts, government, science, writing, etc.)? Why?

What are examples of hope and heroism in your life right now? Who or what provides this for you, and what strengths can you draw from them that you can apply to your everyday life?

What do I want you to do when...

6. We need to provide sources of inspiration and hope. Sometimes, when things are seeming bleak, all of us have a tendency to see the road ahead as full of potholes and unwanted detours and dead ends. That's why it's periodically a good idea, in classroom meetings or staff meetings, to give people a chance to share some positive, inspiring people in their lives and why they feel that way. This can be extended into written and arts-related projects, as well as brought into science, technology, engineering, and math classes; language arts; and physical education. I have been deeply moved when I have heard students or adults speak about questions like these:

Fostering social and emotional development is about more than just teaching skills. It starts with recognizing the emotional state of students and staff and providing the supports needed to create comfort, hope, and openness to learning of all kinds-including about other people. The six strategies shared here will start you down that road.

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Adding SEL to Your School Without Adding to Teachers' Workload

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Bringing SEL into everyday instruction can be accomplished by making simple changes in your daily operations that don't take much time.

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slow reveal graphs

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https://www.youtube.com/watch?v=s_L-fp8gDzY

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NYT learning network

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California Educators Together (TPT but Free!)

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California Educators Together (TPT but Free!)

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Lesson Design Institute
Learn more about the Lesson Design Institute, where you will learn how you can support California educators in high quality lesson design to be shared and showcased with educators across the state.

Learning Resources
Classroom-ready materials from high-quality providers free for educators to blend with their own instructional strategies and share with students and peers.

Collaboration
Group tools help local teams collaboratively develop and share learning materials, instructional strategies, and leadership approaches.

Leadership Support
Resources, programs, and strategies to guide leadership teams in promoting educator excellence, student success, and community support.

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Lesson Design Institute Learn more about the Lesson Design Institute, where you will learn how you can support California educators in high quality lesson design to be shared and showcased with educators across the state. Learning Resources Classroom-ready materials from high-quality providers free for educators to blend with their own instructional strategies and share with students and peers.

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Materials Development Timeline

The development of our high school science classroom materials began in January 2021 and includes materials for Biology, Chemistry, and Physics courses with the Earth and Space Science standards woven throughout each. The first units were released in February 2023 and the full courses will be completed in early 2024. More details are available on our Unit Release Schedule page.

The high school instructional materials and associated professional learning are being developed by the High School Development Consortium, led by inquiryHub at the University of Colorado, Boulder.

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The development of our high school science classroom materials began in January 2021 and includes materials for Biology, Chemistry, and Physics courses with the Earth and Space Science standards woven throughout each. The first units were released in February 2023 and the full courses will be completed in early 2024.