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Call for Submissions: Educators & Researchers, Showcase Your Academic Open Source Project 📣 · community · Discussion #152280

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Are you a teacher, professor, teaching assistant or researcher working and maintaining an open-source project within an academic institution (Universities/High Schools/Colleges)? We're excited to a...

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Your gateway to mastering computational methods, techniques, and tools at your own pace.

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Learners differ in the ways they perceive and make meaning of information. For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), and those representing diverse or non-dominant cultures and/or languages all approach content differently. And these differing approaches must be honored and valued. Equally important is the consideration of how people, cultures, individual and collective identities, perspectives, and ways of knowing are represented within the content. Learning, and transfer of learning, occurs when multiple representations and perspectives are used, because they support learners to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for every learner; providing options for representation is essential.

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Recognition Networks | The "WHAT" of learning

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Open Pedagogy Project: Build with Your Students

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Open Pedagogy Project: Build with Your Students

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The Open Pedagogy Project Roadmap is a module-based workshop that will assist you in planning, finding support for, sharing, and sustaining your open pedagogy project, regardless of its size or scope. The Roadmap will take you through four modules which will guide you through the 5 Ss of open pedagogy projects: Scope, Support, Students, Sharing, and Sustainability.

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Kostenlose zweisprachige Bilderbücher für Kinder in 1001 Sprachen zum Lesen und Vorlesen – jetzt entdecken und unterstützen

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Research and data to make progress against the world's largest problems

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Browse our library of free learning resources, tested and curated by the P2PU community. Visit our Topic Guides to learn more about popular subjects like Climate Change, Digital Literacy, and Language Learning.

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Book Information

Book Description

The BCcampus Open Education OER by Discipline Directory lists a wide range of open educational resources organized by discipline. It acts as a referratory where the name of the resource, a link to where it can be accessed, its licence, and then a short description are provided. Discipline-specific collections are also included. Because this directory is updated frequently, as new resources are identified, files for the directory are not provided (but can be requested). A printed copy is not available for sale. Note that textbooks in the B.C. Open Textbook Collection are not included in this directory.

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OER by Discipline Directory - Open Textbook

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The BCcampus Open Education OER by Discipline Directory lists a wide range of open educational resources organized by discipline. It acts as a referratory where the name of the resource, a link to where it can be accessed, its licence, and then a short description are provided. Discipline-specific collections are also included.

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Use OER + Choice Boards for Differentiation: Sample #2

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Use OER + Choice Boards for Differentiation: Sample #2

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Use OER + Choice Boards for Differentiation: Sample #1

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Use OER + Choice Boards for Differentiation: Sample #1

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Technical Writing Playlist Planning Document

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Psychologist Barry Schwartz takes aim at a central tenet of western societies: freedom of choice. In Schwartz’s estimation, choice has made us not freer but more paralyzed, not happier but more dissatisfied.

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The Paradox of Choice: https://www.ted.com/talks/barry_schwartz_the_paradox_of_choice?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

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Psychologist Barry Schwartz takes aim at a central tenet of western societies: freedom of choice. In Schwartz’s estimation, choice has made us not freer but more paralyzed, not happier but more dissatisfied.

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Differentiation is necessary for the modern classroom

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Differentiation is necessary for the modern classroom

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Chances are, you're using differentiated instruction every day in your classroom. This framework is crucial in helping you respond to the variety of needs and learning styles of your students. Through tailored lesson plans, you give them choices about how they learn and how they demonstrate what they've learned.

Clearing the Air

There are many misconceptions about what differentiated instruction is and is not. These infographics created by the Association for Supervision and Curriculum Development, do a great job of summarizing exactly what differentiated instruction should and should not represent.

Four Elements of Differentiated Instruction

Differentiated instruction focuses on these four areas:

1. Content

Content represents the materials, concepts, and skills being taught. All students receive the same core content, designed to meet the standards, but teachers adjust the complexity based on a student's readiness, interest, and learning style.

2. Process

Process refers to how the information is delivered. Teachers strive to find the right fit of independent learning, one-on-one teacher support (more scaffolding), working in pairs, or small group activities. Lessons are presented so they speak to many learning styles, using graphics or visuals, lectures, written materials, and interactive lessons.

3. Product

Teachers provide options for students to demonstrate what they've learned. In addition to using required end-of-unit assessments, teachers provide opportunities for students to choose from written reports, oral presentations, and arts or technology projects to present the material they've mastered.

4. Learning Environment

Differentiation can also extend to a student's comfort level in the classroom. This can be achieved by giving students options for their learning environment such as sitting at a desk, working in a learning nook, spending time at a standing desk, or utilizing "fidget" tools.

From One Teacher to Another

We talked with Julie Roesch, a fourth-grade teacher at Lindbergh Elementary School in Little Falls, MN about her experiences in differentiating instruction. She shared examples of how she tailors both instruction and assessment to meet the needs of her students.

"I've created novel study groups where we work on our state reading standards. I have high, average high, average, and below average groups. I so enjoy this time working with my small groups, because I can ensure that all kids get to participate and show what they know during their small groups. I can get all students to perform at their highest potential. Even with the non-readers in my class, I have them participate and pay attention during instruction, and then provide them with assignments at their level."

Julie goes on to share how she differentiated the concluding assignment for an "American Hero" research project. "They could present their findings in any way they wanted... a commercial, a poster, a skit, a written paper, a flipbook, a Keynote presentation on their iPad, etc. The kids were very creative and did a nice job!"

Furthermore, Julie has made some changes to her classroom to allow students to work in a comfortable environment. "I have a classroom with no desks. My fourth graders get to sit on couches and chairs. I have some tables and stools, a picnic table in my back corner and a big rug in front of the room where students can also sit. Students are given the 'choice' of where they want to sit and whom they want to sit by. If the 'choice' isn't a smart one, then I make the choices for a period of time until they are ready to make a better choice. They can move locations during the day. I don't mind if students are up and walking around, as long as they are always paying attention."

Revisit the Basics

Implementing differentiated instruction isn't easy, to say the least. Remember to give yourself a break...not to mention, a pat on the back. Returning to the basics may help clear your mind and refocus your energy. Here are some quick ideas to help you refresh your efforts:

In a Day

Review student files to gain more insight into their past learning challenges/successes.

Survey students with a few simple questions about what classroom activities they enjoy.

Find a video, podcast, or other support material for an upcoming lesson.

Use an "exit slip" after your next lesson, using a thumbs up/ thumbs down rating, to ask students if they felt they understood the material.

In A Week

Reorganize your classroom for collaborative learning.

Create one assignment that offers choices.

Create one lesson plan to implement stations or workshops.

In A Month

Start building a toolkit of what has worked so it can be implemented for other subjects or shared with other teachers.

Introduce a new tech tool into your classroom to expand options for learning.

Your classroom is full of different personalities and learning styles. Get tips on teaching to everyone in our article on perfectionists and procrastinators.

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Refocus Your Approach to Differentiated Instruction | Continental

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Chances are, you're using differentiated instruction every day in your classroom. This framework is crucial in helping you respond to the variety of needs and learning styles of your students. Through tailored lesson plans, you give them choices about how they learn and how they demonstrate what they've learned.

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The Adult Learning Theory - Andragogy - Infographic - e-Learning Infographics

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We use cookies in order to personalize your experience, display relevant advertising, offer social media sharing capabilities and analyze our website's performance. Read all about it in our cookie policy. Stay up to date on the latest eLearning news, articles, and free resources sent straight to your inbox!

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Choice and Relevance Motivates Adult Learners

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Choice and Relevance Motivates Adult Learners

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What Adult Learners Say You Can Do To Support Their Success

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As CAEL prepares a new framework for serving adult learners, it is critical to capture the voices of adult learners themselves. CAEL completed focus groups at several top-performing learning providers to do just that.

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Are you interested in discussions about open education at community and technical colleges? Sign up here to join CCCOER's community of practice email group. You will have an opportunity to post questions about OER to the many expert practitioners in this group and also to answer questions in your area of expertise. We also use this group to share many online and some face-to-face meetups focused on open education including our free monthly webinars and advisory meetings. The email group is hosted by GoogleGroups so you can search the archive for past discussion topics.

Dr. Larry Green, a mathematics faculty member at the Lake Tahoe Community College, created an index of the OER shared via the email group. The index is organized alphabetically by subject area and is continually being updated by Dr. Green as more resources are shared. Dr. Green has also created a video walkthrough to introduce the index and explain its organization.
Index to Shared OER

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Are you interested in discussions about open education at community and technical colleges? Sign up here to join CCCOER's community of practice email group. You will have an opportunity to post questions about OER to the many expert practitioners in this group and also to answer questions in your area of expertise.

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Digital Literacy, Technology and Curriculum Intersect Here!

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Digital Literacy, Technology and Curriculum Intersect Here!

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Zero- and Low-Cost Course Designations: Guidelines | Piedmont Virginia Community College

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This document is modified from OER at Reynolds: Terms and Definitions by Jane Rosecrans, licensed under a Creative Commons 4.0 License.

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OER Distance Learning Group led by Cheryl Huff at GCC

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OER Distance Learning Group led by Cheryl Huff at GCC

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A place open to Open Educators around the world to connect, share, and work together to make learning accessible to every person