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Talk to Claude, an AI assistant from Anthropic

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Teaching Resources | Google for Education

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Find apps and resources from Google you can use in your classroom today.

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Scroll through the list below to see all 60+ of the incredible AI tools for educators in MagicSchool!

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Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

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Welcome to Fundamentals training. By reading, watching videos, and doing activities, you'll learn how to integrate Google in your classroom. By the end of this course, you'll be ready to take the exam to become a Google Certified Educator Level 1.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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"Newsela makes the content accessible to all learners. Being able to adjust the lexile level helps to ensure that all learners have access to the same content. Also, there are options to translate articles into Spanish, which has allowed our Spanish teachers to use articles to teach grammar and culture using Newsela."

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Solutions for every subject, student, & school: Newsela 2021

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"Newsela makes the content accessible to all learners. Being able to adjust the lexile level helps to ensure that all learners have access to the same content. Also, there are options to translate articles into Spanish, which has allowed our Spanish teachers to use articles to teach grammar and culture using Newsela."

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Flippity.net: Flashcards and Other Resources for Educators and Learners

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Create an interactive virtual breakout activity.

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Work better together with Mural's visual work platform | Mural

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Increase connection and teamwork with our secure, flexible visual work platform. Make it a mural, not a meeting.

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Edulastic: Formative and Summative Assessments Made Easy

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75 digital tools and apps teachers can use to support formative assessment in the classroom

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We’ve compiled an extensive list of 75 digital tools that can help teachers use formative assessment to elicit evidence of student learning.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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This is my favorite free online tools for students to create videos.

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Powtoon | Create Awesome Videos Yourself

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Powtoon gives you everything you need to easily make professional videos and presentations that your clients, colleagues, and friends will love! No design or tech skills are necessary - it's free, easy, and awesome!

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Make interactive learning and communication materials with Genially's easy-to-use content creation tool. Design fun, click-to-explore experiences that captivate your audience.

Interactive experiences to light up minds

Static PDF or interactive brochure? 27-slide presentation or dynamic training scenario? With Genially, anyone can turn any type of content into an interactive experience. Tell a captivating story, get people interested and keep them clicking! No coding required.

Increase engagement with gamification

From virtual escape rooms to drag-and-drop puzzles, game-based content is proven to enhance learning outcomes, improve information retention and boost brand loyalty. Build positive feedback loops and game mechanics into any type of material.

Get fast and professional results with pre-built templates

Let our graphic designers do the hard work for you. Choose from over 1400+ ready-made and easy-to-customize designs - interactions and animations included!!

Discover the power of interactive content creation for

Try it for yourself to see what everyone's raving about!

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Genially, the platform for interactive animated content

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Engage your audience with clickable, gamified, media-rich experiences. Create your interactive content now!

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Free Storyboarding Software — Online Storyboard Creator

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Storyboard That: Easy online storyboard creation! Perfect for filmmakers, teachers, and students. Create storyboards and comics with Storyboard That today!

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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$ after free trial

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You're on track to get doubled donations (and unlock a reward for the colleague who referred you). Keep up the great work!

Take credit for your charitable giving! Check out your tax receipts

Are you a public school teacher in need of funding? Get funded "

We're a charity that makes it easy for anyone to help a classroom in need. Your gift is tax-deductible.

Your school email address was successfully verified.

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DonorsChoose Sign In | Public School Donations

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You're on track to get doubled donations (and unlock a reward for the colleague who referred you). Keep up the great work! Take credit for your charitable giving! Check out your tax receipts Are you a public school teacher in need of funding?

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Compete in the World of 8 Billion Student Video Contest

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Through the World of 8 Billion student video contest, middle and high schoolers are given the platform to think critically about global challenges, share what they think we can do to fix it, and win up to $1,200 in prizes! Learn more about the contest here.

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Learning & Leadership Grants - NEA Foundation

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The NEA Foundation has provided funding to thousands of educators, enabling them to develop their professional practice to improve student learning. Apply!

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Motivate students with a social learning experience to increase engagement, drive collaboration, and build community through course content, including books, articles, web pages, videos, podcasts, and images.

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Instead of watching the clock, students will be actively engaged in fun activities that involve the entire class in collaborative learning, like the popular Space Race quiz. Socrative helps teachers discover where students need a little more guidance, so gaps in understanding can be found and addressed when they come up.

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Instead of watching the clock, students will be actively engaged in fun activities that involve the entire class in collaborative learning, like the popular Space Race quiz. Socrative helps teachers discover where students need a little more guidance, so gaps in understanding can be found and addressed when they come up.

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ifttt applets connect connections integrate integration automate automation services recipes trigger action ifthisthenthat free

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Get started with IFTTT, the easiest way to automate your favorite apps and devices for free. Make your home more relaxing. Make your work more productive. We...

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HMH Classcraft pairs ELA and math content with research-based lesson plans resulting in reduced educator planning time and increased student engagement.

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Students can create imaginary debates between historical characters.

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Fakebook - create a fictional social medial profile

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Create a spoof social media profile for a person, theme, place or object being studied

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National Security Language Initiative for Youth (NSLI-Y)

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National Security Language Initiative for Youth (NSLI-Y)

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NSLI-Y is part of a U.S. government initiative that prepares American citizens to be leaders in a global world.

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Free, flexible and ready-to-use

Adapt our free, video-based lessons for remote or in-classroom teaching

Project-based curriculum

Students leave with a useful project, like a presentation, a resume or a research plan

Skills for school, work and life

Teach the 4 C's: communication, collaboration, creativity, and critical thinking

Connect with Google Classroom

Connect Applied Digital Skills with Google Classroom to import your roster and more

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Digital Teaching Tools - Applied Digital Skills

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Adapt our free, video-based lessons for remote or in-classroom teaching Students leave with a useful project, like a presentation, a resume or a research plan Teach the 4 C's: communication, collaboration, creativity, and critical thinking Connect Applied Digital Skills with Google Classroom to import your roster and more

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Sponsored by the United States Department of State, the Future Leaders Exchange (FLEX) Program promotes mutual understanding between citizens of the United States and 21 countries across Europe, Eurasia, and Central Asia.

Every FLEX exchange student lives with a volunteer host family for one academic year to learn about American values, attend a US high school, and teach Americans about their home countries. Participants return home galvanized and inspired to share their new experiences and positively impact their home countries and communities.

These alumni join a robust international network, supported by the FLEX Alumni program, which offers support through grants and professional development. Today, FLEX alumni work across all sectors, including government, business, nonprofit, education, and journalism.

FLEX was established in 1992 as the centerpiece of the Eurasian Secondary School Initiative under the FREEDOM Support Act. Former US Senator Bill Bradley asserted that the best way to ensure long-lasting peace and understanding between the US and Eurasian countries is to enable young people to learn about the United States and Americans firsthand.

Since 1993, FLEX has provided scholarships to more than 27,000 secondary school students from Armenia, Azerbaijan, Belarus, Czech Republic, Estonia, Georgia, Greece, Hungary, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Mongolia, Montenegro, Poland, Romania, Russia, Serbia, Slovakia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan.

FLEX served as the model for the Kennedy-Lugar Youth Exchange and Study (YES) program, begun in 2003, and for the American - Serbia and Montenegro Youth Leadership Exchange (A-SMYLE) program, begun in 2005. Students from Serbia and Montenegro participated under the auspices of the A-SMYLE program from 2005-2015 and are now part of FLEX.

Partners include: American Civics Center and Mobility International USA.

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Sponsored by the United States Department of State, the Future Leaders Exchange (FLEX) Program promotes mutual understanding between citizens of the United States and 21 countries across Europe, Eurasia, and Central Asia. Every FLEX exchange student lives with a volunteer host family for one academic year to learn about American values, attend a US high school, and teach Americans about their home countries.

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Success Stories out of the Institute of Education Sciences' SBIR Program: Mindset Works
Product Description:
The Mindset Works® SchoolKit is a web-based multimedia intervention to strengthen student success through teaching a growth mindset-the understanding that ability develops with effort and learning. The SchoolKit includes Brainology®, a blended-learning program with animations and classroom activities to teach students in grades 5 to 9 about the malleable brain and effective study skills. It also includes the EducatorKit interactive professional development program, which uses video training modules, classroom activities, assessments, and online supports to help teachers foster a growth mindset school culture.
Research and Development:
Based on decades of research in adolescent motivation by Stanford professor Dr. Carol Dweck, the Mindset Works® SchoolKit was developed with the support of a 2010 IES SBIR Fast-Track award by leveraging open-source software through an iterative process in three stages. In the first, prototype components were developed and tested in one school with focus groups, observations, and online surveys to generate data on feasibility, usability, and engagement of each component. Based on these results, several elements were re-designed, and the beta version was piloted in 8 additional schools where feedback was collected and analyzed. In the final stage, all components were refined based on results from the Phase II pilot.

To demonstrate the promise of the product to support learning, a quasi-experimental study was conducted in two waves across 9 middle schools. Teachers participated in EducatorKit teacher training and 667 students in grades 5 to 9 completed the Brainology® program. Results from the pilots indicated that students and teachers found the SchoolKit usable, engaging, and helpful. Pre-post scores demonstrated significant increases in students' growth mindset, which related to increases in learning goals, positive beliefs about effort, and positive academic habits and behaviors (such as resilient responses to failure and better learning strategies). These changes also related to increases in students' grade point averages. Future research is being planned to examine the efficacy of the program through a randomized-control study.
Commercialization:
The Mindset Works® SchoolKit was commercially released in August 2012. Since then, the program has been purchased by hundreds of schools and has been used by tens of thousands of students. The firm is commercializing the SchoolKit through direct sales, and more recently through a distribution partnership with Scholastic, which is marketing the SchoolKit programs to their district clients. In addition, Mindset Works has partnered with Scholastic to embed selected components in Scholastic's MATH 180 program. Finally, the District of Columbia Public Schools has contracted with Mindset Works to implement the SchoolKit as a district-wide program for two successive years.

Industry Recognition:

Mindset Works SchoolKit was a finalist for a 2013 SIIA Education CODiE Award for "Best Instructional Solution in Other Curriculum Areas." For more information, see here.

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educational improvement; excellence in education; educational research; educational research funding; institute of education sciences; ; small business innovation research program (sbir)

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ED/IES Small Business Innovation Research - Success Stories out of the Institute of Education Sciences' SBIR Program: Mindset Works

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Product Description: The Mindset Works® SchoolKit is a web-based multimedia intervention to strengthen student success through teaching a growth mindset-the understanding that ability develops with effort and learning. The SchoolKit includes Brainology®, a blended-learning program with animations and classroom activities to teach students in grades 5 to 9 about the malleable brain and effective study skills.

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CLASSROOM Lesson Plans Civics & Social Studies | Arts & Culture | STEM SEARCH LESSON PLANS for Topics or Keywords Most Recent Lesson Plans Archives SUPPORTED BY VIEWERS LIKE YOU. ADDITIONAL SUPPORT PROVIDED BY:

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Use accessible technologies and authentic STEM experiences to encourage STEM for All

Mainstream technology tools with built-in accessibility features, and the availability of virtual reality, simulations, and augmented reality offer new opportunities for students with disabilities to access and engage with STEM (science, technology, engineering, and math) content. This brief presents ways for educational leaders to align the Next Generation Science Standards (NGSS) practices using accessible technologies and STEM tools with principles of Universal Design for Learning (UDL). They will enable educators to create STEM programs that are accessible for students with disabilities to prepare them for a lifetime of scientific literacy and STEM-related careers.

The NGSS practices identify skills scientists use when working in the field, including the following:

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Incorporate the strategies below to help your students become more proficient in the NGSS practices.

Physically "Doing" Science

Physical tasks are an important part of many STEM lessons, from taking soil samples, mixing chemicals, using Bunsen burners, recording data, building models, and performing dissections. These examples of physical work can present significant barriers for students with disabilities. Educational and assistive technologies can help students with the physical demands of science lessons by providing alternative experiences for developing science proficiency and knowledge.

Technology, such as virtual experiments and simulations, can benefit students in two ways. First, they offer students a substitute for the natural world, as with simulations. Second, they can allow students to visualize and interact with the natural world in ways that would typically be impossible, because the processes involved are too fast, small, slow, or large to be easily perceived by people, or are not practical to repeat. For example, a virtual dissection both ensures access for a student who is unable to safely use a scalpel, and allows for repeated viewings, repetitions, and manipulations of organs and tissue without the need for multiple dissections.

Teachers can use technology and classroom supports in a variety of ways to accommodate students who have physical or other barriers to performing science tasks:

Use instructional technology (e.g., interactive and virtual reality applications) to support student visualization and modeling.

Arrange teams that pair students with disabilities with other students who can support them in performing some tasks (e.g., mixing chemicals, making cuts with a scalpel).

Connect with other educators and sign-up for STEM learning newsletters, listservs, and collaborative learning platforms to share strategies and ideas.

Explore additional teaching strategies and resources for making science accessible for all students.

Student Engagement and Identity with Science

One of the most important dimensions of science education for all students is their ability to engage with science and see themselves as scientists. Even if students do not plan to pursue careers in a STEM field, scientific literacy is still critical in enabling students to engage productively with scientific language and content in their daily lives. An important element of both identity and engagement are authentic activities that encourage students' active involvement in scientific inquiry. Inquiry-based digital science curricula, scenarios and immersive environments, and e-learning opportunities with distance technology give students the chance to try the role of "scientist". As students work towards solving the central problem (or addressing a driving question), they become more engaged in the learning process, take more control over their own learning, and are more likely to see themselves as scientists.

To encourage students who have a difficult time imagining themselves as future STEM professionals, teachers can consider some of these approaches:

Share examples of scientists from all backgrounds, of different races and ethnicities, and with disabilities.

Provide opportunities for virtual engagement with scientists via Skype or Google.

Identify games and simulations where students get to model being scientists through their virtual activity.

Identify programs or resources and technologies for aspiring scientists that can help students see the type of support they could receive.

Science Literacy, Vocabulary and Discourse

Students need to master specific vocabulary and use it in their science writing activities (e.g., observations, journals, lab reports). As students move from general science courses to more in-depth and content-heavy courses, the knowledge and vocabulary required to comprehend required readings and activities become even more critical. These skills can be particularly challenging for students from different cultures and linguistic backgrounds, or with cognitive and/or language-based challenges.

There are several options that include technology that enable teachers to support and accommodate all students, especially those for whom the language of science is a challenge:

Pre-teach vocabulary and ensure that students understand nuanced meanings, which can improve students' comprehension.

Use technologies that can strengthen students' background knowledge and vocabulary proficiency.

Make the expectations of science discourse explicit and let students know that part of succeeding in science both on tests and in life is using the proper language in scientifically appropriate ways.

Develop exercises that will help students strengthen their use of scientific discourse, including modeling correct oral and written expressions.

Visualizations, Representation and Modeling

Science learning involves creating abstract representations and models of processes that we are unable to observe with the naked eye. For example, chemistry texts often use images to represent atoms and molecules, and the processes and changes in them. Because these reactions occur at a very small scale and are difficult to observe, we must use visualizations and representations to help us understand what is occurring. Likewise, we use models and graphics to represent natural processes such as the carbon cycle, which occur over long periods of time and are similarly difficult to observe. Static figures - illustrations, diagrams and images - allow students to see relationships in ways that language alone cannot express.

Additionally, for students with cognitive or visual impairments, the critical information contained in the representations may be inaccessible if presented in a traditional textbook (e.g., text and static graphics). Educational and assistive technologies can make a difference by giving students ways to access and engage in visual representations and modeling using universally designed instructional materials, accessible educational materials, and educational technology.

To accommodate struggling students for whom visualization and modeling may be challenging, teachers can consider the following:

Look for technological resources to expose students to new and different ways of representing the phenomena they are studying; the more representations of a concept, the better.

Ensure that students understand that scientific visualization and modeling are more than graphical and visual approaches.

Encourage students to discuss and critique some of the approaches to models in textbooks. Ask them why conventions in a particular book or website are used.

Challenge students to think outside of the typical hypothesis-method-results-conclusion method; support them in constructing and exploring their ideas through drawings, models, and digital simulations.

Create a classroom maker space with simple objects or tools to help students create their own 3D representations from 2D visuals.

Questions, Argumentation, and Use of Evidence

An important part of science learning is knowing how to engage in signature scientific acts, such as formulating questions and using evidence in arguments. When students use evidence to make claims and interact with their peers who are also presenting evidence-based arguments, they are engaging in authentic activities as part of a scientific community. In these interactions, students take on the role of critic and defender of positions, rather than learning about scientific principles through teacher lecture, or textbook reading.

Classrooms that facilitate collaboration and scientific discourse among students have the added benefit of helping students develop their critical thinking and reasoning skills, and encouraging scientific thinking. In a process akin to peer review, students develop questions, present hypotheses and observations, debate conclusions, and use one another's ideas as a jumping off point for their own conclusions. Struggling students may find this process challenging, because it requires being able to abstract their own opinions and beliefs from the evidence, comment on the relationship between the evidence and the claims, and use sophisticated and specific language.

To accommodate students for whom authentic scientific activities are challenging, teachers can try the following strategies:

Seek out inquiry-based technology curricula that support students' development of questions and use of problem-based learning.

Show students how they can construct a scientific argument using evidence, and explain that this process is probably similar to how they argue for who is the better artist, sports hero, or celebrity.

Use visualization tools, including concept mapping, to develop both interrelated questions and question-boards and structured science arguments that have the main features of a claim, evidence and reasoning.

STEM education serves as the foundation of innovation in our society. Innovative products often derive from a problem or challenge that requires a unique solution, making it imperative that all students, including those with disabilities, have access to a rigorous STEM curriculum. Thanks to more accessible technologies and a concerted nationwide effort to address underrepresented populations in STEM fields, more individuals with disabilities are pursuing careers in science and engineering (Sparks, 2017). However, given the historic lack of diverse representation in STEM fields, some student populations are deterred from exploring scientific interests (U.S. Department of Education, 2016). This situation places these students at a disadvantage given that employment in occupations related to STEM is projected to grow to more than 9 million, an increase of 13 percent, between 2012 and 2022. This is faster than the 11 percent rate of growth projected for all occupations over the decade (Vilorio, 2014).

While some students may go on to pursue advanced careers in the sciences, basic scientific literacy is critical for all students. They need to understand what it means to think like a scientist, and how to evaluate information that is called "scientific". Struggling students are no exception - they will need the same types of knowledge and skills, and often will require additional supports to be successful. To be scientifically literate, students must be able to use scientific knowledge to identify questions, understand concepts, and draw evidence-based conclusions (National Science Board, 2016). To support struggling students, focus attention on building their background knowledge and vocabulary by using tools like electronic resources, multimedia to target background knowledge, and scientific discourse scaffolds (Heller & Greenleaf, 2008).

Research has shown that the most meaningful learning happens when students are engaged in authentic activities that require them to think and act like chemists, computer programmers, mathematicians, engineers or archeologists - that is, when they are engaged in activities that mirror the real-life tasks of STEM professionals. Identity, and perception of oneself as a scientist, are key elements of motivation and engagement with science content (Goldson, 2014). By incorporating Universal Design for Learning (UDL) supported with technology, educators have the tools to support more inclusive, personalized, and accessible learning opportunities for students.

Bevan, B., Ryoo, J. (2016). Making as a strategy for afterschool STEM learning, report from the California Tinkering Afterschool Network Research-Practice Partnership, Research & Practice Collaboratory, exploratorium.edu/ctan.

Developing a STEM Identity. Office of Educational Technology. U.S. Department of Education. Retrieved from https://tech.ed.gov/stories/developing-a-stem-identity/

Duschl, R., & Osborne, J. (2002). Supporting and promoting argumentation discourse. Studies in Science Education, 38, 39-72.; Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences. New York: Cambridge University Press.; Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Blunk, M., Crawford, B., Kelly, B., & Meyer, K. (1994). Enacting project-based science: Experiences of four middle grade teachers. The Elementary School Journal, 94(5), 517-538.; White, B., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.

Goldson, Cora. (2014). How Student Engagement Facilitates STEM Interest. NOVA Education. Retrieved from https://www.pbs.org/wgbh/nova/blogs/education/2014/10/how-student-engagement-facilitates-stem-interest/

Heller, R., & Greenleaf, C. (2008). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.

National Science Board. (2016). Science & Engineering Indicators 2016. Retrieved from

National Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Available at www.nsf.gov/statistics/wmpd/

Sparks, S.D. (2017). Students With Disabilities as Likely to Enter Science Fields, New Fed Data Show. EdWeek. Retrieved from https://www.edweek.org/teaching-learning/students-with-disabilities-as-likely-to-enter-science-fields-new-fed-data-show/2017/02?cmp=eml-enl-eu-news3

STEM 2026: A Vision for Innovation in STEM Education. (2016). Office of Educational Technology. U.S.

Department of Education. Retrieved from https://innovation.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf

Tytler, R. (2016). Drawing to learn in STEM. Research Conference 2016. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1286&context=research_conference

Vilorio, D. (2014). STEM 101: Intro to tomorrow's jobs. Occupational Outlook Quarterly. Retrieved from https://www.bls.gov/careeroutlook/2014/spring/art01.pdf

AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19
Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR's special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.

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Technology Tools to Build a More Accessible STEM Program | Power Up What Works

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Mainstream technology tools with built-in accessibility features, and the availability of virtual reality, simulations, and augmented reality offer new opportunities for students with disabilities to access and engage with STEM (science, technology, engineering, and math) content.

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The Future Leaders Exchange (FLEX) Program provides scholarships for high school students from Europe and Eurasia to spend an academic year in the United States, living with a family and attending an American high school.

Eligibility and Application Overview

Public applications are accepted.

The application process for the FLEX program has several stages, and competition is intense. Only about one in fifty applicants are ultimately selected.

Visit the FLEX website for eligibility criteria and additional program information.

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The Future Leaders Exchange (FLEX) Program provides scholarships for high school students from Europe and Eurasia to spend an academic year in the United States, living with a family and attending an American high school. Public applications are accepted. The application process for the FLEX program has several stages, and competition is intense.

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ThingLink: Create unique experiences with interactive images, videos & 360° media

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Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

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NJDOE’s Technical Assistance Webinar, "Considerations for Artificial Intelligence in Education"

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When students and educators start smashing Google Apps together, creative activities start to emerge that aren't possible with a single app.

We're exploring "GAFE Smashing" in a series of posts. In our last post, we saw two creative examples of "dynamic docs" - ways to use Google Docs in conjunction with other apps. The result was engaging, interactive learning experiences for students.

Today, we switch our focus to differentiation. Technology in the classroom lets us duplicate ourselves as teachers. Plus, it provides learning opportunities for students that guide them to resources and activities that meet their personalized needs.

Today's two GAFE Smashes both utilize YouTube, utilizing videos that already exist on YouTube or videos that we create ourselves. They're not about showing everyone the same content, though. They meet each student where he/she is!

Forms, YouTube and More

Submitted by Nicky Singer (Twitter: @SingerTeach)

How to do it: With Google Classroom's "Make a Copy for each Student" option, it's easy to make cookie cutter files for all of your students. But differentiating your learning experiences with Google is easier than you think!

With this GAFE Smash, we'll use Google tools to flip the classroom AND differentiate to students' ability levels!

We'll create a Google Form that will direct students to YouTube video lessons, interactive Slides and other activities that are right on their levels. (Think "Choose Your Own Adventure" stories!)

Google Forms

Create a form that will your students through the learning experience. Add a multiple-choice question that you want students to answer. When creating a question, use the vertical ellipses to select 'Go to section based on answer'.

If students are correct in their selection, they can move on to the next question with new problems, skills, or content.

If they did not get the answer correct, they can be moved to another section for remediation of skills or content.
You can decide the learning path for the student based on their answer.

When you add questions and remediation videos/practice, you'll want to add each one in a different section. This will put everything on a separate page so all the content won't run together. Plus, you'll be able to jump from section to section as necessary. Use the "Add section" button to put each part in a new section.

Google Forms + YouTube

In each section, you can embed a video from YouTube. Either upload your own video or find a great one that already exists on YouTube. This helps to differentiate content by level of understanding/mastery.

Google Forms + YouTube + Google Sheets = Digital Differentiation #DitchBook-style!

When you're all done and you want to review student work, view the work as a Google Sheet or download the spreadsheet file (to be viewed in Excel or another spreadsheet program).

BONUS: You can also review all their work in one handy Google Sheet. You can use the Add-on Flubaroo to auto-grade the assignment and send feedback instantaneously to students or you can set it to release when you choose. Get Flubaroo and learn how it works here.

Differentiate, differentiate, differentiate!

Differentiate by Content: Change the learning path using this tool as a pre-assessment.
Differentiate by Process: Offer different ways for students to learn: video, audio, podcast, infographic, text, etc.
Differentiate by Product: Alter the types of learning tasks asked to meet your learners.
Differentiate for Struggling Learners: Provide remediated instruction in the moment to support students who haven't quite grasped the content and/or mastered the skill.
Differentiate for Extended Learning: Provide more challenging topics and questions.

These aren't just teacher-created. Give your students a chance to make these GAFE Smashes as a review strategy and a way to promote reciprocal teaching in your classroom community.
Templates/resources:
Drawings and YouTube

Submitted by Matt Miller (Twitter: @jmattmiller)
Blog:ditchthattextbook.com

How to do it: YouTube is more than a place to search for videos! It can be a powerful video creation tool, allowing you to edit videos as well as link them together for a very interactive video experience. These linked videos can create a very customized experience for learners, guiding them to the resources that will help them the most.

One of the greatest benefits of this: short, linked videos are much more likely to be viewed in their entirety. Which would you prefer to watch - a short video or a long one? Often, if we're learning, we choose short videos. Watching lots of short linked videos keeps viewers more engaged in the interactive process. When they finish a video, it's a "quick win" that encourages them to watch another. "That first one was quick. Why not watch the next one?" The results is momentum, which is powerful in learning!

I did this to illustrate the newest changes to Google Classroom in August 2015. Here are the steps I took:

1. I charted out the different videos that I wanted to link together. In my post, I outlined 12 ways to use Google Classroom's newest features, so I wanted to have 12 quick tutorial videos. I also wanted to have a single "table of contents" style video as a starting point.

2. I created the "table of contents" video. This is where Google Drawings came in quite handy. I created a drawing listing all of the videos in the series. This drawing (which you can see in the embedded video above or here) just uses text boxes for all the text, my trash can and blog logo as images, and a picture file that's as big as the whole drawing as a background. When I finished, I created a video of that image using Snagit (a free Google Chrome extension to take video of what's on your screen). It was just a video of a static image. When done, I uploaded that "table of contents" video to YouTube and added music to it using youtube.com/editor or Creator Studio (YouTube > My Channel > Video Manager > Edit the video you want to add music to).

3. I created a "next video" Google Drawing for the end of my tutorial videos (right). I wanted to make it easy for my viewers to get to the next video in the series or return to the table of contents video. This drawing was created much like the "table of contents" drawing explained above.

4. I created the tutorial videos. I loaded Google Classroom in my Google Chrome web browser to the place where I wanted the tutorial video to start. Using Snagit, I recorded a brief tutorial video of my screen (make sure your microphone is turned on in Snagit!). At the end of each video, I switched to the "next video" drawing (see No. 3 above) and recorded that for 10 seconds or so. When I finished, I sent it to YouTube (click the three dots button in the bottom right of Snagit). When my videos were done, I went to the Video Manager (YouTube > My Channel > Video Manager) and clicked the "edit" button on each one to change the title and description of each one. (This is where you'd change the privacy settings if you wanted ... from fully public to unlisted to private.)

5. Once all the videos were on YouTube, I started linking them together. I used the annotations in Creator Studio (YouTube > My Channel > Video Manager > Click "edit" for the video you want to edit > Click the "annotations" tab).

On the "table of contents" video, I used "Add annotation ..." to create a spotlight annotation. It's clear so you can still see the text behind it. With each one I created, I checked the "link" option at the bottom and inserted a link to the video where it would take viewers.

In each tutorial video, I did the same thing at the end of the video. When the "next video" drawing appeared in the video, I added an annotation that linked to the next video and back to the table of contents.

Applications for class: If teachers create their own tutorial videos or find pre-existing videos on YouTube, they can create these interactive videos to make it easy for students to find and watch valuable resources. Students can create these videos to teach other students or demonstrate learning regarding content from class. This is also a great end-of-the-year summary if you've been using video throughout the year. It creates a sort of portfolio of student video work.

These videos work great for teachers of teachers! If you're coaching other educators in technology, instruction or anything else, these quick linked videos make a very viewer-friendly experience that encourages viewers to watch all of your videos.
Resources:
Submit a GAFE Smash

Would you like to get in on the fun? Do you have a great combination of Google Apps to use in the classroom? Submit your idea using the Google Form below ( or click here to view it in its own tab). We will use as many as we can!
For notifications of new Ditch That Textbook content and helpful links: Interested in having Matt present at your event or school? Contact him by e-mail! Matt is scheduled to present at the following upcoming events:
[getnoticed-event-table scope="upcoming" max="15″ expanding="false"]

Sign up for Tech to Learn online course! Just $49

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Google Apps "GAFE Smashing" activities - Part 2: Digital Differentiation - Ditch That Textbook

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When students and educators start smashing Google Apps together, creative activities start to emerge that aren't possible with a single app. We're exploring "GAFE Smashing" in a series of posts. In our last post, we saw two creative examples of "dynamic docs" - ways to use Google Docs in conjunction with other apps.

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It's an APP!

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We help educators around the world use technology to solve tough problems.

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How to Automatically Send Certificates for Passing Quizzes in Google Forms

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Host interactive remote meetings, anywhere. Capture powerful feedback instantly during virtual meetings, classes, events, and more. Get started Actionable team insights Visualize employee feedback in real time with a variety of activities - then measure engagement, follow up on feedback, and uncover next steps.

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Create live polls, quizzes....

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

Gain valuable insights from everyone around you with Word Clouds, Polls, and Quizzes.

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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The Center for Applied Linguistics (CAL) is offering FREE resources so that you can continue your practice, get some ready-to-use ideas, or just learn a new skill! Whether you're a teacher, administrator, policy-maker, or a student-teacher.

Click the topics below to watch the video. Handouts and PowerPoints are included in the descriptions.

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The Center for Applied Linguistics (CAL) is offering FREE resources so that you can continue your practice, get some ready-to-use ideas, or just learn a new skill! Whether you're a teacher, administrator, policy-maker, or a student-teacher.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Upcoming Webinars Past Webinars (2022) Past Webinars (2021) Past Webinars (2020) UPCOMING WEBINARS Coming on 5 December – the latest PISA results! Mark your calendar – the latest Progra…

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Please join the IALLT 2021 planning team for a preview of the upcoming conference and special opportunities that await our attendees at IALLT's first virtual conference, June 16-18. The 2021 conference theme is: Resilience, Transformation, and Beyond. Resilience has been indispensable in overcoming extreme challenges in the past academic year. The move to the online/remote teaching environment has forced us to carefully examine what we do, how we do it, and most importantly why we do it. This leads us to an interesting future, examining how these challenges guide us to transform our teaching, our professional networks, and ourselves. Get a sneak peek from our keynote, Dr. Jo Mynard, Professor, Director of the Self Access Learning Center (SALC), and Director of the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies in Japan. The presenters will discuss conference themes and undercurrents, outline the opportunities that will be available for attendees, and offer tips and advice about making the most of your experience. There will be ample time for Q and A. The 2021 IALLT conference will be free for all IALLT members.

Presenter: Julie Evershed, Jeff Magoto

Date: Wednesday, March 24, 2021

Time: 12:00pm PT / 1:00pm MT / 2:00pm CT / 3:00pm ET

Webinar Duration - 1 hour

Webinar Registration HERE

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A Preview of IALLT 2021: Resilience, Transformation, and Beyond Please join the IALLT 2021 planning team for a preview of the upcoming conference and special opportunities that await our attendees at IALLT's first virtual conference, June 16-18. The 2021 conference theme is: Resilience, Transformation, and Beyond.

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Teach to Lead Supporting Organizations produce reports, publish research, and share knowledge to support teachers and teacher leadership every day. See below for some helpful examples. Tools Teacher Leadership Skills Framework Center for Strengthening the Teaching Profession Teacher Leader Self Assessment Center for Strengthening the Teaching Profession

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Common European Framework of Reference for Languages (CEFR)

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Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) - Common European Framework of Reference for Languages (CEFR) - www.coe.int

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The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of reference. It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guideli…

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Moodle MOOC 15 (MM15) will take place from May 1 - 31, 2020 on Moodle for Teachers and Moodle for Managers. The purpose of the MOOC is to connect educators for instruction and learning, reflective practice, social and collaborative learning, cultural exchange, personal and professional development, community building, and best practices and challenges involved in teaching with Moodle.

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The Teacher Suite: MOOCs for K-12 Educators

These interactive massive open online courses (MOOCs), which include lesson plans and videos, allow educators to engage with knowledgeable peers and experts and support educators in fostering students' global competences, including through virtual instruction.

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Teaching Online for Global Competence equips educators with the knowledge and skills they need to engage their students in effective virtual collaboration, learning, and cross-cultural community building.
Enroll for the free courses today!

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Educator Resources and Partnership Opportunities

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The Teacher Suite: MOOCs for K-12 Educators These interactive massive open online courses (MOOCs), which include lesson plans and videos, allow educators to engage with knowledgeable peers and experts and support educators in fostering students' global competences, including through virtual instruction. Global Education 101 introduces educators to teaching for global competence.

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

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Traditional American classrooms tend to fit a particular mold: Students face the front of the class where teachers lecture.

Students take notes, finish assignments at home, and hope to memorize enough information just long enough to pass a test.

Engagement and passion are often in short supply - among students and teachers. The system does not necessarily accommodate all learning styles, and even those who fair well may be missing out on other important work-life lessons, like how to creatively solve problems, stay focused, work as part of a team, and organize their thoughts in a way others will understand.

This is where project-based learning enters the equation.

What is Project-Based Learning?

Project-based learning, or PBL, is generating a great deal of buzz in the world of education, and is often portrayed as an alternative to passive learning and rote memorization. If traditional education is classical, PBL is jazz. In a PBL classroom, teachers present problems that students must solve together in groups. Rather than reciting facts and hoping some of them stick, teachers give students the resources they need to research concepts and apply them in a practical form. Mistakes are allowed and even expected in the course of meaningful learning. The result: Students become active rather than passive learners and build important workplace skills. Of course, all of this requires a great deal of planning, a healthy dose of flexibility and an environment that supports collaboration. Here are four essential elements of a successful PBL classroom.

4 must-follow rules for designing a PBL classroom

1. Learning Spaces Help Set The Tone

One of the defining characteristics of a PBL classroom is the emphasis on group work: Students work with their peers to solve problems. That means the space must be organized in a way that supports collaboration - neat lines of forward-facing desks are the enemy. In a multi-disciplinary elementary classroom, portable floor mats or cushions are an excellent alternative to traditional desks, at least during group work periods.

Teachers still need a central location where all students can congregate to hear stories, lessons or project instructions, but there should be enough room beyond that for break-out group work. Older students, on the other hand, often need large work surfaces and comfortable chairs. Large round or rectangular tables are ideal, but if budgets are limited, teachers can simply push desks together in small clusters.

One key? Keep your content area and common project types in mind. Small writing desks may be okay for English students, but science students probably need large surfaces that accommodate lab work. Digital products will require requisite technology access, as will mobile learning approaches, and community-based projects can benefit from social media access and blogging tools in addition to local periodicals, and even space for face-to-face interaction with community members. You might find online tools like Classroom Architect helpful during the classroom planning process.

2. Think Information Access

PBL is not a paper-pushing style of learning. Students need access to chalk or white boards, reference books, and art or presentation supplies. Young children are often spatial and tactile learners, so it helps to divide these multi-disciplinary classrooms into subject-themed areas that organize and display manipulatives, learning materials and other supplies.

Classrooms for older students tend to be subject-dedicated, so teachers might consider reserving an area for rotating, lesson-specific materials in addition to the usual year-round supplies. Whatever their grade or subject, remember that PBL classrooms are by definition unpredictable and, to a degree, student-guided. You may not know what direction a particular project will take, so try to keep a wide breadth of materials on-hand to support rather than limit creativity.

3. Use Technology With Purpose

While most American classrooms are increasingly "plugged in," PBL classrooms prominently feature - and make full use of - educational technology. One of the key goals of PBL is to help students develop real-world skills, and today's professionals conduct research online, use spreadsheets or databases to organize information, and use video-editing and presentation software to transmit ideas. As Maine-based PBL teacher Susan McCray told Edutopia, "I can't imagine designing the curriculum that I do without being able to click onto the Internet and get all the materials and resources that are available, and I can't imagine my students not being able to do that either."

Remember, though, that technology can quickly become a distraction. Internet use should be monitored, and IT specialists should inspect glitchy or sluggish computers that detract from the learning experience. Teachers should also provide guidance on the appropriate use of technology in the grand scheme of a project's goals.

4. See Yourself As The Ultimate Resource

Perhaps the most important element of a PBL classroom is its teacher. Unlike traditional classrooms PBL classrooms are by nature unpredictable and, to an extent, student-guided. Teachers must be flexible, supportive and engaged in the learning process, even if they sometimes feel like spectators. They must introduce projects' themes and goals, ensure students have all the resources and materials they need, and keep students - and their classrooms - organized. They must also know when to teach and when to observe, and then have the restraint to step back and let students make mistakes now and again

Words to the wise: Take the PBL plunge.

The decision to transition to a PBL classroom, even on a part-time basis, can be intimidating for any teacher, but especially those for whom PBL is uncharted territory. As PBL gains more traction, expect it to become a more integral part of teacher training. Until then, most PBL teachers learn through continuing education programs, conferences, books and online resources like the Buck Institute of Education. However you get started, consider your experiment in PBL to be your own personal project subject to the same philosophies you intend to teach. That means plan carefully, remain flexible and, perhaps most importantly, expect and forgive mistakes.

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Traditional American classrooms tend to fit a particular mold: Students face the front of the class where teachers lecture. Students take notes, finish assignments at home, and hope to memorize enough information just long enough to pass a test. Engagement and passion are often in short supply - among students and teachers.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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of videos, planning forms, rubrics, blogs, and more. Whether you want to learn about PBL, or find classroom resources, our materials will support your journey.

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Hangout description
3 consecutive hangouts on Google Apps for Project-Based Learning

1.) Google Apps for Project-Based Learning: A Teacher's Guide
The first in a three-part series on how Google's Apps for Education facilitate project-based learning. Two teachers from High Tech High will draw on their experience of using Google Apps in their own classrooms. The first Hangout will focus on how Google Apps better enable project-based learning for teachers, and will cover teacher-to-teacher collaboration, lesson planning, portfolios and more.

2.) Google Apps For Project-Based Learning: Facilitating Projects
The second in a three-part series on how Google's Apps for Education facilitate project-based learning. Two teachers from High Tech High will draw on their experience of using Google Apps in their own classrooms. The second Hangout is about how Google Apps better enable project-based learning for students with a particular focus on how they enable exhibition, critique and multiple drafts, the three crucial stages to a successful project.

3.) Google Apps for Project-Based Learning: Bridging the Gap
The final instalment of a three-part series on how Google's Apps for Education facilitate project-based learning. Two teachers from High Tech High will draw on their experience of using Google Apps in their own classrooms. This Hangout will focus on how Google Apps better enable project-based learning to connect to the real world, and bridge the gap between learning in and out of the classroom.

Presenter information
Chris Wakefield and Cady Staff are teachers at High Tech High, and have over 20 years of teaching experience between them. Both use project-based learning in their classrooms extensively and have worked with teachers around the world to help them implement project-based learning into their own curriculums.

About High Tech High
High Tech High is a group of 11 public charter schools in San Diego with populations that mirror the demographics of San Diego County. The High Tech High curriculum supports personalised, project-based learning with close connections to the community. Since the first school opened, 99.5% of students have gone to University. Examined in detail, the figures are even more remarkable with 88% of students on free or reduced school dinners completing a University degree.

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Google Apps for Project-Based Learning Innovation Unit/High Tech High - EducationOnAir

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This site provides information about the Education On Air Hangouts taking place. Educators and Googlers are offering free professional development on a range of topics from instructional approaches to digital literacy to rolling out Google Apps for Education to using web apps for learning.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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Since 2015, the NFLRC has created and amassed an immense array of resources for educators interested in incorporating Project-Based Language Learning (PBLL) into their language classrooms.

Explore what we have to offer...

And for those who desire a suggested course of study through all our many resources, we recommend the following Pathway to PBLL...

1. Intro to Project-Based Language Learning (PBLL)

What is Project-Based Language Learning (PBLL)?

The NFLRC defines PBLL as a transformative learning experience designed to engage language learners with real-world issues and meaningful target language use through the construction of products that have an authentic purpose and that are shared with an audience that extends beyond the instructional setting.

PBLL can be conceived as a series of language learning tasks that are articulated toward a common goal: the construction of a public product representing a response to a challenging problem or question.

NFLRC work on project design is informed by PBLWorks guidelines and materials, such as Gold Standard PBL: Essential Project Design Elements and High-Quality Project-Based Learning (HQPBL). These two complementary sets of guidelines, which took shape in the early and late 2010s, respectively, provide slightly different vantage points on well-designed PBL. The NFLRC made a conscious decision to base its work on PBLWorks guidelines and materials because they are widely used across schools in the U.S. and provide a common referent for project design for teachers in all content areas. The use of a common pedagogical model also helps to create opportunities for language instructors to collaborate with instructors in other disciplines. The integration of world language pedagogy, standards, and research into project design and teaching practices is central to all NFLRC work on PBLL.

New to PBLL?

Here are some videos that explain what project-based learning (PBL) is, offer additional considerations needed for project-based language learning (PBLL), and give examples of projects that have been developed in conjunction with the NFLRC:

From PBL to PBLL

Project Examples

2. Learn the Fundamentals of PBLL

Want to incorporate PBLL in your classroom?

You're in luck! The NFLRC has developed the Envisioning PBLL MOOC (massive open online courses). In this free 5-module self-study course, participants can become familiar with the main concepts of high-quality PBLL, and its outcome is an instructional design document called a Product Square. Conceptualized and adopted by NFLRC institute leaders in several PBLL and utilizing backward design, the Product Square prompts the project designer to consider how essential project elements are addressed and to identify what challenges may need to be overcome.

The Envisioning PBLL MOOC will be available October 22, 2022 through March 31, 2023. Registration is free and open through February 24, 2023. Participants who complete all the course requirements can apply for the option digital badge (which is a requirement for those applying for the 2023 PBLL in Action Summer Institute).

Currently under development, a second MOOC, titled Designing PBLL, will take the next steps forward, applying the main concepts of high-quality PBLL to the design of a specific project. Its outcome is an instructional design document called a Project Blueprint. The Project Blueprint outlines the main design aspects of a high-quality project, including the challenging problem or question ("driving question"), relevant student learning outcomes (SLOs or "can-dos") and associated assessments, and instructional tasks designed to activate second language acquisition processes.

3. NFLRC Project Repository: Explore Sample Projects

Need help thinking of project ideas?

The Project Repository is a collection of standards-based instructional blueprints for instructors with instructions to guide the implementation of a project. Sample projects in this collection contain descriptions of the core elements of the projects, including a) a project summary, b) expected outcomes, c) task descriptions, sequences, and timelines; d) necessary scaffolding for content and technology; e) detailed assessment information and rubrics; and f) materials needed for implementation (e.g., student handouts, audiovisual or print materials).

4. Project Blueprint: Design Your Plan for PBLL

Planning a project can be a real challenge - not least because PBLL involves connecting with real-world communities as partners, informants, and maybe even as an audience. The Project Blueprint is intended to scaffold design for a high-quality project. Think of it as a series of questions to ponder and answer in your very own copy of our Google Docs template. The Project Blueprint template takes you through the design of a project piece by piece, asking you to consider your challenging problem or question ("driving question"); generate anticipated "need-to-knows"; identify and reach out to your community partners; select relevant authentic materials; define student learning outcomes (SLOs or "can-dos") and design associated assessments; and design instructional tasks leading toward those outcomes, among many other aspects of design.

The Project Blueprint comes in several flavors. Here we offer you a "lite" version called the PBLL Project Design Overview as well as a version of the "full" document and a rubric that can be used to assess a completed Blueprint.

Lite version

Full version

On the "lite" side, PBLL Project Design Overview. This choice is good for educators who would like to sketch out the "big idea" for a project.

On the "fully detailed" side, PBLL Project Blueprint. This choice is good for educators who are ready to undertake full-scale, detailed planning of a project. Those using the Project Blueprint may also be interested in the rubric used for assessing completed Project Blueprints.

Use Google Docs' "Save a copy..." function to start working on your own copy of these read-only documents.

5. Summer Institutes: Deepen Your PBLL Experience

Our PBLL Summer Institutes are designed for world language educators who have some knowledge of Project-Based Language Learning (PBLL) as well as some practice in generating project ideas. During the Institute, participants flesh out their ideas for a project design they have already subjected to critique, assisted by colleagues and guided by language professionals with background in project-based learning, language pedagogy, instructional technology, and assessment.

As a prerequisite, applicants must typically complete the Envisioning Project-Based Language Learning MOOC and earn a completion badge in order to qualify for consideration for the Institute.

Since 2015, all our NFLRC Summer Institutes have focused on PBLL. Our 2023 PBLL in Action Summer Institute will take place on May 31-June 7, 2023.

6. Work & Learn with a PBLL Mentor

The purpose of the Mentoring Program for Project-Based Language Learning is to leverage the experience and expertise of the skilled cadre of veteran PBLL practitioners who have participated in extended professional learning as resources supporting the professional learning of the rising generation of new PBLL practitioners. The mentors will be world language teachers who have completed the NFLRC PBLL Summer Institute or professional development offered by the Buck Institute for Education and implemented PBLL in their classes. The mentees are world language teachers who are interested in learning about PBLL and how to implement PBLL in their classrooms. One mentor will be paired with one mentee through a semester to provide support and consultation about PBLL. Mentors will also share their personal experiences and knowledge in adopting PBLL. Mentors and mentees will use open educational resources (OERs) on PBLL developed by NFLRC as supporting materials. The mentoring will be conducted virtually via email, phone, or videoconferences. After completing the mentoring program and submitting an evaluation survey, the mentor will be awarded with a digital badge as a PBLL Mentor.

7. Fine Tune Your Learning: Intersections with PBLL

More PBLL Resources

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The NFLRC defines PBLL as a transformative learning experience designed to engage language learners with real-world issues and meaningful target language use through the construction of products that have an authentic purpose and that are shared with an audience that extends beyond the instructional setting.

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Great tool to create interactive work for students

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Create an interactive virtual breakout activity.

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Act before December 31! All donations to the National Geographic Society will be matched dollar for dollar through the end of the year. Make your tax-deductible gift today and make TWICE the impact for Explorers working to preserve threatened species around the world.

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Inspire learners to explore National Geographic through interactive lesson plans, maps, storytelling and a wide variety of resources to illuminate their world.

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To search for free digital tools

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The Digital Frog 2.5 engages students with an interactive, virtual dissection, allowing the student to learn each of the cuts necessary by "cutting" with a digital scalpel before watching the full screen video. Animations and interactions allow students to see the science of the frog's body-from blood pumping through the heart, to joints that can be built up and moved by the user.

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Learn about the vision and history of the Office of Educational Technology, working to transform teaching and learning in collaboration with other Department of Education offices.

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Develops national educational technology policy and establishes the vision for how technology can be used to transform teaching and learning

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To research published studies, journals, policy docs, etc. Reliable sources!

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ERIC is an internet-based digital library of education research and information sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education. ERIC provides access to bibliographic records of journal and non-journal literature from 1966 to the present. ERIC's mission is to provide a comprehensive, easy-to-use, searchable Internet-based bibliographic and full-text database of education research and information for educators, researchers, and the general public.

What's in the collection?

The ERIC collection includes bibliographic records (citations, abstracts, and other pertinent data) for 1.6 million items indexed since 1966, including:

journal articles

books

research syntheses

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technical reports

policy papers, and

other education-related materials

Currently, over 1,000 journals are indexed in ERIC. Almost all of these journals are indexed comprehensively-every article in each issue is included in ERIC. A small number are indexed selectively-only those articles that are education-related are selected for indexing. In addition, authors and publishers have given ERIC permission to display more than 350,000 full-text materials available-at no charge. Many of these materials are "grey literature" such as conference papers and reports, but there are a growing number of journal articles and books freely available in ERIC as well. Most materials published 2004 and forward include links to other sources, including publishers' websites.

Who uses ERIC?

Over half a million users search the ERIC website each week, with many more searching through ERIC data using vendor sites. ERIC users include education researchers, students, teachers, librarians, administrators, education policymakers, parents, and the general public.

How can I use ERIC?

You can use the ERIC website to search education research. Learn more about how to search ERIC, check out this video.

How does ERIC work?

ERIC partners with publishers and organizations across the world to provide education research to users. ERIC takes the publisher provided content and adds metadata to make the information searchable. We then make the PDF and/or link to purchase the article available whenever possible.

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; national center for education evaluation and regional assistance education resources information center (eric)

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NCEE Projects: Education Resources Information Center (ERIC)

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NCEE Projects: Education Resources Information Center (ERIC) provides free public access to education research and information through an electronic database of over 1.2 million bibliographic records of journal articles and other education-related materials and, if available, includes links to full text spanning the period 1966 to the present.

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CAST is a multifaceted organization with a singular ambition: Bust the barriers to learning that millions of people experience every day. We do this by helping educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation.

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In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, September 11 - Monday, December 11, 2023

PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, February 5 - Monday, May 13, 2024

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Designed exclusively for higher education, this course includes strategies to remove barriers to learning for postsecondary students.

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Find out more about CAST. We're busting barriers to learning, until learning has no limits®.

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The National Center for Simulation in Rehabilitation Research (NCSRR) is a National Center for Medical Rehabilitation Research supported by NIH research infrastructure grants R24 HD065690 and P2C HD065690. OpenSim is also supported by the Mobilize Center, an NIH Big Data to Knowledge Center, grant U54 EB020405, and by DARPA through the Warrior Web Program.

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A few days ago I received an invitation from Vally Lavender to pay a visit to her latest ValiumSL region build ahead of its official opening to the public at large.

Hermosa Tierra (Spanish for beautiful land) takes as its focus the lands of west Texas, as was the case for Valley's previous design of MARFA (see: Deep in the heart of (west) Texas via Second Life). However, where MARFA drew on a actual place, Hermosa Tierra is born entirely out of Valley's imagination, as she notes the the setting's story:

Hermosa Tierra ... is a fictional land on the West Texas border of Mexico and Texas (only separated by the Rio Grand River). It is loosely inspired by my impressions of the Big Bend National Park area, over 800,000 acres of desert, mountains, caverns, a vast and diverse range of flora, fauna and terrains. The area is also rich in Mexican and American, specifically Texan, cultures.

- Vally Lavender, the Hermosa Tierra story

This is an atmospheric build, both in design and in the tragedy of the backstory of Veleta, an artist, and her rancher husband and soul mate, Jorge. On arrival, I'll confess that I felt I'd landed a lot further west along the border between the United States and Mexico; the setting with its surround of high peaks and mesas immediately brought to mind thoughts of The High Chaparral television series and its iconic theme song; so much so that I half expected Manolito to gallop past me at the landing point as he rode towards the Hacienda-style ranch house.

However, west Texas this is, and of a time a lot later than the 1870s, as evidenced by the presence of two old pick-up trucks - although given one of these looks like it might date from the 1920s/1930s and the other the 1940s/1950s, we're not really tied to a particular period of time, but can instead allow the story of Veleta and Jorge, and that of their great-great granddaughter, Vally, whisper to us a time it feels is best.

As one would expect from a region design by Vally, there is a lot to be discovered here. While a drought may well have led to the passing of the ranch - and of Jorge and Veleta - water has now returned to the land in the form of a fast flowing stream that bursts forth from a subterranean aquifer to the west, cutting its way northwards to vanish among the blocky mesa with their crowns of abode houses that stand guard over the land - perhaps reminders of the Pueblo way of life here.

This stream, narrow and fast, is a natural drawing point for wildlife and domesticated animals alike (or semi-domesticated, in the case of the longhorn cattle). Cattle and horses, deer and bear are all equally drawn to the water, whilst a hopeful heron awaits, statue-like, the fortuitous passing of a fish. Stepping stones span the water, pointing towards the hacienda by way of a trail bordered by lavender and wild grass.

That times have been hard here can be seen in the decrepit barn siding the track up to the ranch, while the walls of the latter, doubtless once pristine and white, are showing their age and have become the home to ivy and vines. However, the house, the courtyard before it and a second barn a short walk from the hacienda's gates all show clear signs of renovation and re-purposing, whilst the coral has also been renewed and is once again in use.

Those exploring the land will find a lot to appreciate, from the smaller hacienda in the north-west that offers itself as a bar and places to rest, to the aforementioned wildlife and the various places to sit and appreciate the view. Travel far enough, and visitors might find themselves in a sinuous canyon, watched over by wolves and goats, whilst within the sheer walls, the hard work of a palaeontologist can be admired - but remember, look, don't touch! When exploring, those who enjoy horse riding in SL can also perhaps get more into the spirit of the region by pulling on a wearable horse and trotting around.

Hermosa Tierra is ideal for photography, and I recommend using the local environment settings when doing to - they are the idea backdrop. in fact, art is very much a focus for this setting, again as Vally explains:

Art is all around at Hermosa Tierra in a small way. At the Hacienda La Veleta there will be rotating artists from the covers in Flic kr group pool. Since that has not begun, we start with a 'Memories of Marfa' exhibit.

At the large barn we will rotate selected artists from my Empty Chair Gallery.

Thus, this is a setting that is to be very much savoured and appreciated - and it will be available for people to do so for a while; the demands of the physical world mean that Vally is taking a deserved break from the pressures of region design and building, and will instead (hopefully) be able to appreciate her work as much as those who visit it.

SLurl Details

Eclectic virtual world blogger with a focus on Second Life, VR, virtual environments and technology. View all posts by Inara Pey

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A few days ago I received an invitation from Vally Lavender to pay a visit to her latest ValiumSL region build ahead of its official opening to the public at large. Hermosa Tierra (Spanish for beautiful land) takes as its focus the lands of west Texas, as was the case for Valley's previous design of...

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Connecting educators and students with education in virtual reality, augmented reality, and extended reality.

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Interview with an AI ? Yes this is exactly what happened last week on the latest ENGAGED Podcast where our Athena AI was interviewed by show host Maxwell McGee. Having a conversation with artificial intelligence avatars is a very strange...

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We just released our new Trailer. Click on the image above to view. More about ENGAGE ENGAGE is a business-focused spatial computing platform Designed for corporations, professionals, education organizations, and event organizers. It is used for remote training, collaboration, events,...

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Educators in VR Co-founder, Lorelle VanFossen, will be the guest in a Fireside Chat for the XR Innovators in Education series with Columbia University's Teachers College on Wednesday, April 21, 2021.

To register or the event, use the XR Innovators in Education Series Registration Form. The event is a webinar online and live.

Lorelle will be discussing the challenges educators face to integrate XR technology into education and the classroom, the freedoms and affordances associated with teaching in a virtual environment, and covering her three guidelines for empowered education in VR: embodiment, engagement, and enchantment.

We're honored to have Lorelle featured in the Columbia University's Teachers College Fireside chats. Teachers College represents many of the ideals and missions of Educators in VR, founded in the belief that:

...education alone can't correct our society's inequalities - that to maximize the life chances of all people, we must also support poorer communities' physical and nutritional health and psychological well-being.

They offer a wide range of programs in education psychology, nursing education, nutrition education, special education, conflict resolution and spirituality and education, preparing future-ready innovative educators for over 100 years with their multidisciplinary approach, studying how people learn and how they should be taught.

Long before Lorelle helped found Educators in VR she was a leader in digital storytelling, web publishing, social media, and online community building and teaching. As one of the founding members of the WordPress Community, she developed the WordPress Support Forums for the two versions of WordPress and was senior editor on the WordPress Codex, the online manual for WordPress users. As one of the world's leading advocates and educators in web publishing technologies, she helped develop the first WordPress-foundational web development and design college course at Clark College in Washington. She continues to host one of the oldest websites in the world along with dozens of other sites, and helped establish many of the standards and conventions in continued use today.

Hitting the road full-time with her husband and cat to travel North America and the world in 1996, she became one of the early educational road warriors. Distance learning took on new meaning as they traveled and she taught online through internet connections with acoustic couplers hooked to payphones and borrowed phone connections. She also helped install some of the first WIFI networks in campgrounds to encourage travelers to stay in touch with others as they traveled, an excuse for her to continue teaching and developing online.

A long-time fan of Second Life and XR technology, the move into the immersive tech industry as an educator was natural. She quickly saw the need for educators to connect and work together to embrace the challenges of learning and teaching in VR, and founded the Educators in VR community and company with Daniel in the fall of 2018.

In February 2020, Educators in VR hosted their first 2020 International Summit held across five social VR platforms for over 6,000 event attendees attending 150 events by 170 speakers. They are repeating it this year in partnership with the Virtual World Society with their month-long UniVirtual Experience May 1-30 with over 200 events scheduled across more than a dozen virtual platforms.

Educators in VR hosts and produces over 600 free, paid, and commercial events annually for over 30,000 attendees in VR, proving that VR as a classroom, meeting, and conference space is not just viable, it's essential in this time of the ongoing pandemic. Educators in VR supports almost 20 special interest groups called Team Projects to bring together like-minded members to collaborate and teach others. Educators in VR's team has developed and built over 100 virtual educational and presentation worlds in AltspaceVR and other platforms available for educational and event rental uses.

The new EDVR Institute will offer extensive programs on teaching and training educators to teach in VR and use immersive technology along with a wide selection of educational classes and workshops on math, science, language, writing, genealogy, virtual coaching, and more.

Join us with this exciting conversation with Lorelle on Wednesday, April 21 with the Columbia University's Teachers College.

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Lorelle VanFossen Features in Columbia University Teachers College Fireside Chat

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Educators in VR Co-founder, Lorelle VanFossen, will be the guest in a Fireside Chat for the XR Innovators in Education series with Columbia University's Teachers College on Wednesday, April 21, 2021. To register or the event, use the XR Innovators in Education Series Registration Form. The event is a webinar online and live.

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Gold Lotus is raising funds for Handy English VR on Kickstarter! Learn English in VR. Use your hands to interact with and learn from the world around you, then test your memory to beat your high score

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