The Jigsaw Classroom Elliot Aronson is currently Professor Emeritus at the University of California in Santa Cruz. He has long-standing research interests in social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Professor Aronson's experiments are aimed both at testing theory and at improving the human condition by influencing people to change dysfunctional attitudes and behaviors. Open Professionals Education Network This collection of resources helps explain the services available to TAACCCT grantees from OPEN in relation to meeting requirements for deliverables. Other support material is also listed below, including guides for best practices when marking content, OER management, and for universal design for learning and accessibility. Jump to resources from each OPEN Partner: Creative Commons (CC)Center for Applied Special Technology (CAST)Open Learning Initiative (OLI)Washington State Board (SBCTC)
UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start.
UDL-LDC Crosswalk The goal of this document is to provide an overview of how two educational frameworks, Literacy Design Collaborative (LDC) and Universal Design for Learning (UDL), complement each other in the design of curriculum in order to build pertinent literacy skills for all learners. At their core, both LDC and UDL have the goal of providing high quality curriculum to ensure learning is maximized for all students. To meet this goal, both frameworks recognize that it is essential to provide strong supports for educators in the design of robust instructional modules, units, and lessons.
Diet for Kidney Stone Prevention As of September 22, 2014, the NIDDK Clearinghouses Publication Catalog and Image Library sites will be unavailable until further notice. Although you will not be able to order publications, you can view, download, and print them by using the links below. For urgent matters, please send an email to firstname.lastname@example.org. The Beneﬁts of Using Questions in eLearning Infographic e-Learning Infographics The Beneﬁts of Using Questions in eLearning Infographic The benefits of using eLearning questions in a course are huge: Intelligently written questions are a great way to assess how well a learner has understood a concept.When learners interact and answer questions, elearning provides instant feedback.Your Admin/L&D/HR teams can easily track and monitor employee results.Keeps your learners engaged and gives them thought-provoking content to make them stop and think.
Introduction to Web Accessibility You are here: Home > Articles > Introduction to Web Accessibility Introduction Most people today can hardly conceive of life without the internet. Some have argued that no other single invention has been more revolutionary since Gutenberg's printing press in the 1400s. Now, at the click of a mouse, the world can be "at your fingertips"—that is, if you can use a mouse... and see the screen... and hear the audio—in other words, if you don't have a disability of any kind. This introduction should help you understand how people with disabilities use the web, the frustrations they feel when they cannot access the web, and what you can do to make your sites more accessible.
Just ASK Publications and Professional Development - Making the Common Core Come Alive! "A rock pile ceases to be a rock pile the moment a single man contemplates it, bearing within him the image of a cathedral. - Antoine de Saint-Exupéry, The Little Prince Creativity and innovation are key competencies to target during the implementation of the Common Core State Standards (CCSS). While these competencies are critical to college and career readiness, they are not explicitly addressed in the Common Core document which is focused on expected outcomes. UDL-CCSS Video Crosswalk The National Center on UDL library of UDL principles and practice videos illustrate how to apply the UDL guidelines to classroom lessons. They can also be used to demonstrate how to address specific Common Core State Standards (CCSS). View the following videos and read these overviews to learn which UDL principles, UDL guidelines, and CCSS are highlighted in each video. The Grade 1 Mathematics video specifically addresses these Mathematics CCSS: CCSS.Math.Content.1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.CCSS.Math.Content.1.NBT.B.2a: Understand the following as special cases: 10 can be thought of as a bundle of ten ones—called a "ten."CCSS.Math.Content.1.NBT.B.2b: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
2014 Global Summit on the Physical Activity of Children - Event Summary Register by Friday, April 25th and your delegate pass could be on us! Are you planning on attending the Global Summit and haven't registered yet? Register by April 25th, you'll be entered into a draw to win a full delegate registration. Use code FREE PASS when registering. Struggle Means Learning: Difference in Eastern and Western Cultures By Alix Spiegel In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class. “The teacher was trying to teach the class how to draw three-dimensional cubes on paper,” Stigler explains, “and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, ‘Why don’t you go put yours on the board?’ So right there I thought, ‘That’s interesting! He took the one who can’t do it and told him to go and put it on the board.’ ”