At any one time, about 300 million children of school going age are not in school. Experience indicates that when schooling is disrupted, whether by a pandemic, a natural disaster or other reasons, not all children return to the classroom. In addition, most countries have growing numbers of young people who have not completed schooling, or not well enough to progress, and who find themselves neither in employment nor in further education and training.

Open schooling can create learning opportunities for those not in school, those who left school and those who are in school but not learning effectively. There is no single model for open schooling provision which might offer a complementary or alternative curriculum, or both. However, all models can benefit from greater use of open educational resources; open, distance and flexible methods and open educational practices. In this way it is possible to address issues of access, quality and affordability in a sustainable way.

This book offers guidelines and examples that will be of use to teachers, managers, policy-makers and education leaders interested to ensure that the education system meets the needs of all children and youths.

This video from First Alaskans Institute spotlights the Alaska Native community of St. Paul and its hands-on commitment to care for the land and animals on which it depends.

Building traditional skills in drawing and painting is emphasized through study of proportion, value, color mixing, and space. Principles of balance and unity in 2-D and 3-D are explored through constructing tactile collages and paper sculptures. In literacy infused lessons, students connect word choice, detail, narrative and figurative language with images.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

Several assignments are used for this course, including writing lesson plans, writing a unit plan, creating supplemental items for the unit plan, and designing a classroom management plan. In my course, I assign two units with three lesson plans included in each unit. This is designed for Early Childhood, but it can be edited for secondary. 

This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. Content includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.

Basic Kitchen and Food Service Management is one of a series of Culinary Arts open textbooks developed to support the training of students and apprentices in British Columbia’s foodservice and hospitality industry. Although created with the Professional Cook, Baker and Meatcutter programs in mind, these have been designed as a modular series.

In this video segment from Nature, learn about the problems bears are creating on ranch land surrounding Yellowstone National Park.

This Nature video segment explores how the relationship between humans and grizzly bears has changed over the course of American History, and it describes the closing of the Yellowstone National Park garbage dumps in the 1970s.

Learn about the precautions humans must take in the face of a growing grizzly bear population in this video from Nature.

Some students misbehave because they are trying to attract teacher attention. Surprisingly, many students who value adult attention don't really care if it is positive (praise) or negative attention (reprimands)--they just want attention!
Unfortunately, instructors with students who thrive on teacher attention can easily fall into a 'reprimand trap.' The scenario might unfold much like this: First, the student misbehaves. Then the teacher approaches the student and reprimands him or her for misbehaving. Because the student finds the negative teacher attention to be reinforcing, he or she continues to misbehave-and the teacher naturally responds by reprimanding the student more often! An escalating, predictable cycle is established, with the student repeatedly acting-out and teacher reprimanding him or her.
Teachers can break out of this cycle, though, by using 'random positive attention' with students. Essentially, the instructor starts to ignore student attention-seeking behaviors, while at the same time 'randomly' giving the student positive attention. That is, the student receives regular positive teacher attention but at times unconnected to misbehavior. So the student still gets the adult attention that he or she craves. More importantly, the link between student misbehavior and resulting negative teacher attention is broken.

Motivating a reluctant student to complete schoolwork is not easy. In a typical classroom, students can choose from a number of sources of potential reinforcement (Billington & DiTommaso, 2003)--and academic tasks often take a back seat to competing behaviors such as talking with peers. One way that teachers can increase the attractiveness of schoolwork is by structuring lessons or assignments around topics or activities of high interest to the student (Miller et al., 2003).In fact, with planning, the teacher can set up a 'trap' that uses motivating elements to capture a student's attention to complete academic tasks (Alber & Heward, 1996). Here is a 6-step blue-print for building an academic 'motivation trap' (adapted from Alber & Heward, 1996).

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

In this video segment adapted from NOVA, find out how cars made of a material stronger than steel and half the weight can help combat climate change.

In this video adapted from the Arctic Athabaskan Council, learn how warmer temperatures in the Arctic are transforming the landscape, triggering a host of effects such as permafrost thawing and insect infestations.

LEARNING OBJECTIVESBy the end of this chapter, you will be able to:Identify the risks and rewards of college.Describe the responsibilities of college student life and how they differ from high school or early career life.Identify differences in class delivery and compare strategies for success in each type.Identify different categories of students who might share the same classroom as you.Identify similarities and differences between different types of students compared to yourself.

SYNOPSIS: In this lesson, students use chemical reactions that occur in landfills and composting as a vehicle to learn about chemical changes found in their daily lives.

SCIENTIST NOTES: Students learn how to distinguish between physical and chemical changes in matter through this lesson. They can comprehend the chemical makeup, interactions, and changes that take place in landfills and other waste disposal facilities thanks to the films, articles, and class activity. Disastrous gases like methane are emitted into the atmosphere after the breakdown of various products and materials at waste disposal facilities due to their distinctive chemical properties. The environment and human health are likely to suffer as a result. So, it's crucial to separate these wastes since some of them can be reused or recycled to lower the amount of methane in the environment. Above all, students will be able to create a model for trash management, promote sustainably managed waste, and present solutions to local communities. To prevent injuries in the classroom, the teacher should oversee the balloon activity that involves using objects like banana peels and balloons on bottle mouths, among others. The lesson, including all accompanying materials and videos, has all been fact-checked, and it is appropriate for use in a classroom.

POSITIVES:
-Students work collaboratively in groups and with partners to share diverse ideas and perspectives.
-Students participate in hands-on learning to aid in understanding and participation.
-Students learn through a variety of pathways including kinesthetic, auditory, and visual learning to reach diverse and unique individuals.
-Students are given a variety of optional extensions to create the most meaningful change in their communities.

ADDITIONAL PREREQUISITES:
-Teachers can use this as a multi-day lesson in two to three parts. Each of the Inquire, Investigate, and Inspire sections can be completed on a separate day.
-Teachers can cut the chemical or physical change sorting game cards out prior to teaching the lesson.
-Materials required for the hands-on landfill activity include the following:
-Clear plastic tub (~12-in long × 6-in wide × 5-in deep) (~30-cm x 15-cm x 13-cm) with about 1 inch (2.54 cm) of sand in the bottom
-Clay (~750 cubic cm); this clay does not need to be the high-quality type used for modeling; clayey or silty soil from your backyard works fine
-Sand (~1500 cubic cm) (available at home and garden stores)
-Gravel (~100 cubic cm) (available at home and garden stores)
-~15 cotton balls
-(Optional) Tiny houses and buildings (such as Monopoly game houses and hotels), or any other simple representation to simulate the presence of a town sitting on the sand base
-Materials required for the balloon activity:
-Plastic (or glass) bottles
-Balloons
-Food scraps
-Tape (for securing the balloon around the top of the bottle)

DIFFERENTIATION:
-All hands-on activities can be taught as demonstrations.
-Lab groups may be created with students of mixed abilities.
-Articles may be read in small groups, whole groups, or individually based on students’ needs.
-Students can do the optional activity listed in the Inspire section and complete another balloon activity with food waste.
-Students can explore deeper the differences between methane and carbon dioxide outputs as greenhouse gases in landfills versus composting.

This module offers classroom instruction with the opportunity for students to observe child welfare workers, judges and referees, and attorneys during actual court proceedings. It provides approximately six hours of classroom content and addresses competencies in ethnic sensitive and multicultural practice, core child welfare skills, social work skills and methods, and workplace management. The curriculum provides a history of the system; cultural insights; background on the differing roles of professionals in the juvenile court setting; a glossary of court terms; and guidelines for proving maltreatment, and for providing effective testimony. (50 pages)Foster, D., & Woods, B. (1995).

- Participants are going to implement ICT resources in classroom and to learn about civil engineering, its types, some vocabulary, y know how important civil engineering is. - This lesson plan is going to be developed in two-hour class (Pre-activity 15 minutes; While 70 minutes; 15 minutes= 100 minutes)ICT FRAMEWORK FOR TEACHERS:- Critically engage with the need for ICT-led innovation and the transformative power of positive change.- Design and manage learning environments which take into account ICT in the didactics of a given subject area.- Awareness of the constant impact of ICT on learning.