Welcome to learning about how to effectively plan curriculum for young children. This textbook will address:

Developing curriculum through the planning cycle
Theories that inform what we know about how children learn and the best ways for teachers to support learning
The three components of developmentally appropriate practice
Importance and value of play and intentional teaching
Different models of curriculum
Process of lesson planning (documenting planned experiences for children)
Physical, temporal, and social environments that set the stage for children’s learning
Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature.
Planning for preschool-aged children in specific domains including
Physical development
Language and literacy
Math
Science
Creative (the visual and performing arts)
Diversity (social science and history)
Health and safety
How curriculum planning for infants and toddlers is different from planning for older children
Supporting school-aged children’s learning and development in out-of-school time through curriculum planning
Making children’s learning visible through documentation and assessment

Introduction to Curriculum focuses on developmentally appropriate for preschool-aged children and includes a chapter on infant and toddler curriculum and a chapter on curriculum for school-aged children. Please find Word and PDF versions of the book in the Google Group created to house collaboration efforts around the book: https://groups.google.com/forum/#!forum/introduction-to-curriculum-oer-group

Section I: Understanding How Children Learn
Chapter 1: Foundations in Early Childhood Curriculum: Connecting Theory & Practice
Chapter 2: The Importance of Play and Intentional Teaching
Section II: Developing Curriculum to Support Children’s Learning
Chapter 3: The Cycle of Curriculum Planning
Chapter 4: Developing Curriculum for a Play Centered Approach
Section III: Setting the Stage for Children’s Learning
Chapter 5: Setting the Stage for Play: Environments
Chapter 6: Guiding Behavior and Managing the Classroom
Section IV: Planning for Children’s Learning
Introduction to Planning for Preschoolers
Chapter 7: Social and Emotional Development
Chapter 8: Language and Literacy
Chapter 9: Mathematics
Chapter 10: Science
Chapter 11: Creative Arts
Chapter 12: History & Social Science
Chapter 13: Physical Development
Chapter 14: Health and Safety
Introduction to Planning for Other Ages
Chapter 15: What Curriculum Looks Like for Infants and Toddlers
Chapter 16: What Curriculum Looks Like for School-Age Children
Section V: Making Children’s Learning Visible
Chapter 17: Documentation and Assessment

This is a derivative of https://louis.oercommons.org/courses/introduction-to-curriculum-for-early-childhood-education

Changes made include:
 New cover page
 Adjustments to title page (and listed creators)
 Adjustments to acknowledgments
 Removal of Appendix E

This book was written to provide students with an introduction to the field of education. The book is broken into chapters that focus on questions students may have about education in general. Although some chapters may go into more depth than others, this is created as an introductory text.

Table of Contents
1. Why Teach?
2. What is the Purpose of School?
3. Who are Today's Students?
4. How Do Social Issues Affect Students?
5. What is Taught?
6. What Makes an Effective Teacher?
7. What is a Positive Classroom Environment?
8. What are the Ethical and Legal Issues in Schools?
9. What is an Educational Philosophy?
10. Excellence or Equity...Which is More Important?
11. What Can a New Teacher Expect?

An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.

This course is an introductory subject in the field of electric power systems and electrical to mechanical energy conversion. Electric power has become increasingly important as a way of transmitting and transforming energy in industrial, military and transportation uses. Electric power systems are also at the heart of alternative energy systems, including wind and solar electric, geothermal and small scale hydroelectric generation.

Elementary introduction with applications. Basic probability models. Combinatorics. Random variables. Discrete and continuous probability distributions. Statistical estimation and testing. Confidence intervals. Introduction to linear regression.

This course provides an overview of robot mechanisms, dynamics, and intelligent controls. Topics include planar and spatial kinematics, and motion planning; mechanism design for manipulators and mobile robots, multi-rigid-body dynamics, 3D graphic simulation; control design, actuators, and sensors; wireless networking, task modeling, human-machine interface, and embedded software. Weekly laboratories provide experience with servo drives, real-time control, and embedded software. Students will design and fabricate working robotic systems in a group-based term project.

The MIT Biology Department core courses, 7.012, 7.013, and 7.014, all cover the same core material, which includes the fundamental principles of biochemistry, genetics, molecular biology, and cell biology. 7.013 focuses on the application of the fundamental principles toward an understanding of human biology. Topics include genetics, cell biology, molecular biology, disease (infectious agents, inherited diseases and cancer), developmental biology, neurobiology and evolution.Biological function at the molecular level is particularly emphasized in all courses and covers the structure and regulation of genes, as well as, the structure and synthesis of proteins, how these molecules are integrated into cells, and how these cells are integrated into multicellular systems and organisms. In addition, each version of the subject has its own distinctive material.  

This book is aimed at managers, business owners, marketing managers, and aspiring social media marketing interns and managers. I will assume that however accomplished in your own field - baker, developer, teacher and that even as successful business owners, you approach the topic of social media marketing as a beginner. Even if you are an avid personal user of social networks, we will treat this book as a guided tour of social media for marketing purposes.

This section examines how reality and fantasy are understood and constructed by, across, and in the Americas. Materials drawn from across the curriculum (e.g., from history, psychology, media, and communication studies) are used to question definitions of reality, fact, truth, fiction, fantasy, magical realism, myth, virtual space, reality-TV, and corporeality. Students gain the ability to defend their positions about how categories such as reality and fantasy differ and overlap.

“It’s All Greek to Me!” has everything—entertaining stories, academic articles in a variety of disciplines, vocabulary crossover in literary and academic readings, connections to local, American, and Western culture, and plenty of chances for critical thinking for advanced students of English as a Second Language (ESL). All readings are authentic with minimal adaptation from a variety of sources.

This textbook also gives help for advanced level grammar and writing issues, using outside sources, and reading and vocabulary strategies.

This document is a collaborative student work, comprising a directory of resources about mathematics and technology for kindergarten through fifth grade. This resource was created with the support of an ALG Textbook Transformation Grant. Topics include teaching and learning theories, problem solving, assessment, equity, technological tools, and measurements.

Knowing Home attempts to capture the creative vision of Indigenous scientific knowledge and technology that is derived from an ecology of a home place. The traditional wisdom component of Indigenous Science—the values and ways of decision-making—assists humans in their relationship with each other, the land and water, and all of creation. Indigenous perspectives have the potential to give insight and guidance to the kind of environmental ethics and deep understanding that we must gain as we attempt to solve the increasingly complex problems of the 21st century.

Braiding Indigenous Science and Western Science is a metaphor used to establish a particular relationship. Linked by braiding, there is a certain reciprocity. Each strand remains a separate entity, but all strands come together to form the whole. When we braid Indigenous Science with Western Science we acknowledge that both ways of knowing are legitimate forms of knowledge.

The book provides a window into the vast storehouse of innovations and technologies of the Indigenous peoples who live in Northwestern North America. It is our hope that the Indigenous Science examples, research and curriculum models will inspire deep reflection regarding the under-representation of Aboriginal students in the sciences. It is intended that the rich examples and cases, combined with the resources listed in the appendices, will enable teachers and students to explore Indigenous Science examples in the classroom, and in addition, support the development of curriculum projects in home places.

Table of Contents
I. Theoretical, Historical and Epistemological Foundations
Chapter 1 - Braiding Indigenous Science with Western Science
Chapter 2 - Why Transforming the Science Curriculum is Necessary for Aboriginal Students
Chapter 3 - “Coming to Know”: A Framework for Indigenous Science Education
Chapter 4 - Creating Change: Instructional Strategies, Teacher Education, Teaching Science in Rural Aboriginal and Urban Multicultural Schools
Chapter 5 - Representations of Indigenous Science in Textbooks, Curriculum Resources, and Government Documents
II. Understanding and Acknowledging Indigenous Science
Chapter 6 - Indigenous Science: Proven, Practical and Timeless
Chapter 7 - A Window into the Indigenous Science of Some Indigenous Peoples of Northwestern North America
III. Understanding Children’s Ideas, Beliefs and Worldviews
Chapter 8 - When Uncles Become Killer Whales: Bridging Indigenous Science, Western Science and Worldviews
Chapter 9 - Changing Students’ Perceptions of Scientists, the Work of Scientists, and Who Does Science
IV. Indigenous Science Curriculum
Chapter 10 - Seasonal Wheel
Chapter 11 - Money from the Sea: A Cross-cultural Indigenous Science Problem-solving Activity
Chapter 12 - Dzaxwan (Oolichan Fish): Stories my Elders Told Me
Chapter 13 - Gwaya'elas, How We Do Things: The Development and Evaluation of Dzaxwan Curriculum
Chapter 14 - Storytelling is our Textbook and Curriculum Guide
Chapter 15 - Gitga'at Plant Project: Bridging the Gap between Generations

Launching Digital Writing in the Elementary Classroom tells the stories of seven teachers who were willing to take risks and venture into new territory by integrating technology into their workshops in meaningful ways.

This book is a work in progress; and will hopefully remain that way in perpetuity; where authors will come back and update their chapters and others will add more chapter. It is aimed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. This book is a minor attempt to contribute to the vast repository of Open Educational Resources.

This book is designed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. It is thus a small attempt to contribute to the vast repository of Open Educational Resources. When discussing learning in the digital age, most focus on the technology first. However, the emphasis made in this book is that it’s about the learner not just the technology. One of the things that is easy to lose track of when talking about learning in the digital age is the learner. Technology is important and it has significant impact but it is still about the person who is using the technology. Many people conflate learning in the digital age with technology in today’s age. This important misconception is common and results from our failure to examine our understanding of what “learning” really is. Of course, Most of this depends on a person’s epistemology. There are numerous definitions of what learning is and often they come to how a person sees the world. Some argue that learning is about a change in behavior due to experiences, others state simply that learning is being able to do something new that you were not able to do before. Regardless of what side you choose, to understand what learning in the digital age is, one has to understand what learning itself is. I am immensely thankful to the authors for sharing their ideas freely and for the reviewers who volunteered their time to give feedback.

Table of Contents
Introduction
Board Games and Learning: Why Care in the Digital Age?
Effective Instruction in Blended Learning Environments
Podcasting as a Mode of Motivation in Online and Blended Learning
Virtual Proctoring and Academic Integrity
Personal Learning Networks: Defining and Building a PLN
Digital Learners in the Workplace
Digital Literacies and the Skills of the Digital Age
Playful Approaches to Learning
The Digital Divide
Ignored Conversations: Higher Education Funding in the Digital Age
Literacy in the Digital Age: From Traditional to Digital to Mobile Digital Literacies
The Digital Divide and the Lack of Financial Literacy Among First Generation
Resources

COUNS 142 at College of the Canyons
Focuses on brain-based learning strategies that develop self-regulatory learning: discovering self-motivation; gaining self-awareness; developing emotional intelligence; employing interdependence; accepting personal responsibility; applying active listening; reading and note-taking; monitoring performance; and developing a growth mindset that believes in self. Students will combine theory and practice to become successful learners and successful college students.

Lesson 1: Successful Learning Strategies, Mindsets, & Basic Brain Facts (Plasticity)
Lesson 2: Motivation, Locus of Control, and Goal Setting
Lesson 3: Self-Regulated Learning and Student Engagement
Lesson 4: Use of Time
Lesson 5: Critical Thinking, Metacognition, and Bloom’s Taxonomy
Lesson 6: Active Listening and Note-Taking from Lectures
Lesson 7: Reading to Learn
Lesson 8: Preparing for and Taking Tests
Lesson 9: Memory and Information Processing Theory
Lesson 10: The Amazing Brain
Lesson 11: Learning Theories
Lesson 12: A Healthy Mindful Brain
Lesson 13: Managing Stress, Self-Talk, and Emotional Intelligence

Learning to Learn Online helps you prepare for online learning success by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. Welcome to your online learning journey!

Table of Contents
Part I. Who am I as an online learner?
Part II. Who am I on my learning journey with?
Part III. Who are my instructors? What is their role?
Part IV. Time Management for Online Learning
Part V. Professional Communication in the Online Environment
Part VI. Analyzing Online Assignments
Part VII. Strategic Reading