This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

Philosophizing involves independent thought process and requires skills in coherent reasoning. It is expected that you will have these competencies after having been in a university‘s undergraduate academic programme for at least one academic year. This module, therefore, is appropriate for you during or after second year of undergraduate study.

Table of Contents:

PART ONE Understanding the Roles of Language and Content

Chapter 1 Academic success: Learning the language of school

Key Issues
The language of school
Social language
Everyday aspects
Intercultural aspects
Instructional aspects
Academic language
Word/phrase level
Sentence level features
Discourse level features
The developmental nature of academic language
A comparison of social and academic languages
The BICS/CALP distinction
Connection between BICS/CALP and the language of school
Extensions
For Reflection
For Action
References

Chapter 2 Language proficiency and communicative competence

Key Issues
Language proficiency
Language domains
Receptive language
Productive language
English language proficiency
Levels of language proficiency
Starting
Emerging
Developing
Expanding
Bridging
Communicative competence
Elements of communicative competence
The role of native languages and cultures
Translanguaging
Strategies for using the native language in the classroom
Extensions
For Reflection
For Action
References
PART TWO Components of Effective Lesson Design

Chapter 3 Assessing student strengths and needs

Key Issues
Background
Understanding strengths and needs
Collecting general information
Gathering information on learners’ language backgrounds
Understanding educational/academic background
Discovering content background and knowledge
Exploring cultural background
Guidelines for understanding student strengths and needs
Conclusion
Extensions
For Reflection
For Action
References

Chapter 4 Writing and teaching to language objectives

Key Issues
Background
Understanding objectives
Content objectives
Language objectives
Constructing language objectives
Teaching to the language objectives
Guidelines
Conclusion
Extensions
For Reflection
For Action
References

Chapter 5 Connecting to students’ lives

Key Issues
Background
Understanding connections
Making personal connections
Making academic connections
Building background knowledge
Integrating connections
Guidelines for making connections
Conclusion
Extensions
For Reflection
For Action
References

Chapter 6 Designing Engaging Tasks

Key issues
Background
Understanding engagement and tasks
Engagement
Elements of tasks
Elements of task process
Instructional grouping
Modes
Task structure
Time and pacing
Scaffolding
Resources/texts
Teacher/student roles
Procedural tools
Elements of task product
Pedagogical connections
Techniques for making pedagogical connections
Guidelines for task design
Conclusion
Extensions
For Reflection
For Action
References

Chapter 7 Assessing Tasks, Students, and Lessons

Key Issues
Background
Understanding assessment
Purposes of assessment
Assessing student process and product
Adapting traditional classroom assessments
Student roles in alternative assessments
Lesson examples
Homework
Additional guidelines for assessment
Assessing the lesson
Conclusion
Extensions
For Reflection
For Action
References

PART THREE Designing Lessons for Academic Success

Chapter 8 Unlocking the language of science

Key Issues
Potential challenges for ELLs in the science classroom
Science education: A focus on language
How do the NGSS define and shape academic language use?
The specialized language of science
Word/phrase level
Sentence level features
Discourse level features
Science textbooks
Language functions
Selected strategies for learning and talking science
Teaching students how to compare and contrast
Teaching the language of cause and effect relationships
Teaching Greek and Latin roots
Conclusion
Extensions
For reflection
For action
References

Chapter 9 Unlocking the language of mathematics

Key Issues
Potential challenges for ELLs in the mathematics classroom
Mathematics education and the Common Core State Standards
The specialized language of mathematics
Word/phrase level
Sentence level features
Discourse level features
Language functions
Teaching strategies for learning and talking mathematics
Conclusion
Extensions
For reflection
For action
References

Chapter 10 Unlocking the language of English language arts

Key Issues
Potential challenges for ELLs in the English language arts classroom
English language arts: Preparing students for the literacy demands of today and tomorrow
Multiliteracies
New literacies
Multimodalities
Effective literacy practices for ELLs in the elementary grades
Theoretical orientation
Additive perspective on language
Emphasis on academic language
Literacy strategies
The language of English language arts
English language arts Common Core State Standards
Word/phrase level
Sentence level features
Language functions
Discourse level features
Conclusion
Extensions
For Reflection
For Action
References

Chapter 11 Unlocking the language of social studies

Key Issues
Potential challenges for ELLs in social studies classrooms
About the field of social studies
National curriculum standards for social studies and CCSS
The specialized language of social studies
Word/phrase level
Sentence level features
Discourse level features
Difficulties presented by social studies textbooks and materials
Diverse written genres
Strategies for teaching and learning social studies
Developing socially supportive classrooms
Explicit teaching of academic skills
Reducing cognitive load and increasing accessibility of complex content knowledge
Conclusion
Extensions
For Reflection
For Action
References

Chapter 12 Putting it all together

Key Issues
Background
Understanding the whole
Lesson examples
Adapting lessons
Guidelines for creating and adapting lessons
References

Appendices

Answers to the Common Teacher Behaviors Questions
Making Your First Home Visit: A Guide for Classroom Teachers
A reproducible copy of Figure 7.7.
A copy of Figure 7.7 without the criteria

This book contains nine short stories about people and places of Portland, Oregon written for beginner students of English (lexile range of 300-500). Each story has approximately 150-250 words. It is formatted as a picture book with approximately 1-3 sentences per illustration. Each story is accompanied by a set of self-correcting comprehension questions and a speaking prompt. All images are public domain except where noted in the alt text.

Forecasting is the ultimate form of model validation. But even if a perfect model is in hand, imperfect forecasts are likely. This course will cover the factors that limit our ability to produce good forecasts, will show how the quality of forecasts can be gauged a priori (predicting our ability to predict!), and will cover the state of the art in operational atmosphere and ocean forecasting systems.

This course is designed to early childhood education professionals with the knowledge and skills to teach each content area according to the preschool learning guidelines, or state standards. This module as part of the course on the preschool learning experiences will explain each part of the standard and give examples of how to teach the standard within an integrated curriculum. Through presentations, online resources, readings, and assignments students will gain knowledge of the components of each area: mathematics, English language arts, science and technology/engineering, the arts, and health education, and history and social science. The last module will cover the content of the Early Childhood Program Standards and how to incorporate those standards into daily practice.

Use this lesson to help students distinguish between primary and secondary sources and use them in them in the appropriate context.

Principles of Continuum Applied Mathematics covers fundamental concepts in continuous applied mathematics, including applications from traffic flow, fluids, elasticity, granular flows, etc. The class also covers continuum limit; conservation laws, quasi-equilibrium; kinematic waves; characteristics, simple waves, shocks; diffusion (linear and nonlinear); numerical solution of wave equations; finite differences, consistency, stability; discrete and fast Fourier transforms; spectral methods; transforms and series (Fourier, Laplace). Additional topics may include sonic booms, Mach cone, caustics, lattices, dispersion, and group velocity.

"This course provides an introduction to the chemistry of biological, inorganic, and organic molecules.ĺĘTheĺĘemphasis isĺĘon basic principles of atomic and molecular electronic structure, thermodynamics, acid-base and redox equilibria, chemical kinetics, and catalysis. In an effort to illuminate connections between chemistry and biology, a list of the biology-, medicine-, and MIT research-related examples used in 5.111 is provided in Biology-Related Examples. Acknowledgements Development and implementation of the biology-related materials in this course were funded through an HHMI Professors grant to Prof. Catherine L. Drennan."

Explores the interaction of radiation with matter at the microscopic level from both the theoretical and experimental viewpoints. Emphasis on radiation effects in biological systems. Topics include energy deposition by various types of radiation, including the creation and behavior of secondary radiations; the effects of radiation on cells and on DNA; and experimental techniques used to measure these radiation effects. Cavity theory, microdosimetry and methods used to simulate radiation track structure are reviewed. Examples of current literature used to relate theory, modeling, and experimental methods. Requires a term paper and presentation. The central theme of this course is the interaction of radiation with biological material. The course is intended to provide a broad understanding of how different types of radiation deposit energy, including the creation and behavior of secondary radiations; of how radiation affects cells and why the different types of radiation have very different biological effects. Topics will include: the effects of radiation on biological systems including DNA damage; in vitro cell survival models; and in vivo mammalian systems. The course covers radiation therapy, radiation syndromes in humans and carcinogenesis. Environmental radiation sources on earth and in space, and aspects of radiation protection are also discussed. Examples from the current literature will be used to supplement lecture material.

The aim of this course is to introduce the principles of the Global Positioning System and to demonstrate its application to various aspects of Earth Sciences. The specific content of the course depends each year on the interests of the students in the class. In some cases, the class interests are towards the geophysical applications of GPS and we concentrate on high precision (millimeter level) positioning on regional and global scales. In other cases, the interests have been more toward engineering applications of kinematic positioning with GPS in which case the concentration is on positioning with slightly less accuracy but being able to do so for a moving object. In all cases, we concentrate on the fundamental issues so that students should gain an understanding of the basic limitations of the system and how to extend its application to areas not yet fully explored.

In this course, students identify issues in educational or other professional settings on which to focus their critical and creative thinking skills. Each student works through the different stages of research and action - from defining a manageable project to communicating findings and plans for further work. Supervision is provided when the student's research centers on new teaching practices, workshops in the community, or volunteer. The classes run as workshops in which students are introduced to and then practice using tools for research, writing, communicating, and supporting the work of others.

Production of Educational Videos is an introduction to technical communication that is situated in the production of educational videos; the assignments are all focused on the production of videos that teach some aspect of MIT's first-year core curriculum. The objective of these assignments is improvement in both communication ability and communication habits; these improvements are effected by providing participants with instruction, practice, feedback, and the opportunity for reflection. In addition to improvements in communication skills, improvement is expected in students' attitude towards writing, oral presentations, and collaboration; as the semester progresses, students should feel confident of their ability to write, present, and collaborate.

What's it like to do mathematical research? The "Project Laboratory in Mathematics" course from MIT's OpenCourseWare provides some fine insights into this endeavor. The course was originally developed by Professor Haynes Miller and features information about how to help students "explore puzzling and complex mathematical situations." The site includes selected video lectures from the course, instructor insights, and a selection of projects and examples, such as "The Dynamics of Successive Differences Over Z and R." Also, the site includes information on how to customize this course for a variety of settings, along with examples of classroom activities and helpful resources.

Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology.
This book is based on a pre-existing openly licensed textbook which was donated to the commons by a benefactor that desires to remain anonymous, and has been collaboratively revised and remixed by faculty and students at Brigham Young University.

This course investigates the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem are explored, along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures are also addressed.

The revered quantum physicist Richard Feynman once quipped, ̢ĺŰĺĎI think I can safely say that nobody understands quantum mechanics.̢ĺŰĺ And yet, the study of quantum mechanics has given birth to the laser, the microchip, and the electron microscope. What̢ĺŰĺŞs going on here? You can find out by taking Quantum Physics I, a completely free online class from MIT. The Syllabus is a great way to get situated with the course offerings and the Readings section offers links to help purchase the necessary books. When ready, strap yourself into your office chair and launch into the 24 one-hour-long Lecture Videos. Don̢ĺŰĺŞt forget the Lecture Notes (you̢ĺŰĺŞll need those!), as well as Assignments, Exams, and Study Materials. If you have ever longed to understand the Higgs Boson or wondered how a photon can act as either a particle or a wave, this incredible, knowledge packed course from one of the top scientific universities in the world is for you.

Read Faster, Understand More: Advanced Academic Reading Skills for English Language Learners.

Covers
- Vocabulary in Context
- Finding the Main Idea
- Identifying Supporting Details
- Implied Main Ideas
- Making Inferences
- Reading Infographics
- Patterms of Organization
- Purpose and Tone

Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/reading-with-my-eyes-open-embracing-the-critical-and-the-personal-in-language-pedagogy