Resources

Open educational resources (OER) are free teaching and learning materials that are licensed to allow for revision and reuse. OER can be fully self-contained textbooks, videos, quizzes, learning modules, lesson plans, syllabi, worksheets, data, and more. The benefits of using OER in your courses include improved student engagement and success, immediate and equitable access to resources, cost savings for students, flexible and high-quality learning materials that can be adapted to fit your individualized curriculum, and professional contributions to teaching and learning in your field.

Other open educational practices, such as open pedagogy, can result in the creation of OER.

In these repositories, you can find OER created by others and ready for your use or adaptation, including textbooks, lesson plans, syllabi, videos, images, and more. Browse these repositories by subject or search for materials using relevant keywords.

MULTI-DISCIPLINARY OER REPOSITORIES

OER Commons: One of the largest OER repositories, which covers multiple disciplines and allows for sorting by education level, reuse options, and by standard OERTX: OER repository from the Texas Higher Education Coordinating Board MERLOT II: This repository offers a wide range of disciplines and variety of material types OASIS: A search tool that aims to make the discovery of open content easier by searching multiple sources for OER and other open content at once. OASIS currently searches for open content from 79 different sources and contains approximately 330,000 records. OER Metafinder: Simultaneously searches multiple repositories, could give you good ideas of other repositories to look in

There’s real science behind a popular discussion activity called hexagonal thinking routines, developed and made popular by former teacher Betsy Potash.

It’s more than an engagement strategy. It helps students to engage in productive struggle that doesn’t even look like struggle at all to them. It also helps build

conceptual understanding as students are asked to make connections between big ideas.

Often used in ELA, it’s helpful in any subject, including math and science.

Zaretta Hammond's take on:In the article “Why Students Resist Retrieval Practice and How to Change That” in Scientists in the Making, Los Angeles teacher Marcie Samayoa shares that although retrieval practice is an excellent way to get information into long-term memory, students often resist using it. For example, when a teacher asks students to write answers to a few questions on what they learned the day before, some sneak a look at their notes or copy from their elbow partner.

Why the shortcuts? Students may think learning this stuff doesn’t matter, or they may resist the cognitive effort it takes to recall information that has started to slip into oblivion. “Copying takes no effort,” says Samayoa. “Our brains are wired to conserve energy, so if there’s an easier way to complete a task, we take it.”

But the mental effort involved in retrieving recently learned information is what makes it effective. Students need explicit instruction on how retrieval works and an understanding that the mental effort (and sometimes the frustration) is worth it. It’s far more effective than time-worn study methods like re-reading, underlining, and copying.

“It is this struggle that contributes to long-lasting learning,” says Samayoa. “This is why shifting students’ mindset is so important. We have to normalize the discomfort and reframe it as a sign of growth, not failure.”

She recommends using a weightlifting analogy to explain why effort is required. “Explaining the science behind retrieval practice can increase student buy-in,” says Samayoa. “However, keep in mind that breaking old habits takes time.”

She also gives a great summary of the key points students need to understand about how the brain remembers and retrieves learned information. Read and reflect on her article here.