Search Results: early learning foundations guidance
No Mode of Communication & Supports for Indiana Schools
This joint effort between the IDOE and PATINS Project offers the opportunity to learn about the data trends in students identified with No Mode of...
Disciplinary Literacy: Strengthening Vocabulary Instruction in Social Studies
This workshop is one in a series of events focused on incorporating the science of reading at the secondary level to strengthen instruction in...
Evaluating Student Interactions & Student Relationships: Middle School
Strong relationships with peers can dramatically enhance students' level of motivation and therefore promote learning. When positive relationships...
Evaluating Student Interactions & Student Relationships: Lower Elementary
Strong relationships with peers can dramatically enhance students' level of motivation and therefore promote learning. When positive relationships...
Disciplinary Literacy: Supporting Secondary Students through the Science of Reading
This workshop kicks off a week focused on literacy in the content areas and at the secondary level. This week will focus on the science of reading...
National STEM Day: Celebrating CSEdWeek
This workshop is a part of National STEM Day, a November learning event from the INLearning Partnership. It’s almost #CSEdWeek (December 7-11)!...
5Es Model: Lesson Planning Guide
The 5E Model of Instruction includes five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It provides a carefully planned sequence of...
5Es Model: Engage Stage
The 5E Model of Instruction includes five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It provides a carefully planned sequence of...
5Es Model: Evaluate Stage
The 5E Model of Instruction includes five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It provides a carefully planned sequence of...
5Es Model: Elaborate Stage
The 5E Model of Instruction includes five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It provides a carefully planned sequence of...
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