1. Module 2: Introduction to Using OER for Math Instruction
Transforming Teaching, Learning, and Sharing
Screen Title: N/A
Script: In this module, you’ll learn about some of the instructional practices associated with OER use
Notes:

2. Open Educational Resources Facilitate Development of Student Practices
Take advantage of the freedoms associated with OER to partner with students to create enriching and meaningful learning experiences.
No-Cost
Reuse
Redistribute
Revise
Remix
Retain
Facilitate Development of Student Practices
Freely Reusable
Transform
Teaching & Learning
Screen Title: OER: More than Content
Script:
Open Educational Resources (CLICK) are shifting teaching and learning practices beyond providing no-cost (CLICK) and freely reusable content (CLICK) and resources for instruction.
OER, by virtue of the rights associated with them (CLICK), are poised to change the way teaching and learning occur in adult education. OER allow teachers to create and share free resources with students and other teachers, identify high quality materials to adopt or adapt, transform or reorganize for their instructional purposes.
The various teacher uses of (CLICK) OER are transforming education, but OER are also transforming how students learn (CLICK). Like many educators and students are discovering across the world, you can use OER in ways that you can’t use materials with restrictive copyright licenses to (CLICK) facilitate the development of student practices and prepare students for lifelong learning. Educators, like you, are taking advantage of the freedoms associated with OER (CLICK) to partner with students to create enriching and meaningful learning experiences.
Notes:

3. In the McKay School of Education / Mark A. Philbrick / CC BY
Open Pedagogy
leverages the reuse, revise, remix, and redistribute permissions of open educational resources in order to enable students to extend and improve the official instructional materials.
-David Wiley, OER Expert
leverages the reuse, revise, remix, redistribute permissions of open educational resources in order to enable students to extend and improve the official instructional materials...the assignment is impossible without the permissions granted by open licenses.
In the McKay School of Education / Mark A. Philbrick / CC BY
Screen Title: What is Open Pedagogy
Script: The set of instructional strategies and teaching and learning practices associated with the 5Rs of OER are referred to as open pedagogy. These are practices only possible in the context of the free access and 5 permissions that are characteristic of OER. According to David Wiley, OER expert, the assignment is impossible without the permissions granted by open licenses.
Notes:

4. Open Pedagogy The use of OER can transform teaching and learning
Strategies to open your classroom with OER require:
Isolation
Collaboration
Student use of OER
Consuming
Student contribution to lesson development
Creating
Screen Title: What is Open Pedagogy (continued)
Script: The sharing and adapting of open educational resources is impacting teaching practice and student learning. Open pedagogy takes students from isolation to sharing and collaboration, from consuming to creating and from generic to personal. To open your classroom with open pedagogy involves implementing strategies that require (1) student use of OER, (2) student contribution to lesson and resource development and (3) sharing between students and teachers. Students and teachers work in an open network to reuse, revise, remix, and redistribute OER to develop desired skills and meet learning goals.
Notes:
Generic
Sharing between students and teachers
Personal

5. Student reuse, revision, remix, and redistribution of OER are associated with complex learning objectives
Create
Understand
Evaluate
Apply
Analyze
Remember
Screen Title: What is Open Pedagogy (continued)
Script: When students reuse, revise, remix, and redistribute OER to develop desired skills and meet learning goals, they are thinking and learning at the highest levels of Bloom’s Taxonomy, which organizes learning objectives in order of increasing complexity. In an open classroom students are creating knowledge while evaluating, analyzing and applying their understanding of concepts.
Notes:
OER Bloom‘s Taxonomy

6. Open Pedagogy Universal Design for Learning Formative Assessment
Student-Centered Instruction
Differentiated Instruction
Screen Title: Open Pedagogy as an Instructional Approach
Script: Open pedagogy is just one of several approaches to teaching adult learners and can be used to open your classroom alongside other approaches you’re already using. For instance, involving students in the selection of OER makes learning student-centered by allowing learners control over the learning process. Student use of OER can be very supportive of implementing UDL principles that promote design of lessons and that offer varied and flexible ways for students to learn and demonstrate understanding. Likewise differentiating or adjusting instruction according to learner needs is facilitated by the availability of OER and the ability of teachers and learners to adapt resources to address their particular needs and interests.
Notes:

7. Andragogy Transformative Learning Self-Directed
Open Pedagogical concepts are shared with well-known adult learning theories.
Click to see how teaching practices in these adult learning theories are related to open pedagogy.
Review the TEAL Fact Sheet to learn more about each of these theories.
Andragogy
Transformative
Learning
Self-Directed
Screen Title: Open Pedagogy and Adult Learning Theory
Script: Like student-centered learning, universal design for learning, differentiated instruction and other approaches to teaching adult learners, open pedagogy intersects several theories about how adults learn that have implications for teaching practice. Open pedagogy is premised on concepts shared with well-known adult learning theories like andragogy, transformative learning and self-directed learning.
Notes: State 1

8. Andragogy Transformative Learning Self-Directed
Principles of Andragogy
Set a cooperative climate for learning in the classroom,
Develop learning objectives based on the learner’s need interest, and skill levels
Work collaboratively with the learner to select methods, material, and resources for instruction.
Andragogy
Transformative
Learning
Self-Directed
Screen Title: Open Pedagogy and Adult Learning Theory
Script: Like student-centered learning, universal design for learning, differentiated instruction and other approaches to teaching adult learners, open pedagogy intersects several theories about how adults learn that have implications for teaching practice. Open pedagogy is premised on concepts shared with well-known adult learning theories like andragogy, transformative learning and self-directed learning. (Click to see how teaching practices in these adult learning theories are related to open pedagogy)
Notes: State 2

9. Andragogy Transformative Learning Self-Directed
Principles of Transformative Learning
Develop and use learning activities that explore and expose different points of view.
Promote student autonomy, participation and collaboration (Taylor, 1988, p. 48)
Explore alternative perspectives and engage in problem-solving and critical reflection (p. 49)
Andragogy
Transformative
Learning
Self-Directed
Screen Title: Open Pedagogy and Adult Learning Theory
Script: Like student-centered learning, universal design for learning, differentiated instruction and other approaches to teaching adult learners, open pedagogy intersects several theories about how adults learn that have implications for teaching practice. Open pedagogy is premised on concepts shared with well-known adult learning theories like andragogy, transformative learning and self-directed learning. (Click to see how teaching practices in these adult learning theories are related to open pedagogy)
Notes: State 3

10. Andragogy Transformative Learning Self-Directed
Principles of Self-Directed Learning
Help learners develop strategies for decision-making and self-evaluation of work
Help learners assess their skill level and needs to determine learning objectives
Help the learner to match appropriate resources and methods to the learning goal
Andragogy
Transformative
Learning
Self-Directed
Screen Title: Open Pedagogy and Adult Learning Theory
Script: Like student-centered learning, universal design for learning, differentiated instruction and other approaches to teaching adult learners, open pedagogy intersects several theories about how adults learn that have implications for teaching practice. Open pedagogy is premised on concepts shared with well-known adult learning theories like andragogy, transformative learning and self-directed learning. (Click to see how teaching practices in these adult learning theories are related to open pedagogy)
Notes: State 4

11. Using OER permits shifts in instruction that support development of math practices for students and promote teacher practices for effective instruction
Screen Title: Other Principles and Practices that Guide Instruction with OER
Script: In addition to the prevailing theories about how adults learn, Performance standards and teacher and student practices also impact instruction and learning. These guidelines such as the (Student) College and Career Readiness Math Standards; 21st Century Skills, and (Teacher) NCTM Teacher Practices are intended to help all learners succeed and be prepared for assessments, success in the workplaces and further education. Many of these guidelines promote learning experiences that promote the development of knowledge skills through the active involvement of students. You might use these and other frameworks for instruction to guide how you use OER with open pedagogical practices to open your classroom.
Notes: Change for Science Course
Student Math Practices
Teaching Practices
OER can help students develop practices such as the College and Career Readiness Mathematics Standards. Click to view
OER integration supports teacher practices like those promoted by the National Council of Teachers of Mathematics. Click to view

12. College & Career Readiness Standards for Mathematical Practice
Reasoning and Explaining
Make sense of problems and persevere in solving them
Attend to precision
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Modeling and Using Tools
Model with mathematics
Use appropriate tools strategically
Seeing Structure and Generalizing
Look for and make use of structure
Look for and express regularity in repeated reasoning
Screen Title: CCR Standards for Mathematical Practice
No Script
Notes: Change for Science Course

13. NCTM Mathematics Teaching Practices
Establish mathematics goals to focus learning.
Implement tasks that promote reasoning and problem solving.
Use and connect mathematical representations.
Facilitate meaningful mathematical discourse.
Pose purposeful questions.
Build procedural fluency from conceptual understanding.
Support productive struggle in learning mathematics.
Screen Title: NCTM Mathematics Teaching Practices
No Script
Notes: Change for Science Course

14. What are the practices, theories, strategies, guidelines and approaches that shape how you teach?
Screen Title: What Shapes How You Teach?
Script: No matter how they arrive at their learning objectives, in an open classroom teachers and learners are taking full advantage of the permissions associated with OER while developing critical skills and practices – such as the College and Career Readiness Standards and the others you just reviewed. In addition to teacher use and creation of OER for instruction, students are creating, adapting and sharing open resources to accomplish learning objectives. Take a moment to think about the various practices, theories, guidelines that shape how you teach. When you’re ready, click next to answer the question “How open is your classroom?”
Notes:

15. How Open Is Your Classroom?
The nine questions in this self –assessment are derived from the basic tenets of open pedagogy being compiled on OERu’s wikieducator page. However, as discussed earlier in this presentation, many of the instructional practices that are frequently used for instruction of adult learners are also tenets of open pedagogy. The questions are a mix of how you and your students are using OER for teaching and learning, how students are involved in the development of lesson objectives, and how students collaborate with other learners to achieve outcomes with OER. For this reason your classroom may be more open than you realized. Complete the self-assessment to find out how open your classroom is.
Screen Title: Self-Assessment: How Open is Your Classroom?
Script: No Script
Notes:
Begin Self- Assessment

16. How Open Is Your Classroom
How Open Is Your Classroom? Answer the questions by responding Most of the time, Some of the time or Never
1. Are materials used for teaching and learning (including materials adapted by you and learners) open and shared under a CC license? 2. Do you use OER for presenting information to learners? 3. Are learners required to revise, remix or identify and redistribute OER to meet instructional objectives? 4. Do students have input in their learning objectives? 5. Do learning and performance objectives reflect needed real world skills and outcomes?
Screen Title: Self-Assessment: How Open is Your Classroom?
Script: No Script
Notes: Should be set up as a quiz with three response options.

17. How Open Is Your Classroom
How Open Is Your Classroom? Answer the questions by responding Most of the time, Some of the time or Never
6. Are learning experiences authentic and integrated with reflection? 7. Do students learn through using social networked media or by joining learning communities? 8. Are learners supported to develop their strategies for self-directed learning, digital information literacy, and open learning (attitudes, collaboration and sharing etc.)? 9. Is assessment embedded in course activities so that students demonstrate competence and understanding through their study and completion of an activity and not independent of it?
Screen Title: Self-Assessment: How Open is Your Classroom? (continued)
Script: No Script
Notes: Should be set up as a quiz with three response options.
Most of the time awarded 3 points for each response
Some of the time = 2 points
Never = 1 point

18. Based on your responses your classroom is open most of the time
Based on your responses your classroom is open most of the time. Finding ways to use OER with your students and integrate open practices into instruction is likely not a challenge for you. As you develop your lesson plan for this course, build on the open practices you’re already using to test new ways of working with OER and contributing your ideas to the open community.
Screen Title: Self-Assessment: How Open Is Your Classroom? (Feedback Page)
Script: No Script
Notes:
Conditional Feedback --
If participants responded never to Question 1, add this feedback first: Keep in mind that your classroom cannot be truly open if you’re not using open educational resources. In an open classroom learners are adapting OER to meet instructional goals.
Most of the Time (27-19 points): Finding ways to use OER with your students and integrate open practices into instruction is likely not a challenge for you. As you develop your lesson plan for this course, build on the open practices you’re already using to test new ways of working with OER and contributing your ideas to the open community.
Some of the Time (18-10 points): At times you’re using open practices in your classroom, but may not be fully leveraging all the freedoms associated with OER to meet your instructional goals. As you develop your lesson plan with OER, challenge yourself to integrate some of the practices you haven’t tried before or rarely use.
Never (0-9 points): You may not have tried OER in your classroom yet or may find it challenging to try some of the open practices in your classroom. As you complete this course you’ll learn strategies for integrating OER into what you’re already doing to make your classroom more open and by the time you finish this course, you will have developed at least one lesson plan you can use in your course to open your classroom.

19. Principles of Open Pedagogy
Teaching and learning materials must be OER
Learners must be required to revise, remix, or identify and redistribute OER to meet instructional objectives.
Permit student input in their learning objectives
Set objectives that reflect needed real world skills and outcomes
Design authentic and reflective learning experiences
Require students to learn by participation in social networked media
Support student development of strategies for self-directed learning, digital information literacy and open learning
Embed assessment in course activities
Screen Title: Principles of Open Pedagogy ( OPTION A)
Script:
Let’s review the principles of open pedagogy before moving on.
-You must include OER in the lesson and require students to adapt or adopt the OER to meet instructional objectives.
-Students should be involved in determining learning objectives, which reflect needed real world skills and outcomes
-Learning experiences should authentic and reflective and require students to participate in social media to support
self-directed learning, digital information literacy and open learning.
-Finally, assessment should be embedded in course activities.
IT’s important to note that while you may be doing many wonderful things with learners and engaging them in many of the ways associated with open pedagogy, if you’re not having them use OER then it’s not open pedagogy. Using OER is an essential piece of opening your classroom because open pedagogy is premised on leveraging the permissions associated with OER. The Strategies for Using OER to make your classroom open are easily remembered because they involve the permissions associated with OER. Open pedagogical practices for teaching and learning require learners independently or in groups to revise; remix; redistribute or create OER.
Notes: Let me know which of the two presentation options your prefer

20. Principles of Open Pedagogy
Teaching and learning materials must be OER
Learners must be required to revise, remix, or identify and redistribute OER to meet instructional objectives.
Set objectives that reflect needed real world skills and outcomes
Permit student input in their learning objectives
Design authentic and reflective learning experiences
Require students to learn by participation in social networked media
Screen Title: Open Pedagogy’s Guiding Principles (OPTION B)
Script:
Let’s review the principles of open pedagogy before moving on.
-You must include OER in the lesson and require students to adapt or adopt the OER to meet instructional objectives. (CLICK)
-Students should be involved in determining learning objectives, which reflect needed real world skills and outcomes (CLICK)
-Learning experiences should authentic and reflective and require students to participate in social media to support self-directed learning, digital information literacy and open learning.
-Finally, assessment should be embedded in course activities.
Note that while you may be doing many wonderful things with learners and engaging them in many of the ways associated with open pedagogy (CLICK), if you’re not having them use OER then it’s not open pedagogy. (CLICK) Using OER is an essential piece of opening your classroom because open pedagogy is premised on leveraging the permissions associated with OER. The Strategies for Using OER to make your classroom open are easily remembered because they involve the permissions associated with OER. Open pedagogical practices for teaching and learning require learners independently or in groups to revise; remix; redistribute or create OER.
Notes: Let me know which of the two presentation options your prefer
Support student development of strategies for self-directed learning, digital information literacy and open learning
Embed assessment in course activities

21. Scaffolding / Astrid Westvang / CC BY NC ND
Conditions that support OER use
Safe space for sharing learning goals, experiences, and interactions with instructor and other learners
Opportunities and resources for student to self-assess their work
Formative feedback to learners to guide their use of OER
Screen Title: Conditions that Support Student OER Use
Script:
In addition to the open pedagogical practices that require student use of OER, educators must create conditions in the classroom that support student use of an OER. To do this, teachers create a safe space for learners to share their goals, experiences, and engage with the teacher and other learners; provide a basis for student self-assessment of their work; and provide formative feedback to learners. Teachers may also require the student use the resource with another student or share it in the open community. In module 6, you’ll learn more about how to do this.
Notes:
Scaffolding / Astrid Westvang / CC BY NC ND

22. Lesson Description
An adult education GED teacher begins planning for the semester by setting goals based on the College and Career Readiness Standards for Adult Education (Pimentel, 2013). Learning objectives for a planned lesson include building an understanding of ratio concepts and using ratio reasoning to solve problems that will appear on the GED.
To demonstrate the lesson the teacher finds an OER video on ratio concepts. Prior to using the OER with students, the teacher revises it to make it appropriate for adult learners by adding captions that define key words as they are occur in the video narration.
The teacher presents a lesson on ratio concepts in the classroom and shows her revised OER video before having students discuss ratio concepts and work in small groups to complete practice problems. She also shares the video online with learners so that they can refer to it while completing homework problems.
Screen Title: Open Pedagogical Practices in Context
Script:
Review this description of a math lesson. As you read determine what open pedagogical practices are used?
Notes:

23. Lesson Description
An adult education GED teacher begins planning for the semester by setting goals based on the College and Career Readiness Standards for Adult Education (Pimentel, 2013). Learning objectives for a planned lesson include building an understanding of ratio concepts and using ratio reasoning to solve problems that will appear on the GED.
To demonstrate the lesson the teacher finds an OER video on ratio concepts. Prior to using the OER with students, the teacher revises it to make it appropriate for adult learners by adding captions that define key words as they are occur in the video narration.
The teacher presents a lesson on ratio concepts in the classroom and shows her revised OER video before having students discuss ratio concepts and work in small groups to complete practice problems. She also shares the video online with learners so that they can refer to it while completing homework problems.
Screen Title: Open Pedagogical Practices in Context (Continued)
Script:
The teacher in this example utilized OER, but didn’t involve students in revising or remixing OER. How can the teacher transform this into a more open lesson?
Notes:

24. Original Lesson Plan Students remix the OER video with other OER
Require students to identify other OER for the lesson topic
Set lesson objectives based on content standards
Revise OER video on ratios
Present OER video to learners
Assign students to small groups to complete practice problems
Share the OER video online for learners to reference as they complete homework
Students
organize and transform the OER
&
Provide feedback &
share student OER
REMEMBER
Screen Title: Open Pedagogical Practices in Context (Continued)
Script:
In the original lesson the teacher, revised a video on the lesson topic to show students and then had students practice together in groups to apply the concepts presented and provided students with access to the video to support independent practice.
Here are just a few ways the teacher could’ve used open pedagogical practices to open the lesson.
After the lesson has been introduced, students are then assigned to organize and transform sections of the OER used to develop a more effective lesson.
The teacher could’ve assigned students to remix the video with other OER video that open materials used to teach them to make them more learner centered.
The teacher could’ve asked students to find another OER on ratio to remix with the video.
Students may work in small groups, pairs, or individually, and the teacher reviews and provides feedback to the authors.
The revision of the OER requires that students can demonstrate application of knowledge. After final feedback from the teacher, students might engage in peer teaching with the new material they created to explain how to apply ratio concepts or rational reasoning to solve problems.
All students should be encouraged to upload all final remixed lessons to an online repository, identifying it as AE material, so other teachers and learners in AE can access the materials. As a result, the new OER are more student centered and appropriate for adult learners.
A teacher could use just one or a combination of these strategies to open the lesson. Note that the key difference in the lesson with these strategies is that students are able to take advantage of the permissions of the OER to meet the goals for the lesson. In doing so, the students will need to first assess what they need to know, and collaborate with the instructor and their peers to accomplish the lesson objectives.
Notes:

25. OER can help to make learning more
Collaborative
Student-directed and
Personalized
Teaching with OER
Removes barriers to access to instructional materials;
Gives students control over content; and
Provides opportunities for students to share resources and knowledge
Open pedagogy and teaching with OER alongside other adult education practices can enrich learning
Screen Title: Summary
Script:
The qualities of OER afford unique opportunities to enhance and extend instruction and learning by allowing for more collaborative, student-directed, and personalized teaching and learning. These resources can be used in many of the same ways as other resources without barriers to access due to cost or copyright restrictions, with an added benefit of providing students with control over content and opportunities to share resources and knowledge. Open pedagogical strategies for teaching with OER, along with other adult education strategies and sound lesson planning involve students in the shaping of the content and resources in ways that help to reflect and enrich their learning.
Notes:

26. What is your vision for an open math class?
What does open pedagogy mean to you?
What practices will guide your vision of open instruction?
What practices will you help students to develop in your open math class?
Screen Title: Questions for Reflection
Script: No Script
Notes: