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\n\"Off-Road\n\n
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\nTeach Engineering\n
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\nOff-Road Wheelchair Challenge\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nChallenge your class to use their understanding of the engineering design process to design and build a small-scale, off-road prototype for an assistive technology device. Teams select materials to build their scale models, and, using...\n
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PPT
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\n\"Supporting\n\n
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\nTeaching2gether\n
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\nSupporting Students with Tools and Technology by Teaching2gether\n

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\n\nFor Teachers\n\nK - 12th\n
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\nHere is a fantastic Prezi presentation designed for teachers on assistive technology for the classroom! Whether you are a student teacher or seasoned veteran, you will benefit from learning about different types of adaptive...\n
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Lesson Plan
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\n\"Assistive\n\n
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\nCurated OER\n
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\nAssistive Technology\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents engage in a lesson plan that is concerned with the use of technology in order to help students with special needs. They take part in a lesson plan that is designed to help a specific student with an Individual Education Plan and...\n
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Lesson Plan
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\n\"Assistive\n\n
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\nCurated OER\n
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\nAssistive Technology in the Writing Process\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents organize, write, and edit essays. They utilize graphic organizer software, and write and edit the essay using word prediction and spell checking software.\n
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Instructional Video4:41
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\n\"EdTech\n\n
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\nLesson Planet\n
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\nEdTech Tuesday PD: Tellagami\n

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\n\nFor Teachers\n\n2nd - 12th\n
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\nIf you're researching oral presentation apps for students, here's a great tutorial on the popular and free app Tellagami. Follow along as Jennifer and Rich discuss the app's basic functionality, including creating a personalized avatar,...\n
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Lesson Plan
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\n\"The\n\n
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\nPerkins School for the Blind\n
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\nThe Mystery Box - Making Observations and Collecting Data\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nMaking observations and collecting qualitative and quantitative data is a vital skill all scientists need to practice. Help your scientists with partial and no sight learn how to use their other senses to make observations for...\n
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Lesson Plan
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\n\"Conductors\n\n
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\nPerkins School for the Blind\n
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\nConductors of Heat - Hot Spoons\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nWhy is the end of a spoon hot when it's not all the way in the hot water? A great question deserves a great answer, and learners with visual impairments will use their auditory and tactile senses to get that answer. A talking...\n
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\n\"Digital\n\n
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\nCurated OER\n
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\nDigital Nature Journaling\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nLearners create a digital journal every week using adapted technology that depicts the chosen focus for the week. In this digital journaling instructional activity, students search for items that depict the focus of the week and take...\n
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Instructional Video11:59
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\n\"Binomial\n\n
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\nCurated OER\n
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\nBinomial Theorem (Part 3)\n

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\n\nFor Students\n\n10th - 12th\n
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\nIn this video on the Binomial Theorem, Sal tries to give an intuition behind why combinations are part of its definition. By looking at the expansion of (a + b)3 and carefully looking at where each value originates from, one can see how...\n
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Instructional Video10:14
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\n\"Compound\n\n
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\nCurated OER\n
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\nCompound Interest and e (Part 2)\n

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\n\nFor Students\n\n10th - 12th\n
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\nSal continues to look at changing the length of compounding time, from daily to hourly compounding interest. Now he is able to show that compounding 100% annual interest converges on the number 2.71É or e as the number of compounding...\n
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Instructional Video7:30
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\n\"Conic\n\n
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\nCurated OER\n
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\nConic Sections: Hyperbolas 2\n

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\n\nFor Students\n\n10th - 12th\n
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\nHere is an example in this video of graphing a hyperbola centered at the origin. First, Sal shows solving for the equations of the asymptotes and then shows how to determine the direction of the hyperbola. He takes the approach of not...\n
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Instructional Video10:29
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\n\"Conic\n\n
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\nCurated OER\n
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\nConic Sections: Hyperbolas 3\n

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\n\nFor Students\n\n10th - 12th\n
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\nContinuing with the study of graphing hyperbolas, Sal shows an example of graphing a parabola that is centered at a point off the origin. By looking at the equation, first without shifting it, he helps listeners develop an intuitive...\n
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Instructional Video9:21
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\n\"Bonds\n\n
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\nCurated OER\n
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\nBonds Vs. Stocks\n

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\n\nFor Students\n\nHigher Ed\n
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\nWhat's the difference between stocks and bonds? Sal illustrates this concept through explaining the two ways a company can raise capital: debt or equity. Drawing out a balance sheet, he categorizes stocks as equity and bonds as debt,...\n
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Instructional Video14:05
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\n\"Chapter\n\n
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\nCurated OER\n
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\nChapter 11: Bankruptcy Restructuring\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nContinuing from the last clip on liquidation, scholars explore another bankruptcy avenue: restructuring. Sal briefly touches on covenants with debt holders and goes into reasons a company would refrain from liquidating when facing...\n
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Instructional Video13:54
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\n\"Equity\n\n
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\nCurated OER\n
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\nEquity vs. Debt\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nExamine the two ways a company can raise capital: equity and debt. Sal breaks down the differences between these and the pros and cons of the investors. He explains the implications of having a publically traded company and draws a stock...\n
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Instructional Video11:54
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\n\"Going\n\n
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\nCurated OER\n
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\nGoing Back to the Till: Series B\n

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\n\nFor Students\n\nHigher Ed\n
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\nHelp young economists understand the concept of a company's increasing value despite a lack of profit. They explore Sal's case study startup company, which needs to raise more money after going through the original angel investment. For...\n
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Instructional Video6:53
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\n\"Housing\n\n
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\nCurated OER\n
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\nHousing Conundrum (Part 4)\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nThe last of four videos, this clip explains why there were such low default rates at the beginning of the 21st century, and the effect this had on the market. Sal breaks down the options for a homeowner who can no longer pay a mortgage...\n
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Instructional Video8:55
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\n\"Housing\n\n
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\nCurated OER\n
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\nHousing Price Conundrum (Part 2)\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nThis second of four videos starts with a short history of the housing market and the conditions that allowed some people to buy, when others could rent. These starting points are a great topic for students to discuss further before...\n
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Instructional Video9:49
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\n\"Housing\n\n
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\nHousing Price Conundrum (Part 3)\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nWondering why home financing relaxed in the years following Y2K? In the third of a four-part series, Sal describes the investment phenomenon between 2000 and 2006 that allowed more people to bid on homes and increased demand...\n
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Instructional Video11:50
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\n\"Inflation,\n\n
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\nCurated OER\n
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\nInflation, Deflation & Capacity Utilization 2\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nSal justifies that the determining factor of inflation and deflation is not the money supply as much as much as it is demand and the raised capacity utilization.\n
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Instructional Video12:32
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\n\"Inflation,\n\n
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\nInflation, Deflation & Capacity Utilization\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nHigh utilization of capacity leads to a raise in prices. Salman Khan discusses competition and its effect on inflation.\n
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App
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\n\"Write\n\n
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\nWrite About This\n

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\n\nFor Students\n\n4th - 6th\n\nStandards\n
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\nLooking for an easy way to encourage youngsters to write about a variety of different topics? Users simply choose an image to write about from a large selection of beautiful photographs and then compose original opinion pieces and...\n
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Lesson Plan
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\n\"Getting\n\n
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\nCurated OER\n
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\nGetting Into Shapes: Identifying and Describing Two-Dimensional Shapes\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nYoung scholars examine their classroom to find examples of various types of shapes. After identifying and describing the various shapes, they draw as many as they can on a piece of paper. They organize them into an image based on their...\n
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating Social Stories\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nDevelopmentally disabled students participate in the creation of their own social stories. They select a topic for their social story and work with the teacher to write a social story or create a video social story presentation.\n
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