The tools and ethos of the Maker revolution offer insight and hope for schools. The breadth of options and the “can-do” attitude espoused by the movement is exactly what students need, especially girls who tend to opt out of science and math in middle and high school. However, hands-on Making is not just a good idea for young women. All students need challenge and “hard fun” that inspires them to dig deeper and construct big ideas. Making science hands-on and interesting is not pandering to young sensibilities; it honors the learning drive and spirit that is all too often crushed by endless worksheets and vocabulary drills. Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding the abstract science and math concepts traditionally taught by schools while expanding the world of knowledge now accessible to students for the first time.
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Making Matters! How the Maker Movement Is Transforming Education - WeAreTeachers - 0 views
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Maker movement a good example of students' need and desire to learn by doing
NLVM 9 - 12 - Algebra Manipulatives - 6 views
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Visualize multiplying and factoring algebraic expressions using tiles.
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The Algebra Tiles would be a nice tool to have students explore the distributive property. I like the way it is set up because it leads to students begin thinking about how things are factored, which can be hard for students to understand
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Solve simple linear equations using a balance beam representation.
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Look at all the different tools! Looks like there are lots of things available to you in teaching math.
PhET: Free online physics, chemistry, biology, earth science and math simulations - 0 views
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This site contains many different science simulations, including chemistry ones I can use in my course. These simulations will help my students get a lab experience in an online course.
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The "gold standard" of online simulations for multiple science subjects. There are also peer generated ancillary materials. The simulations are amazingly accurate (realize that you may be forced to explain the sometimes non-"ideal" results obtained because of attention paid to second-order effects). -
From MERLOT
Why we do the same thing to both sides: Simple equations | The why of algebra | Khan Academy - 0 views
Why we do the same thing to both sides: Two-step equations | The why of algebra | Khan Academy - 0 views
Why we do the same thing to both sides: Multi-step equations | The why of algebra | Khan Academy - 0 views
Associative law of multiplication | Arithmetic properties | Khan Academy - 0 views
Combining like terms and the distributive property | Manipulating expressions | Khan Academy - 0 views
Student Assessment Technique: Quality Evidence Rubric - 1 views
Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views
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Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
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This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
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This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
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This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
Cool Math - free online cool Math lessons, cool Math games & apps, fun Math activities, pre-algebra, algebra, precalculus - 0 views
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Bored with math?
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this is cool
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CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views
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There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
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If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
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Assessment is more than grades To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students. Assessment is Feedback for Both Instructors and Students Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
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Assessment Drives Student Learning The types of assessment usually performed in first-year science, math, engineering, and technology (STEM) courses--giving students tests--merely inform students about their grade, or ranking, after they have received instruction. In addition, these common testing techniques--which typically test for fact-based knowledge and algorithmic problem solving--tell our students that this is the type of knowledge we think is most important. That is, we appear to value the understanding of concepts at a relatively low level. Given that this is the type of assessment our students most frequently encounter, and that it will eventually lead to their final course grades, students learn to study the content in our courses in an expeditious way that allows them to succeed in passing many first-year STEM courses without necessarily developing deep understanding of concepts. It is our assessment that drives students learning.
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The full primer for convenience
Strategies for Successfully Teaching Math Online - 0 views
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video lectures, which she creates along with corresponding fill-in-the-blank notes, as one of the keys to her success
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They must achieve a score of 75 percent or higher, a technique that ensures students have mastered the topic area, before they can move onto the next level to cover new material.
101questions - 0 views
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Dan Meyer