Group items matching

in title, tags, annotations or url

"McGraw-Hill has made five of their Everyday Mathematics apps free for a limited time! All of the apps work on both the iPad and iPhone."

In this lesson, students examine the poetry of Amanda Gorman, who was chosen to read her poem "The Hill We Climb" at President-elect Joe Biden's inauguration on Jan. 20, 2021. Gorman's poem will complement Biden's message and themes of "unity."

"In the course of researching this post, my phone vibrated seven times. I checked Facebook three times and my email twice. An article that should have taken me at most ten minutes to read took me double that. Needless to say, I illustrate perfectly some research recently done by Larry Rosen, an expert in the psychology of technology and a professor at California State University, Dominguez Hills."

" Seymour Papert, whose ideas and inventions transformed how millions of children around the world create and learn, died Sunday, July 31, 2016 at his home in East Blue Hill, Maine. He was 88."

"As a science teacher, this is the best project I do all year.  I have yet to come across a project where students are more engaged.  They want to come after school to work on it, they ask to take the project home to work over the weekend, students are shocked when the class period has come to an end, and they all want to skip their next class to continue working. The purpose of this project is to reinforce Newton's Laws of Motion through roller coaster physics.  The objective is to have a marble take the GREATEST amount of time to get from the top of the first hill to where the coaster ends.  This instructable has also been submitted into the paper contest.  I know the competition is fierce so please vote for me!"

"The inspiration - History ebook Back in April 2014 I worked with Hill Country Middle School in Austin on a collaborative ebook between 8th grade and 3rd grade students. 8th grade students composed books using Book Creator and Scrap Pad based on historical topics covered in the year. The books took on a familiar repetitive children's storybook theme to make the concepts easier to digest and comprehend for their 3rd grade audience. Once the framework of the book was set, 8th grade students used a Google Doc to provide 3rd grade students with a list of images they would need to complete the book. On the day of the field trip, the whole project really came together. >> Watch the video of the History Book collaboration  American Sign Language book The History ebook project became the inspiration for another collaboration."

"One of the biggest stumbling blocks on our road to successful iPad implementation was WiFi coverage and bandwidth. The Information Services department had to install new access points and optimize the access points we already had. We also found that we did not have enough bandwidth. Every time I launched a new App to the 200+ iPads on campus we exceeded our bandwidth and took every other Internet based function off line. Eventually though we did get our bandwidth more than doubled and that was very helpful."

"In 2004, Danielle Sullivan was working as a legislative aid when she had an Aha moment. In the years that she'd worked in Washington, nothing had changed in education. Sullivan decided to trade her desk on the Hill for one in a classroom. That year, she joined the DC Teaching Fellows and started teaching special education in DC's Logan Circle. Four years later, she had moved back to New York to teach in Ithaca, and found herself in the same boat as so many other teachers-burnt out, miserable, and struggling to reclaim her passion for education. Looking for a change, Sullivan signed up for a four-week National Writing Project seminar and found inspiration. "Being in a room, writing, with other teachers blew my mind," she remembers, "and put me on a trajectory for personal happiness." The experience of collaborating with teachers prompted Sullivan to start Extraordinary Teachers, her organization dedicated to empowering teachers to reignite their passion and take back their classrooms. "

Links to Reading Street Spelling and Vocabulary, MacMillan/McGraw Hill Spelling, Abeka Spelling, Harcourt Spelling, Essential Vocabulary, Journeys and Treasures, and Sadlier-Oxford Vocabulary are also listed here.

I was recently at Our Lady of the Angels Rouse Hill doing a workshop with them in creating iBooks using iBooks Author.  The Principal Eva La Rocco and the teachers saw the main benefit for the software as a way of students demonstrating their own understanding and knowledge by creating  an iBook that incorporated all their work.  The focus being for the students to create content rather than it being pushed to them via a teacher created iBook textbook.

"If curriculum is the what of teaching, and learning models are the how, assessment is the puzzled "Hmmmm"-as in, I assumed this and this about student learning, but after giving this assessment, well…."Hmmmmm." So what are the different types of assessment of learning? This graphic below from McGraw Hill offers up six forms; the next time someone says "assessment,' you can say "Which type, and what are we doing with the data?" like the TeachThought educator you are."

"A driving strategy that serves students-whether pursuing self-knowledge or academic content-is questioning. Questioning is useful as an assessment strategy, catalyst for inquiry, or "getting unstuck" tool. It can drive entire unit of instruction as an essential question. In other words, questions transcend content, floating somewhere between the students and their context. Questions are more important than the answers they seem designed to elicit. The answer is residual-requires the student to package their content to please the question-maker, which moves the center of gravity from the student's belly to the educator's marking pen. In that light, I was interested when I found the visual above. It's okay to say "I don't know." Teach your students how to develop questions (because) it helps conquer their own confusion. Rebeca Zuniga was inspired to create the above visual by the wonderful Heather Wolpert-Gawron (from the equally wonderful edutopia, and also her own site, tweenteacher). The whole graphic is wonderful, but it's that I don't know that really resonated with me. Traditionally, this phrase is seen as a hole rather than a hill. I don't know means I'm missing information that I'm supposed to have."

"Today's workforce, as nearly everyone knows, is increasingly global. And with that global nature comes fierce competition-students will need an arsenal of workforce skills in order to stand out from their peers. According to a recent McGraw-Hill Education survey, just 40 percent of college seniors said they felt their college experience was helpful in preparing for a career. Alarmingly, that percentage plummeted to 19 percent for women answering the same question. That same survey also found that students in STEM majors were the most likely out of any group to report that they are optimistic about their career prospects (73 percent). According to data from the nonprofit Institute for the Future, there are 6 drivers of change in today's workforce:"

"Storytelling may be as old as the hills but it remains one of the most effective tools for teaching and learning. A good story can make a child (or adult) prick up their ears and settle back into their seat to listen and learn. But despite the power a great story can have, storytelling has an endangered status in the classroom - partly due to a huge emphasis on "active learning" in education. This is the idea that pupils learn best when they are doing something - or often, "seen to be doing" something. Any lesson in which a teacher talks for 15 or more uninterrupted minutes would be regarded today as placing pupils in too passive a role. Indeed, even in English lessons teachers now very rarely read a whole poem or book chapter to pupils, something which now worries even OFSTED. "

"What keeps us happy and healthy as we go through life? As the director of 75-year-old study on adult development, Waldinger has unprecedented access to data on true happiness and satisfaction. In this talk, he shares three important lessons learned from the study as well as some practical, old-as-the-hills wisdom on how to build a fulfilling, long life."

"At TeachThought, nothing interests us more than students, as human beings. What they know, might know, should know, and do with what they know. A driving strategy that serves students-whether pursuing self-knowledge or academic content-is questioning. Questioning is useful as an assessment strategy, catalyst for inquiry, or "getting unstuck" tool. It can drive entire unit of instruction as an essential question. In other words, questions transcend content, floating somewhere between the students and their context. Questions are more important than the answers they seem designed to elicit. The answer is residual-requires the student to package their content to please the question-maker, which moves the center of gravity from the student's belly to the educator's marking pen. In that light, I was interested when I found the visual above. It's okay to say "I don't know." Teach your students how to develop questions (because) it helps conquer their own confusion. Rebeca Zuniga was inspired to create the above visual by the wonderful Heather Wolpert-Gawron (from the equally wonderful edutopia, and also her own site, tweenteacher). The whole graphic is wonderful, but it's that I don't know that really resonated with me. Traditionally, this phrase is seen as a hole rather than a hill. I don't know means I'm missing information that I'm supposed to have."

At the start of each year we arrive back from our break hopefully rested and energised. The new year brings many new opportunities including new students, new team members and new teaching programmes. We begin again the climb up the hill with a fresh group of learners arriving at our doors full of excitement who will rely on us to meet their learning needs in the year ahead. All of this means we are at risk of starting the year with a certain level of panic. There is so much to do, our students are not accustomed to our routines, we don't know each other well, there are parents to meet, assessments to be done and before we know it we are back to being busy.