Group items tagged progression - Pennsylvania Coaches

Technology Integration Matrix - 0 views

fcit.usf.edu/index.html

shared by Ross Hunter on 02 Oct 09 - Cached

Ross Hunter on 02 Oct 09

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." />  This is a cached version of http://fcit.usf.edu/matrix/index.html. Diigo.com has no relation to the site.x

<div class="cArrow"> </div><div class="cContentInner">The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." />  This is a cached version of <a href="http://fcit.usf.edu/matrix/index.html" rel="nofollow" target="_blank">http://fcit.usf.edu/matrix/index.html</a>. Diigo.com has no relation to the site.x </div>

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Poll Everywhere | Simple Text Message (SMS) Voting and Polling - 1 views

www.polleverywhere.com

cellphone cps data mobile poll polling sms survey web2.0

shared by Darcy Goshorn on 13 May 08 - Cached

- Darcy Goshorn on 16 Jul 08
  
  Free to schools that didn't make AYP?! Wow!
  
  <div class="cArrow"> </div><div class="cContentInner">Free to schools that didn't make AYP?! Wow!</div>
  
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Everywhere is free for people who need to collect 30 or less responses per poll, and progressive high schools who have struggled to make Adequate Yearly Progress.
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Erika Llewellyn on 13 May 08

Free polling software (think: American Idol). Embed on a webpage, Power Point slide, etc and watch the results in real time! Neat animations, too. 1,000 free votes per month.

<div class="cArrow"> </div><div class="cContentInner">Free polling software (think: American Idol). Embed on a webpage, Power Point slide, etc and watch the results in real time! Neat animations, too. 1,000 free votes per month.</div>

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Darcy Goshorn on 16 Jul 08

Claims that it's free for "progressive schools who didn't make AYP"!

<div class="cArrow"> </div><div class="cContentInner">Claims that it's free for "progressive schools who didn't make AYP"!</div>

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Darcy Goshorn on 16 Jul 08

Did you make AYP? If not, maybe you can get a free SMS voting system subscription!

<div class="cArrow"> </div><div class="cContentInner">Did you make AYP? If not, maybe you can get a free SMS voting system subscription!</div>

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Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 4 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html

learningstyles

shared by Jason Heiser on 08 Jan 10 - Cached

Jason Heiser on 12 Jan 10

The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

<div class="cArrow"> </div><div class="cContentInner">The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was </div>

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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached

But in fact, the skills students need in the 21st century are not new.
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What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
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This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
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To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
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What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
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Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
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Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
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Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
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Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
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Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
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Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
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The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
- Mardy McGaw on 20 Oct 09
  
  "ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
  
  <div class="cArrow"> </div><div class="cContentInner">"ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?</div>
  
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practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
- Mardy McGaw on 20 Oct 09
  
  Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
  
  <div class="cArrow"> </div><div class="cContentInner">Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.</div>
  
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anonymous on 07 Sep 09

A very interesting article. Lots of good discussion points.

<div class="cArrow"> </div><div class="cContentInner">A very interesting article. Lots of good discussion points.</div>

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Google Docs-Progressive Story - 0 views

docs.google.com/View

languagearts english lessonplans

shared by Ty Yost on 13 Jun 09 - Cached

Ty Yost on 13 Jun 09

This is a shared writing lesson for creating a progressive story using a Google Doc.

<div class="cArrow"> </div><div class="cContentInner">This is a shared writing lesson for creating a progressive story using a Google Doc.</div>

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Ready by 21 | The Forum for Youth Investment - 4 views

www.forumfyi.org/ready-21

softskills 21stcenturyskills

shared by Michelle Krill on 04 Nov 12 - No Cached

Michelle Krill on 04 Nov 12

" Ready by 21 is the Forum's signature initiative based on decades of experience working with state and local leaders. It is a set of innovative strategies that helps communities and states improve the odds that all children and youth will be ready for college, work and life. Ready by 21 provides clear standards to achieve collective impact, tools and solutions to help leaders make progress, and ways to measure and track success along the way. Specifically, Ready by 21 helps leaders build broader partnerships, set bigger goals, collect and use better data, and take bolder actions. A growing number of communities and states are using these strategies to change the way they do business."

<div class="cArrow"> </div><div class="cContentInner">" Ready by 21 is the Forum's signature initiative based on decades of experience working with state and local leaders. It is a set of innovative strategies that helps communities and states improve the odds that all children and youth will be ready for college, work and life. Ready by 21 provides clear standards to achieve collective impact, tools and solutions to help leaders make progress, and ways to measure and track success along the way. Specifically, Ready by 21 helps leaders build broader partnerships, set bigger goals, collect and use better data, and take bolder actions. A growing number of communities and states are using these strategies to change the way they do business."</div>

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FA cup tickets - 0 views

www.squidoo.com/facupticketsz

FA cup tickets

shared by waqas majeed on 13 Jul 12 - No Cached

waqas majeed on 13 Jul 12

Entry to the FA Cup is unwavering by a number of factors, and each year hundreds of clubs, from English Premier League megastars such as Manchester United and Chelsea, downward to the lower reaches of the leagues, to the likes of the Eastern Counties Football League teams such as Needham Market and Lowestoft Town, all fight for the chance to lift the well-known FA Cup trophy. Teams from the English Premier League and from the English Football League are mechanically entitled to enter, and those clubs from many inferior level leagues are also allowable entry to the previous rounds of the FA up, based upon severe criteria. The first few rounds of the FA Cup are contested among teams from the junior end of the Football Leagues, with teams life form introduced from higher football leagues as the FA Cup progresses. It isn't until the third round, however, that the main teams take part. In current years, there has been a rise in attendances, and FA Cup Tickets can be very extremely sought after by group and neutrals alike, particularly for games connecting rival teams such as Manchester United v Manchester City, Liverpool v Everton, or Tottenham Hotspur v Arsenal. Ties are shaped by an easy draw of lots, with the team who will participate at home being haggard out first of all, and the team which will have fun against them life form drawn right away after. The FA Cup is recognized for the numeral of surprises that happen each year, and each year there will certainly be teams which will be uncomfortable by smaller known football teams. This constituent of shock is just one of the ways in which the FA Cup provides exceptional leisure for fans of all teams. Due to the natural world of this agreement, it can mean that FA Cup Tickets for sure ties are valued highly, due to the scarcity of their ease of use, especially so when a team with a large travelling support are haggard away from home to a team with a small sports ground ability. The FA Cup final is, by tradition,

<div class="cArrow"> </div><div class="cContentInner"> Entry to the FA Cup is unwavering by a number of factors, and each year hundreds of clubs, from English Premier League megastars such as Manchester United and Chelsea, downward to the lower reaches of the leagues, to the likes of the Eastern Counties Football League teams such as Needham Market and Lowestoft Town, all fight for the chance to lift the well-known FA Cup trophy. Teams from the English Premier League and from the English Football League are mechanically entitled to enter, and those clubs from many inferior level leagues are also allowable entry to the previous rounds of the FA up, based upon severe criteria. The first few rounds of the FA Cup are contested among teams from the junior end of the Football Leagues, with teams life form introduced from higher football leagues as the FA Cup progresses. It isn't until the third round, however, that the main teams take part. In current years, there has been a rise in attendances, and FA Cup Tickets can be very extremely sought after by group and neutrals alike, particularly for games connecting rival teams such as Manchester United v Manchester City, Liverpool v Everton, or Tottenham Hotspur v Arsenal. Ties are shaped by an easy draw of lots, with the team who will participate at home being haggard out first of all, and the team which will have fun against them life form drawn right away after. The FA Cup is recognized for the numeral of surprises that happen each year, and each year there will certainly be teams which will be uncomfortable by smaller known football teams. This constituent of shock is just one of the ways in which the FA Cup provides exceptional leisure for fans of all teams. Due to the natural world of this agreement, it can mean that FA Cup Tickets for sure ties are valued highly, due to the scarcity of their ease of use, especially so when a team with a large travelling support are haggard away from home to a team with a small sports ground ability. The FA Cup final is, by tradition, </div>

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ScootPad :: Practice. Learn. Succeed. - 0 views

scootpad.com

reading math practice

shared by Lauri Brady on 29 Aug 12 - No Cached

Lauri Brady on 29 Aug 12

"Practice. Learn. Succeed. ScootPad is the ultimate way to master math and reading skills. Self-paced and personalized practice keeps kids engaged & challenged. Common Core aligned, real-time progress tracking & concept proficiency insigts, paperless homework....Best of all: FREE!"

<div class="cArrow"> </div><div class="cContentInner">"Practice. Learn. Succeed. ScootPad is the ultimate way to master math and reading skills. Self-paced and personalized practice keeps kids engaged & challenged. Common Core aligned, real-time progress tracking & concept proficiency insigts, paperless homework....Best of all: FREE!"</div>

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Typing Web - 6 views

www.typingweb.com

typing keyboarding tutorial keyboard ict type technology computers

shared by Darcy Goshorn on 09 Jan 12 - Cached

Darcy Goshorn on 09 Jan 12

Typing Web is one of those tutorials that provides instant feedback after every free typing lesson. Typing Web offers beginner through advanced typing lessons for free. You can register to track your progress or you can use Typing Web without registering.

<div class="cArrow"> </div><div class="cContentInner">Typing Web is one of those tutorials that provides instant feedback after every free typing lesson. Typing Web offers beginner through advanced typing lessons for free. You can register to track your progress or you can use Typing Web without registering.</div>

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Assistments - 4 views

www.assistments.org

assessment formative learning teaching web2.0 quiz

shared by anonymous on 01 Mar 12 - Cached

anonymous on 01 Mar 12

"earning progress is assessed. ASSISTments is a free online platform that allows teachers to write and select questions, students get immediate and useful tutori"

<div class="cArrow"> </div><div class="cContentInner">"earning progress is assessed. ASSISTments is a free online platform that allows teachers to write and select questions, students get immediate and useful tutori"</div>

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OMSI: Robot Obstacle Course - 4 views

www.omsi.info/...index.htm

robot programming computer computers technology program cs for:cffcoach

shared by Darcy Goshorn on 18 Jun 10 - Cached

Darcy Goshorn on 18 Jun 10

Robot Obstacle Course is an excellent introduction into programming for young kids. Students are presented with an obstacle course made up of colored blocks and keys. Students must program the robot to jump over the obstacles and pick up the keys to complete the course. Through the obstacle course, students are introduced to basic programming language and learn how to think like a programmer. The obstacles get progressively more difficult and more variables are added.

<div class="cArrow"> </div><div class="cContentInner">Robot Obstacle Course is an excellent introduction into programming for young kids. Students are presented with an obstacle course made up of colored blocks and keys. Students must program the robot to jump over the obstacles and pick up the keys to complete the course. Through the obstacle course, students are introduced to basic programming language and learn how to think like a programmer. The obstacles get progressively more difficult and more variables are added.</div>

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Informationsplattform Open Access: Homepage - 3 views

open-access.net/homepage

education openaccess technology research resources open access

shared by Jason Christiansen on 01 Jun 10 - Cached

Jason Christiansen on 01 Jun 10

"The open-access.net platform aims to meet the growing demand for information on the subject of Open Access (OA). Our editorial team gathers information which is scattered across many sources and bundles it thematically for presentation to various target groups. Since we wish to progressively expand and optimise open-access.net in response to user needs and feedback, we welcome your input. So please don't hesitate to send us an E-Mail if you have any questions, comments or suggestions. You are also welcome to participate in the current debate on OA by joining our experts forum which takes the form of a moderated mailing list. "

<div class="cArrow"> </div><div class="cContentInner">"The open-access.net platform aims to meet the growing demand for information on the subject of Open Access (OA). Our editorial team gathers information which is scattered across many sources and bundles it thematically for presentation to various target groups. Since we wish to progressively expand and optimise open-access.net in response to user needs and feedback, we welcome your input. So please don't hesitate to send us an E-Mail if you have any questions, comments or suggestions. You are also welcome to participate in the current debate on OA by joining our experts forum which takes the form of a moderated mailing list. "</div>

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Teaching with an iPad - 4 views

teachwithyouripad.wikispaces.com

iPad

shared by Virginia Glatzer on 20 Sep 10 - Cached

Virginia Glatzer on 20 Sep 10

Resources by grade and subject - work in progress

<div class="cArrow"> </div><div class="cContentInner">Resources by grade and subject - work in progress</div>

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Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

PD report workshop adultlearning staffdevelopment coaching

shared by Michelle Krill on 18 Feb 09 - Cached

Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
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the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
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Most states and districts are still not providing the kind of professional learning that research suggests improves teaching practice and student outcomes,”
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...2 more annotations...
Workshop overload. Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts. The report finds that teachers still take a heavy dose of workshops and do not receive effective learning opportunities in many areas in which they want help.
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But fewer than half found the professional development they received in other areas, such as classroom management, to be of much value, despite the fact that they want more support in this area.
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Michelle Krill on 18 Feb 09

Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness

<div class="cArrow"> </div><div class="cContentInner">Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness </div>

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Meet-O-Matic - 0 views

beta.meetomatic.com/calendar.php

meetomatic meetings scheduling productivity meet for:cffcoach

shared by Darcy Goshorn on 18 Feb 09 - Cached

Darcy Goshorn on 18 Feb 09

The World's Simplest Meeting Scheduler 1. select possible dates 2. e-mail participants 3. monitor progress

<div class="cArrow"> </div><div class="cContentInner"> The World's Simplest Meeting Scheduler 1. select possible dates 2. e-mail participants 3. monitor progress</div>

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FreshBrain - 0 views

www.freshbrain.org

teens socialnetwork socialnetworking

shared by Michelle Krill on 21 Feb 09 - Cached

Michelle Krill on 21 Feb 09

At the core of FreshBrain is an open and free web site freshbrain.org that provides teens with the opportunity to explore, engage, and create through activities and projects. FreshBrain takes advantage of the latest technologies, such as web conferencing and social networking, to provide a very progressive environment where teens can complete activities and work together on projects. This experience is enhanced with Advisors, available to support and mentor teens who are working on projects, with the intention of increasing the likelihood of success. In addition, FreshBrain provides teens with tools and training in the latest technologies to complete these projects. Providing the latest tools in technology, and a social interactive networking environment, has enabled teens to explore, create, and share with others. A result of pulling these two key online arenas together into one solution has enabled FreshBrain to attract teens comfortable with technology and communicating online. Creations from FreshBrain users range from music videos to logo designs.

<div class="cArrow"> </div><div class="cContentInner">At the core of FreshBrain is an open and free web site freshbrain.org that provides teens with the opportunity to explore, engage, and create through activities and projects. FreshBrain takes advantage of the latest technologies, such as web conferencing and social networking, to provide a very progressive environment where teens can complete activities and work together on projects. This experience is enhanced with Advisors, available to support and mentor teens who are working on projects, with the intention of increasing the likelihood of success. In addition, FreshBrain provides teens with tools and training in the latest technologies to complete these projects. Providing the latest tools in technology, and a social interactive networking environment, has enabled teens to explore, create, and share with others. A result of pulling these two key online arenas together into one solution has enabled FreshBrain to attract teens comfortable with technology and communicating online. Creations from FreshBrain users range from music videos to logo designs.</div>

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Resource Locator - 1 views

iris.peabody.vanderbilt.edu/resources.html

assistive specialneeds resources iris

shared by Michelle Krill on 03 Jan 09 - Cached

Michelle Krill on 03 Jan 09

Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring.

<div class="cArrow"> </div><div class="cContentInner"> Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring. </div>

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Free museums - Freepedia - 0 views

www.heyitsfree.net/...Free_museums

museum directory hotlist

shared by cheryl capozzoli on 07 Jan 09 - Cached

cheryl capozzoli on 07 Jan 09

A work in progress of every museum in the United States that offers free admission. If able, we've linked directly to the museum's website where the free admission policy is stated as well as noted where the museum is located; broken down by states, then cities. Also, you'll find a few commonly used acronyms throughout the list, but they're not too hard to understand!

<div class="cArrow"> </div><div class="cContentInner">A work in progress of every museum in the United States that offers free admission. If able, we've linked directly to the museum's website where the free admission policy is stated as well as noted where the museum is located; broken down by states, then cities. Also, you'll find a few commonly used acronyms throughout the list, but they're not too hard to understand!</div>

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Kitzu - Find, Learn, Create - 0 views

kitzu.org

storytelling digitalstorytelling images elem_sites