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In this article, I make a case for student blogs as a tool that can support and extend students’ mathematics proficiency through the Standards for Mathematical Practice.

Teachers who use math journals can easily convert that process to a digital one through blogging.

The act of blogging allows for: students to make their thinking visible students and teachers to give one another feedback students and teachers to keep a record of student progress with mathematics What follows is a definition of the eight Standards for Mathematical Practice and a description of how blogging can enhance and strengthen students’ use of these practices:   Teachers who use math journals can easily convert that process to a digital one through blogging.

Lesson Objective Plan a lesson about identifying main ideas and developing arguments Length 6 min Questions to Consider How does Mr. Hanify integrate the different Common Core standards into this lesson? Notice the varied opportunities for student discussion throughout the lesson. How does Mr. Hanify design activities that scaffold student learning? Common Core Standards ELA.RI.9-10.2, ELA.W.9-10.6, ELA.SL.9-10.1a

A few weeks ago, Mrs. Gross, Mr. Olsen and their students explored how they might pair Times content with basic computer coding to practice Common Core skills. This week they show how the news and the standards can be jumping-off points for exploring video design and gaming. Here are three recent STEM-related articles, related writing prompts, and links to the student projects that resulted–from an undersea-themed game to pop-up analyses of viral videos to interactive biographies of inspiring innovators.

CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

How is technology changing the face and pace of K-12 education?  Information is abundant and as Daniel Pink discusses in his latest book, it is not about accessing information, but about curating it. When you have access to all of the information in the world, there is obviously some great stuff, and some stuff that is of a poor quality. How are students critical of what they see, and how do they reflect and share? Too many schools are worried about students “googling” answers on test because that would make them “cheaters”, yet as adults, we would be considered resourceful if we did the same thing. What we do with the information is much more important now than simply finding it. We need to look at how students are not only consumers of information, but creators of content as well. That is where the real learning happens and technology gives us the opportunity to be able to share easily with the entire world

Creating Text-Dependent Questions for Close Reading Step One: Identify the core understandings and key ideas of the text Step Two: Start small to build confidence Step Three: Target vocabulary and text structure Step Four: Tackle tough sections head‐on Step Five: Create coherent sequences of text-dependent questions Step Six: Identify the standards that are being addressed Question Stems for Close Reading of Informational Texts (Adapted from Race to the Top/Strategies for Close Reading) What clues show you … Point to the evidence … How does the author describe X in paragraph X? What are the exact words? What reasons does the book give for X? Where are they? Share a sentence that (tells you what the text is about, or describes X, or gives a different point of view) What is the purpose of paragraph X? What are the clues that tell you this? What does the author think about X? Why do you think so — what is your evidence? What do you predict will happen next? What are the clues that make you think so?

Examples of Text-Dependent Questions Could people live on Earth if there were no Sun? Why or why not? Use evidence from the text to support your answer. Explain why conditions on a distant planet like Neptune are so different than those on Earth. In the end, our task is unwavering: create questions that provide opportunities to teach strategies to our kids so they feel successful when they search for evidence and key words to answer text-dependent questions. Don't allow our students to answer a question without evidence and proof. Hold our students to high expectations, and constantly use those magic words, "Tell me more.""