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Mr. Greer's ISN page. Nice example of how to set it up for kids. I really like these two boxes on the page: Why use an interactive notebook? 1. Students use both their visual and linguistic intelligences 2. Note-taking becomes an active process 3. Notebooks help students to systematically organize as they learn 4. Notebooks become a portfolio of individual learning Personal Response Instructions 1. Summarize the new information you have learned from the activity/presentation 2. Relate or connect this new learning to what you previously knew about the topic 3. Tell how you feel about what you have learned. At least 3 paragraphs are needed to meet the expectations for this assignment.

Another interesting spin on drill and practice. I see this as an interesting tool for students in a 1:1 laptop setting. It runs from your desktop so it's not functional for mobile devices (as far as I can tell).

y StoryMaker lets you control characters and objects - and creates sentences for you! Once you are done with your story, you can print it out. You cannot go back and edit a story once you have ended it but, if you click "yes" when asked to share it with others, you can print it out again by entering the magic number it gives you in the box on the right. Since lack of space forces us to delete story files older than 1 month, please save the .pdf file that prints to your own computer.

http://inderscience.metapress.com/openurl.asp?genre=article&eissn=1746-7268&volume=1&issue=2&spage=159 The purpose of this study is to identify the benefits that mobile technology can provide in education. From a review of the literature and interviews with individuals in the field of education, we developed an activitybased model to associate the uses of mobile technology with their benefits. The model first identifies the general uses of mobile technology in education and the specific activities that they encompass. Then, the benefits from their uses are identified with overarching themes emerging as follows: greater efficiencies and effectiveness in learning, increased individual support and opportunities for personal development, better methods of collaborating and communicating and greater exposure to technology.

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in ollaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.

What mathematical competencies must a teacher have to teach the subject well? This has proven difficult to investigate (1). A current view is that teachers' knowledge of mathematics "remains inert in the classroom unless accompanied by a rich repertoire of mathematical knowledge and skills relating directly to the curriculum, instruction, and student learning" (2). Unfortunately, there is no consensus on which "knowledge and skills" might activate teachers' inert knowledge. Two perspectives prevail, neither with a research base that enables strong claims about practice. The majority of current studies focus on explicit knowledge of curriculum content and instructional strategies. Such knowledge might be assessed directly through observation, interview, or written test (2), with a parallel research emphasis on the formal contents of teacher education programs [e.g., (3)]. A second school of thought, presented here, is that the most important competencies tend to be tacit, like skills involved in playing concert piano, learned but not necessarily available to consciousness.

In this unit, students will investigate a relationship between recursive functions and exponential functions. Math Content By the end of this unit, students will: Represent data using tables, graphs and rules Investigate patterns and make conjectures Express sequences with recursive and exponential rules Describe and interpret exponential functions that fit the patterns Individual Lessons Lesson 1 - Trains, Fibonacci, and Recursive Patterns In this lesson, students will use Cuisenaire Rods to build trains of different lengths and investigate patterns. Students will use tables to create graphs, define recursive functions, and approximate exponential formulas to describe the patterns. Lesson 2 - More Trains In this lesson, students will use Cuisenaire Rods to build trains of different lengths and investigate patterns. Students will use tables to create graphs, define recursive functions, and approximate exponential formulas to describe the patterns. Lesson 3 - Recursive and Exponential Rules In this lesson make connections between exponential functions and recursive rules. Students will use tables to create graphs, define recursive rules and find exponential formulas.

"NASA Images provides photos and video related to space exploration, aeronautics, and astronomy. Topics include the universe, solar system, earth, and astronauts. A space flight interactive timeline shows images and video from the 1959 launch of Explorer 1, the first spacecraft successfully launched by the U.S., to the Mars Rovers and International Space Station. (National Aeronautics and Space Administration)"

Drill and practice quizzes for grades 1-6 math.

K-12 Computing Blueprint to transforming instruction.

Educational Origami is a blog , and a wiki, about the integration of ICT (Information and Communication Technologies) into the classroom, this is one of the largest challenges that I feel we as teachers face. This wiki is about 21st Century Learning and 21st Century Teaching.

More tips on using Evernote

Great new number sense math app. Cost $0.99 at this time but uses: the capabilities of the iPhone well (motion, graphics), multiple representations including linear and circle models, decimals, fractions, percents. Is fast moving and progresses beyond 0 to 1 to have students estimating values like 0.26 on a number line from 0 to 2.  

I think this is a GREAT resource with massive potential. If you teach any current issues/sociology/modern history courses then this tool is a must. Even if you teach courses like 'algebra' then this tool has potential. I spent less than five minutes looking at the query 'regression analysis' and found two valid content related applications of regression analysis that I could easily use with an algebra I, II or precal course. As an example in the first resource I came across this http://web.sny.tv/news/article.jsp?ymd=20090424&content_id=1499716&vkey=1 article from SNY.tv that mentions "each (interception) in the minus column costs you approximately six points on average over many years of regression analysis." I can see just having an algebra I course examine/explain what that means mathematically, I can see allowing some students to group, decide what data they would need to confirm that analysis and if you wanted let them analyze the data or look for the analysis that has already been done by contacting the author/NFL. If I can find that kind of information within 5 minutes then imagine what someone with imagination could do! Great resource, a must share with your core content teachers and I firmly believe this tool could quickly vault up the list of most useful very ,very quickly. I can't let this go without thinking about differentiation in the classroom, I search for a topic, let groups look at the timeline and choose their own reading (if I have a group that will be challenged by their choice, I might point them to another reading that might scaffold their understanding), but I've built in choice, built in the ability to manage the sources, opened up the ability to quickly find multiple types of sources (video, blogs, primary sources).

These add-ons can help capture information on the internet to share with your students. The information does not have to be text based to share.

Drag & Drop.io 2.0.1: Store and share pictures, videos, audio, documents and more without an account, registration or email address. Sharing is private.

Four Ways to Differentiate Instruction: Differentiation can occur in the content, process, product or environment in the classroom. 1. Differentiating the Content/Topic 2. Differentiating the Process/Activities 3. Differentiating the Product 4. Diffferentiating By Manipulating The Environment or Through Accommodating Individual Learning Styles

Pattern blocks are great tools for developing conceptual understanding. I hope to continue to see them used in classrooms, but the virtual kind can allow students to share their thinking with other students virtually. I like using screen capture, cut/paste, upload to a wiki, comment on characteristics/size/description of '1'/and sharing with students so that their thikning can be revisited from multiple venues (home, classroom, internet-broader audience).

Nice set of digital storytelling tools.

Joint project between Berkley, Microsoft and Russian University that lays out existence in an interactive timelline.