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I've always liked timelines as an educational tool. They offer the ability to show related threads compared to each other easily. I loved having students investigate a single topic, create a timeline for that topic, mash the timelines together in a BIG overarching timeine, and then have students start to look for connections. I stole the concept early in my career from the TV show Connections (too bad it didn't make it, GREAT GREAT show).

I've always liked timelines as an educational tool. They offer the ability to show related threads compared to each other easily. I loved having students investigate a single topic, create a timeline for that topic, mash the timelines together in a BIG overarching timeine, and then have students start to look for connections. I stole the concept early in my career from the TV show Connections (too bad it didn't make it, GREAT GREAT show).

I just spent the day working with teachers at WCHS and we talked about adding the NASA podcast to a wiki for students to respond to during each quarter and I would add this kind of site as a useful resource that would let a student make connections between different topics/concepts they have been studying and "real life" science. I don't think you would ever know exactly what you would get here, which is why I like it. Let the students really work and explore on their own to make connections. As a teacher, let the students create a rubric with you, model an example for them and one with them, and then put the idea out there as a long term project that you touch base on on occasion. Thoughts/responses?

This problem comprehension or schema knowledge is facilitated when the schema underlying a given text is used as a vehicle to translate the information in the text into a semantic representation. this would involve restating the problem, identifying the problem type (i.e. change), discerning relevant and irrelevant information, determining information that is needed for solution, and representing the problem as a diagram (Mayer, 1999).  Problem solution requires representing the problem as a number sentence or list of operations or identifying subgoals for multistep problems (i.e. strategic knowledge) and carrying out single or chains of calculations (i.e. procedural knowledge; Mayer 1999). Because additive problem structures (i.e. change, group, compare) involve a "family" (e.g. 3, 5, 8), connecting the number family to the problem structures is critical to problem solution (Van de Walle, 2004). Although procedural knowledge is important, it (is extremely limited unless it is connected to a conceptual knowledge base" (Prawat, 1989, p. 10).  SBI- Schema-based instructionGSI- General strategy instruction SBI Components (some not necessarily all) a) SBI that used either number line diagrams to understand the semantic structure of compare word problems or schematic diagrams to solve a range of word problems. b) schema-induction instruction, c) SBI that explicitly taught for transfer by focusing on similar problem types, and d) SBI combined with metacognitive instruction.  different format, different question, unfamililiar vocabulary, irrelevent information, combining problem types, and mixing superficial features

Creating Connections: Promoting Algebraic Thinking with Concrete Models

Creating Connections: Promoting Algebraic Thinking with Concrete Models - the article elaborates on the use of concrete models to teach polynomial topics.

Please note that I did not intentionally violate the terms of copyright for NCTM when I shared this page... I have tried to delete the page and am not able to do so at this time.

Connecting Students through Video

"VC Rox Connecting Classrooms Near and Far"

Some nice ideas about using web2.0 in the classroom. Worth visiting for ideas.

easy to use online photo editing site. Connects easily with flickr or saves to computer. 

Great way to create, collaborate, share, and embed slideshows. Similar to slideshare.net. This site seems to connect well with other sites. 

Discussion of the idea of the flipped classroom. Doesn't just introduce one approach but a variety of well thought out options, and how some schools are scaling the model. Musallam is worth reading.  I do have concerns that Hooper's videos are 25-30 minutes long in his model. I think he's missing the point as far as chunking information in smaller components and letting students interact with the content.  Not a perfect model but it is an innovation, and both teachers do a much better job of using key vocabulary well, introducing multiple representations intentionally and connected, and providing guides for students. Much better than I think Khan does in his videos. 

Great connections between math and "real world" settings. Well developed use of multiple representations. 

Geared toward developing good instructional strategies for entry level geo-science courses at the post-secondary setting, the suggestions can easily be applied to 6-12 setting and are just good instructional practices. Well organized and includes different perspectives and connected content.

Aggregation of poll data. Great way of exploring data with lots of social studies/current events connections. Time rates this as one of the fifty best sites this year. Worth a few minutes of exploration.

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.

REDU stands for rethinking, reforming and rebuilding US education. Powered by people and technology, REDU is a movement designed to expand and encourage the national conversation around education reform by providing information and resources to learn, a community platform to connect, and tools and initiatives to act.

Timelines are great tools for having students make connections between events and to determine cause-effect relationships. Life is a treasure trove of images and I love the progression using photos.  Not a lot of great selections at this time and the timelines are only photos, but they are great photos.

Ambiently semantically connects webpages of similar or related meanings together. Click the "Ambient Page" bookmarklet on your browser to find unexpected and useful websites for any webpage you are viewing.

New tool for drawing. The drawing can be 'replayed' allowing students/teachers to tell a story or to make connections between parts of the drawing. Great visual imagery tool! Great for modeling multiple representations in mathematics.

Connects to the Karl Fisch post I bookmarked earlier.