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serausch

Interactive Learning and Reading Activities for Students in Grades PreK-12 | Scholastic... - 26 views

www.scholastic.com/...student-activities

Interactive Reading

shared by serausch on 06 Sep 16 - No Cached
  • Story StartersGrades: PreK–K, 1–2, 3–5, 6–8This interactive tool creates quick writing prompts to help young students delve into creative writing.
  • Immigration: Stories of Yesterday and TodayGrades: PreK–K, 1–2, 3–5, 6–8Take a tour of Ellis Island, explore an interactive immigration timeline, and meet young immigrants in this online activity!
  • Science ExplorationsGrades: 3–5, 6–8, 9–12With the help of audio, text, photos, and video, students thoroughly explore six science topics, from the Galapagos Islands to giant squid.Read more >
  • qmbneddo on 06 Sep 16
     
    The Science Explorations link doesn't work.
Holly Barlaam

Science Fix - 91 views

www.sciencefix.com

blog teacher teacher blog education teacher resources science resources middle school science science demos

shared by Holly Barlaam on 16 Dec 10 - Cached
  • Gerald Carey on 16 Dec 10
     
    Lots of Science demonstrations aimed at Middle School
  • Holly Barlaam on 21 Dec 10
     
    Science Fix I is a teacher blog created by a middle school science teacher to share their favorite demos done in class. Some cool useful videos here (examples include activation energy, water electrolysis, flaming gummy worm, Newton's 3rd law, etc)
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
Martin Burrett

Review: How to teach Secondary Science by @CatrinGreen - 13 views

ukedchat.com/...condary-science-by-catringreen

Science book review

shared by Martin Burrett on 09 Oct 16 - No Cached
  • Martin Burrett on 09 Oct 16
     
    We all remember science lessons from our school days. Whether the lessons were with the more 'characteristic' teachers in the school, or whether you all released the gas taps when the teacher foolishly left the room, we all seemed to miss the link that science is life! And what an opportunity science teachers have in releasing the magic of life to their pupils, answering BIG questions like "Why am I like my parents?", or "What will my life be like in 2050?", or "Why is Pripyat a deserted town?"
Virginia Meadow

eChalk: Teaching resources for interactive whiteboards and data projectors - 2 views

www.echalk.co.uk/...taster.htm

interactive periodic table chemistry tetris

shared by Virginia Meadow on 23 Sep 09 - Cached
lolaemam liked it
  • Virginia Meadow on 23 Sep 09
     
    Powerful interactive resources designed for whole-class teaching. Online educational games, classroom resources and lesson activities for interactive whiteboards and data projectors. Put some fun into your lessons with our exceptional science, maths, English language, literature, history, music physical education and modern foreign languages software." />/css/resourceList.css
Martin Burrett

Rookie head of science - toughest year yet? by @secretsciteach - 6 views

ukedchat.com/...est-year-yet-by-secretsciteach

science science teacher

shared by Martin Burrett on 30 Nov 18 - No Cached
  • Martin Burrett on 30 Nov 18
     
    "Starting in the final term before I officially started in September was tough. I wasn't  anticipating having such a full teaching timetable and my own classes were incredibly unsettled. I found it difficult to establish myself as an average science teacher let alone attempt to lead a department. I was seriously considering if I had made the right move! I remember one student in what I thought was a difficult Year 9 class saying "sir why don't you go and get the head of science" to which I replied "I am the head of Science!"."
Steve Kelly

What would an exceptional middle and high school computer science curriculum include? -... - 48 views

www.quora.com/ter-science-curriculum-include

high school school computer computer science middle school curriculum science coding code programming include

shared by Steve Kelly on 26 Mar 15 - No Cached
  • What would an exceptional middle and high school computer science curriculum include?
  • This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through  algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
  • If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand.  Best of all you don't even need a computer per student if your school doesn't have the budget,
  • ...6 more annotations...
  • For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount.  Sadly, I think this means that LOGO and BASIC aren't much use any more*.
  • So, we have a few choices.  You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics.  Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
  • It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
  • At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
  • I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
  • The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
  • Steve Kelly on 26 Mar 15
     
    Great resource for teachers (especially those of us not initially trained in Computer Science) about what should 'count' as Computer Science.  Worth the read!
Marc Patton

Mickelson ExxonMobil Teachers Academy - 0 views

sendmyteacher.com

Grants Science Mathematics STEM

shared by Marc Patton on 27 Jun 12 - Cached
  • Marc Patton on 27 Jun 12
     
    The Mickelson ExxonMobil Teachers Academy is a camp where teachers go and learn about math and science through fun ways! The camp will be one week long and your teacher will learn with other teachers from across the country. Best of all, it's free for them, too.
Tony Baldasaro

As Classrooms Go Digital, Textbooks May Become History - NYTimes.com - 1 views

www.nytimes.com/...09textbook.html

nytimes web2.0 digitallearning digital_natives textbooks

shared by Tony Baldasaro on 09 Aug 09 - Cached
Hassan Wilson liked it
  • And throughout the district, a Beyond Textbooks initiative encourages teachers to create — and share — lessons
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      Makes me wonder of textbooks inhibit collaboration by teachers.
  • digitally nimble
  • And they think of knowledge as infinite
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      This is a powerful quote. Thinking back to my schooling, it could probably be said that I thought of knowledge as finite, only limited to what my teacher and textbook said.
  • ...3 more annotations...
  • With California in dire straits, the governor hopes free textbooks could save hundreds of millions of dollars a year.
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      Too bad it took an economic crises to spur this movement.
  • “I don’t believe that charters and vouchers are the threat to schools in Orange County,” he said. “What’s a threat is the digital world — that someone’s going to put together brilliant $200 courses in French, in geometry by the best teachers in the world.”
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      Wow! He is absolutely right on. Why take a course with based on a rigid time and place when one can learn at a place and pace that makes sense to them?
  • “We believe that the world is going digital, but the jury’s still out on how this will evolve,” said Wendy Spiegel, a Pearson spokeswoman. “We’re agnostic, so we’ll provide digital, we’ll provide print, and we’ll see what our customers want.”
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      This is where I think textbooks companies need to lead. Customers typically only want more of the same, more of what has worked in the past, more of what has a track record. They dont' necessarily think beyond and/or have the luxury of being visionaries.
  • Tony Baldasaro on 09 Aug 09
     
    At Empire High School in Vail, Ariz., students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers' science lectures. Down the road, at Cienega High School, students who own laptops can register for "digital sections" of several English, history and science classes. And throughout the district, a Beyond Textbooks initiative encourages teachers to create - and share - lessons that incorporate their own PowerPoint presentations, along with videos and research materials they find by sifting through reliable Internet sites.
P Burish

Lawrence Hall of Science - 24/7 Science - 137 views

www.lawrencehallofscience.org/kidsite

Science interactive elementary

shared by P Burish on 07 Jan 12 - Cached
  • P Burish on 07 Jan 12
     
    From Free Technology for Teachers: has two basic sections, a game section and an activities section. The games section offers twenty-five online games for students to play independently. The hands-on activities section offers thirteen hands-on science learning activities that students can do with the supervision of their teachers or parents to learn about plants, animals, and Earth science.
Michael Sheehan

Learning Never Stops: Symphony of Science - Science Based Music Videos - 95 views

seekoutlearning.blogspot.com/...ience-science-based-music.html

learning symphony science based music videos

shared by Michael Sheehan on 09 Feb 13 - No Cached
Kelly Dau liked it
  • Michael Sheehan on 09 Feb 13
     
    Science music videos. Great resource for science teachers and students.
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • 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
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • 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.
  • 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
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • 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.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; 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.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • 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.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Jay Swan

50 Really Cool Online Tools for Science Teachers - 153 views

www.onlinedegreeprograms.com/...ine-tools-for-science-teachers

Science Education Teachers biology chemistry physics resources tools

shared by Jay Swan on 10 Aug 10 - Cached
  • Jay Swan on 10 Aug 10
     
    A 21st-century education revolves around the Internet for everything from collaboration, tools, lessons, and even earning degrees online. If you are looking for ways to integrate online learning into your science class, then take a look at these cool online tools that are just perfect for both teachers and students.
Roland Gesthuizen

Computer Science Teachers Association - 44 views

csta.acm.org

CS4HS computerscience programming ComputationalThinking education association international

shared by Roland Gesthuizen on 15 Apr 12 - Cached
  • Roland Gesthuizen on 15 Apr 12
     
    "The Computer Science Teachers Association is a membership organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides opportunities for K-12 teachers and students to better understand the computing disciplines and to more successfully prepare themselves to teach and learn."
hrchristenson

Science Fair Project Ideas, Answers, & Tools - 3 views

www.sciencebuddies.org/

science projects education kids experiment tutorial

shared by hrchristenson on 06 Oct 14 - Cached
    • anorred79
      anorred79 on 06 Oct 14
       
      Use the Project Guide for any questions you have about your Science fair project.
  • Resources
  • anorred79 on 06 Oct 14
     
    Free Topic Selection Wizard, science fair project ideas, step by step how to do a science fair project, Ask an Expert discussion board, and science fair tips for success.
  • hrchristenson on 19 Sep 16
     
    This is an AWESOME resource for STEM, science, and elementary teachers. Lots of lesson plans, project ideas, etc.
Martin Burrett

Book Review: Neuroscience for Teachers by @teacherled_RCTs @EllieJane1980 & @idevonshire - 8 views

ukedchat.com/...neuroscience-for-teachers

Neuroscience review book review

shared by Martin Burrett on 13 Dec 17 - No Cached
  • Martin Burrett on 13 Dec 17
     
    "Gradually, an important and growing evidence of the impact of understanding neuroscience in terms of learning and education has started to inform pedagogy, along with a better appreciation of how we learn. Yet, there is a lot of confusion and misunderstanding to what neuroscience science is, and many within the education sector would struggle to explain the principles, science and research to recognise how the brain processes information. Fundamentally, neuroscience literally means the 'science of the nervous system', making use of the principles and many techniques from the main science disciplines of physics, chemistry and biology."
Martin Burrett

Book: 45 Secrets That All High School Teachers Need to Know by @RichardJaRogers - 36 views

ukedchat.com/...eed-to-know-by-richardjarogers

book teachers review

shared by Martin Burrett on 08 Sep 16 - No Cached
  • Martin Burrett on 08 Sep 16
     
    Mastering the art of teaching appears to be easier for some colleagues than others. Some teachers just seem to have a presence, gaining respect and credibility from students, colleagues and parents alike. Did they undergo some mysterious, magical training that wasn't covered during your teacher training course?  Well, no. They just have mastered how to manage their working relationships, using their personalities to generate rapport, which is respected by students of all age. It's not rocket science - it's far more complicated than that. Personality and behaviour clashes in classrooms are inevitable, but looking at all the different elements of daily interactions can help you gain respect from students and colleagues alike...
Randy Yerrick

Science Assessments for Middle School Teachers - College of Education and Human Develop... - 26 views

louisville.edu/...science-assess-middle

LAI532F16

shared by Randy Yerrick on 24 Oct 16 - No Cached
  • Randy Yerrick on 24 Oct 16
     
    This website gives outlines for science assessments for middle school science teachers.  It discusses the theories behind them and what should be incorporated.
Steve Ransom

Despite Obama's Urging, Policy Stymies Science Students, Teachers Say - NYTimes.com - 18 views

www.nytimes.com/...05science.html

science sciencefair pressure standards highstakes curriculum

shared by Steve Ransom on 07 Feb 11 - No Cached
  • In middle school, science fair projects are typically still required — and, teachers lament, all too often completed by parents.
  • In many schools, science fairs depend on teachers who shoulder the extra work. They supervise participants and research, raise the money for medals and poster boards, and find judges — all on their own time.
  • Steve Ransom on 07 Feb 11
     
    Sad statement of the lack of sufficient time to really get into science that leads naturally to the display of learning... on class time, not extracurricular time. The US DOE is really not interested in deep learning at all...
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