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Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
Sharin Tebo

4 Steps to Empower Student Voice | The Remind Blog - 39 views

blog.remind.com/empower-student-voice

voice student instructional personalizedlearning personalized

shared by Sharin Tebo on 05 Nov 14 - No Cached
  • The term “student voice” refers to the input and perspectives of students, and describes how their voices and actions affect what happens in the classroom. Through developing their own questions, seeking out their interests, and driving their own learning, students become more involved in their education. With this involvement comes empowerment, as students are able to use their knowledge to contribute to the greater community.
  • 1. Inclusion When students feel that they matter and are included in the classroom community, they are much more likely to open up and share their perspectives.
  • 2. Integration Begin to integrate student voice into your daily lessons by creating more opportunities for students to contribute. This can come in the form of whole classroom discussion, small group activities, input on writing activities, and more
  • ...3 more annotations...
  • At the transformational level, teachers can draw on student input to shape curricular goals for the class.
  • Student empowerment enables students to use their knowledge to contribute to the classroom and greater outside community. When students feel comfortable sharing their voices, they grow into positions of leadership.
  • Resources Encourage student voice in your classroom and school community with some of these helpful resources: Student Voice: Student Voice has toolkit filled with classroom resources, student voice stories, and more that will allow you to transform your classroom into one where students can thrive. Edutopia: Check out some of these great articles and resources for highlighting student voice in your classroom. Students at the Center: Motivation, engagement, and student voice activities. MindShift KQED: From student voices, learn what students say about being trusted partners in learning.
  • Sharin Tebo on 05 Nov 14
     
    Voice and Choice--Encouraging it in 4 steps to personalize the learning experience.
taconi12

shapes and their description - Resources - TES - 1 views

www.tes.co.uk/...addtofavourite

math shapes blackline

shared by taconi12 on 14 Feb 12 - No Cached
  • taconi12 on 14 Feb 12
     
    This resource is good to help learners understand the properties of different shapes and to use the appropriate vocabulary to describe them. It can be a very good activity if learners work in small groups or in pairs to discuss their ideas.
Brad Belbas

update on Warner Music (UPDATED) (AGAIN) (Lessig Blog) - 0 views

www.lessig.org/...update_on_warner_music.html

fair use dmca copyright creativity read-only culture read-write creativity

shared by Brad Belbas on 06 May 09 - Cached
  • Brad Belbas on 06 May 09
     
    This is a video of a talk that Lawrence Lessig (Professor, Stanford Law School) gave for an organization. In his talk, Lessig provides a powerful and piercing analysis and critique on the impact that legal restrictions on the re/use of media resources has on creativity and cultural production. During his talk, Lessig shows some remarkably creative mash-ups videos on YouTube to exemplify the kind of creativity/cultural production that is possible through ubiquitous digital media. Ironically, the organization that hosted the talk received a notice from Warner Bros Music after posting a video of the Lessig's talk on YouTube, which, according to Lessig's blog, "objected to its being posted on copyright grounds." Warner Brother Music Group has implemented content-id algorithms (i.e., technology that detects the digital "fingerprint" of corporate-"owned" copyrighted works) through media hosting services, including YouTube, FaceBook, and others. When the video of Lessig's talk was posted, it was 'dusted' for fingerprints of WBMG copyrighted works. The detection system identified the soundtracks in the YouTube videos Lessig showed, as materials to which they held copyright. Both the video of Lessig's talk and the blog conversation regarding WBMG's objection are must-see resources.
Gerald Carey

Free math resources proliferate on the web- Southeast Texas P-16 Council - 118 views

setxp16.org/freemath

math resources free

shared by Gerald Carey on 05 Mar 11 - No Cached
  • Gerald Carey on 05 Mar 11
     
    Have linked some of these to the Maths Web Sites group but this blog is worth looking at for general Maths resources.
Brian Peoples

Book In An Hour: A Classroom Strategy « Not All Who Wonder Are Lost - 8 views

allwhowonder.wordpress.com/...n-an-hour-a-classroom-strategy

resources classroom strategy

shared by Brian Peoples on 06 Aug 11 - Cached
  • « Thoughts on Collaboration and Developing Higher Level Questioning Skills Twittering with a Purpose: A Starter (or Restarter) Guide » Book In An Hour: A Classroom Strategy April 30, 2009 by Ellsbeth This past winter I had the opportunity to attend a workshop with Organization of American Historians distinguished lecturer, Dr. Lendol Calder.   This is the first place where I came across the strategy called Book In An Hour.  Since then I’ve tried to find additional internet resources on this strategy, but they appear to be few and far between.  I know other people would find it useful, so I decided to write up the strategy and post it here on the blog.  If you know of additional resources or ways to adapt this strategy, I would enjoy hearing from you. What: The Book In An Hour strategy is a jigsaw activity for chapter books.  While the strategy can take more than an hour depending on the reading and presentation method you choose. Why: While many teachers view this activity as a time saver, I view it as a way to expose students to more literary and historical materials than I might have been able to do otherwise.  There are many books that I would love my students to read, but I know that being able to do so is not always my reality.  This st
  • y gives me an avenue to expose them to additional literature and other important historical works without taking much time away from the other aspects of my courses.  It also provides opportunities for differentiation.  This strategy can be adapted to introduce a book that students will be reading in-depth.  Instead of j
  • ng to divide students up into groups or jigsaw with individual students.  If you are using groups, I recommend making them heterogeneous or creating them in a way that subtly facilitates differentiation.  I also encourage you to give each student in the grou
  • Brian Peoples on 06 Aug 11
     
    suggested on #sschat
Mark Gleeson

21st Century Fluencies - 76 views

mgleeson.edublogs.org/...21st-century-fluencies

21stcenturylearning 21stcenturyskills

shared by Mark Gleeson on 16 Nov 12 - No Cached
  • Mark Gleeson on 16 Nov 12
     
    This blogpost discusses the aims of the 21st Century Fluency Project This resource is the collaborative effort of a group of experienced educators and entrepreneurs who have united to share their experience and ideas, and create a project geared toward making learning relevant to life in our new digital age. Our purpose is to develop exceptional resources to assist in transforming learning to be relevant to life in the 21st Century. At the core of this project are our Curriculum Integration Kits - engaging, challenge based learning modules designed to cultivate the essential 21st Century Fluencies within the context of the required curriculum.
Don Doehla

Restorative Justice: Resources for Schools | Edutopia - 19 views

www.edutopia.org/...e-justice-resources-matt-davis

justice resources schools edutopia

shared by Don Doehla on 06 Oct 13 - No Cached
  • Don Doehla on 06 Oct 13
     
    "Restorative justice empowers students to resolve conflicts on their own, and it's growing in practice at schools around the country. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions and air their grievances. (This overview from Fix School Discipline is a wonderful primer.)"
  • Don Doehla on 06 Oct 13
     
    Restorative justice empowers students to resolve conflicts on their own, and it's growing in practice at schools around the country. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions and air their grievances. (This overview from Fix School Discipline is a wonderful primer.)
Steve Ransom

Welcome to the iPod & iPad User Group Wiki - 60 views

wiki.canby.k12.or.us/...ipodusergroup

ipod ipad wiki group gr8 resource

shared by Steve Ransom on 25 May 10 - Cached
  • Steve Ransom on 25 May 10
     
    An excellent collection of resources and lesson details for the use/integration of ipods/ipads in the classroom.
anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

study.com/...ling_for_Higher_Education.html

online disadvantages

shared by anonymous on 23 Oct 16 - No Cached
  • anonymous on 23 Oct 16
     
    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
Debra Spear

CCSS Math Resources and PLC - 73 views

lausd.edmodo.com/home

common core resources tools math PLC 6 discussion algebra

shared by Debra Spear on 21 Apr 13 - No Cached
  • Debra Spear on 21 Apr 13
     
    I'm sorry - the last link was incorrect. This one, http://www.edmodo.com/home#/join/fbf4a351d05fbd44de06721578b76895 is the correct link to CCSS - Math Resources and PLC. Discussion, sharing, resources - mostly grades Math 6 - Algebra. Join the conversation as we implement the common core.
  • ...2 more comments...
  • Cindy Murphy on 22 Apr 13
     
    It asks for a school code?
  • Debra Spear on 23 Apr 13
     
    Sorry, again. The link should not have included "lausd" at the front of the URL. This one will work - thank you for notifying me of the problem. http://www.edmodo.com/home#/join/fbf4a351d05fbd44de06721578b76895
  • David Sladkey on 23 Apr 13
     
    This new link also has a login.
  • Debra Spear on 23 Apr 13
     
    yes - the new login requires that you register with edmodo as a teacher - it's free. After registering, it will let you participate in the group.
Eric Arbetter

Behavior Resource - 108 views

wwcsd.net/behaviorresource

behavior resource

shared by Eric Arbetter on 18 Feb 12 - No Cached
  • Eric Arbetter on 18 Feb 12
     
    Resource for behavior interventions.
Roland Gesthuizen

What Does It Mean to Be a Connected Educator? | Edutopia - 48 views

www.edutopia.org/...570301

edutopia PLN educator connectivity socialnetworking forum

shared by Roland Gesthuizen on 27 Sep 13 - No Cached
  • Roland Gesthuizen on 27 Sep 13
     
    "For many of us, becoming a connected educator transformed our lives. Suddenly, we had access to networks of experts and peers invested in improving education practices and willing to share their favorite tools, resources, and strategies. .. So share with us: Tell us your stories about being a connected educator. What has it meant for you? How has it transformed student learning in your classroom? What tools and resources do you rely on most?"
Erin DeBell

SPAN 103N W01 S111: Foro de lenguaje y cultura - Semana 9 - El embarazo - Due Sunday, 7/17 - 7 views

moodle.queens.edu/...view.php

shared by Erin DeBell on 19 Jul 11 - No Cached
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      Suggestions: Use past tense (preterite) more often to talk about things that happened in the past. The verbs you recognized are good examples.  At this point, though, not only should you recognize words, but phrases and TENSES/CONCEPTS, as well.  These are the grammar examples you will need to share on your chart.  Did you see any reflexive verbs?  Commands?  Preterite?  If so, share the example AND the English equivalent (translation).
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      Also, for your chart you might end up being short on Country-Specific resources.  When looking for things to share, think about sharing info from a particular country.  It is too late for this post, but since your resource is from California, perhaps you could find some info on the Hispanic population in California.  Where are they from?  Then pick one of those countries of origin and find some info about it for us.  Bingo!  Country-specific example for your chart.
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      Since this forum is over, you can post this info on the "country-specific catch-up forum" that I will make available immediately.
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      I sense a lot of stress about the forum requirements, so I am going to provide group feedback this way.  Make sure to click on each "sticky note" to get my feedback on the post.  This will help you complete your chart as best as possible.
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      HIGHLIGHTS: You will see a lot of highlights on this page.   Pink/red highlights indicate a mistake is present.  I have not highlighted ALL mistakes, just some that you should be able to fix with what you know at this point. GREEN means GOOD!  I have highlighted many phrases that indicate good/correct grammar usage.  Sometimes I highlight in green things that I really like :-)  Green means GO!!!
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      YELLOW highlights are for important things - read them!
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      FOR THOSE OF YOU WHO ARE WORRIED ABOUT BEING SHORT ON COUNTRY-SPECIFIC REFERENCES, I WILL SHARE IDEAS ON HOW TO INCLUDE THOSE AND PROVIDE A SEPARATE "Country-Specific Catch-Up Forum" where you can explore individual countries a bit further.
  • siertas
  • ...49 more annotations...
  • Vi la pagina
  • Me encanta
  • unico
  • Lo unico que puedes hacer es revisar y leer tus viejos forums y buscar ejemplos que
  • usastes.
  • Me pongo
  • nervioso
  • Completado
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      If you want to say "I completed," you should use the preterite.  Verb = COMPLETAR.  Yo completé.
  • están encontrando
  • mucho las
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      muchas
  • encontre
  • promueve
  • parecer
  • matres
  • olvido
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      This post is very interesting.  The quote included is informative and summarizes the findings of the source Gabriela consulted.  This information is very useful for all of us.  The content is excellent, but I would like to see more linguistic information.  For example, did you pick up any new words from reading this article?  If so, you should list them (WITH English translations for the benefit of classmates).   Also, to obtain country-specific resources, you could have looked up premature births in Spanish-speaking countries and focused on one in particular, perhaps sharing information or a resource from that country.  Feel free to do this and post on the "make-up forum" available soon.
  • Yo necesito leer mis viejos forums
  • Yo escribo el charto pronto
  • unico problema
  • ayudan
  • yo vi que usaron el preterite(pasado tenso) como "se logro-was accomplished".
  • usted sito
  • son
  • son embarazado
  • Encuentré
  • en español: http://www.youtube.com/watch?v=AXmHnpBgEqw.
  • muchísimas ejemplos
  • los verbos reflexivos, empieza immediatemente en diapositiva 2: “se usa para identificar afecctiones serias o mortales antes que lo síntomas aparezcan. Se puede empezar el tratamiento antes que la salud del bebé se perjudique por estas afecciones.”
  • Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o evitarle problemas....”
  • Objeto Indirecto ejemplo, de diapositiva 16: “...si no le practicaron pruebas preliminares de la audición a su bebé al nacer, asegúrarse de que le practiquen estas pruebas.”
  • Y Objecto Doble en diapositiva 22: “...y al recién nacido se les da de alta antes que el bebé....”
  • Ejemplos de vocabulario nuevo
  • Ahora estoy curiosa como se prueban los recién nacidos in otros países. Encuentro un sitio de Bolivia
  • No la encuentro la misma que Bolivia
  • la situación en Venezuela
  • me dijo
  • Hablé con mis vecinos, quienes son de El Salvador
  • Tuve que buscar
  • Completado
  • Completado
  • Completado
  • Completado las
  • decidí esperar
  • yo no realizo que “verb use” fue el verbos yo uso en “my post.”
  • haci
  • y haci vino
  • el nacio vajo
  • Escuchado
  • nombre de la operación
JB Reynolds

Math and PBL resources - 74 views

21centuryedtech.wordpress.com/...-learning-22-amazing-resources

Math PBL Project Based Learning

shared by JB Reynolds on 29 Oct 13 - No Cached
Kelly Dau liked it
Thieme Hennis

"Booksprints" - fast track to rigorous open educational resources | Education4site - 32 views

www.education4site.org/...ous-open-educational-resources

methodologies oer oer-initiative books resources education mathematics open-education news

shared by Thieme Hennis on 12 Oct 12 - No Cached
  • Thieme Hennis on 12 Oct 12
     
    "The Finnish group used a methodology called "Booksprint" which was developed to produce manuals for Free/Libre Open Source Software (FLOSS). The method has already been used to produce over 40 FLOSS manuals. Booksprints involve a large number of individuals with various relevant backgrounds working collaboratively, either remotely or locally, to produce published books, usually within 2-5 days. The method requires intensive pre-planning culminating in an "unconference" at which the text is written, edited and prepared for publication. Participants make extensive use of open source methodologies and tools to facilitate sharing, versioning, and tracking, ex. using GitHub."
Maryann Angeroth

Dragon Quest! A Google Slides Interactive Story - Apps User Group - 88 views

www.appsusergroup.org/...dragonquest

choose your own adventure Google Presentation

shared by Maryann Angeroth on 21 Jun 14 - No Cached
  • Maryann Angeroth on 21 Jun 14
     
    "For helpful directions on how to make an interactive slideshow, you may use my help guide "Creating Interactive Google Presentations" and see other related resources here on the Apps User Group site at: http://www.appsusergroup.org/presentations/interactive-pres "
Mark McDonough

Diigo 101 - Student Learning with Diigo - 110 views

sites.google.com/...introduction-to-diigo

diigoproject diigo bookmarking research tools web2.0

shared by Mark McDonough on 17 Feb 11 - No Cached
  • Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century.
    • terenceonline
      terenceonline on 17 Feb 11
       
      Good Summary of Diigo
  • My Network is a new Diigo social features that adds to the product's strength. My Network creates a "content-centric social network," in which people are connected by what they clip, tag, and highlight. Users will be able to collaborate with other users based not on who is a friend to whom, but rather by who is interested in what. My network delivers web content specifically tailored to a user interests and shows users with similar interest. Participation in a larger network is made possible with its community features that connects users with people with common interests; thus, building global communities around topics and knowledge, tags, and sites.
  • Digest of Internet Information, Groups and Other Stuff (Diigo) is a powerful free social bookmarking website with annotating capabilities.
    • Mark McDonough
      Mark McDonough on 23 Jun 12
       
      Bold the first letters of the Diigo acronym: Digest, Internet, Information, ...
  • terenceonline on 17 Feb 11
     
    Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century. 
  • Sharon Cleaveland on 03 Apr 12
     
    This is a great resource on Diigo and how to use.
Tamara Connors

Digitally Speaking / Social Bookmarking and Annotating - 58 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating

diigo web-2.0 wiki list resource

shared by Tamara Connors on 13 Oct 09 - Cached
  • Diigo's "group forums" are threaded, allowing users to start new strands or to reply to strands started by others.
  • powerful learning depends on the quality of the conversation that develops around the content being studied together. 
  • This handout--including a description of each role and a group sign-up sheet---can be used with student social bookmarking efforts: Handout_SocialBookmarkingRoles.pdf
  • ...5 more annotations...
  • Captain Cannonball should find four or five key points in a shared reading to highlight and craft initial questions for other readers to consider
  • hallenging the thinking of peers in the conversation.  Directly responding to comments made by others, the Provocateur works to remind everyone that there are two sides to every story.    
  • for connections.  Middle Men
  • question statements made and conclusions drawn throughout a shared reading.
  • dentify important "takeaways" that a group can learn from
  • Todd Finley on 19 Oct 09
     
    Fred, What an incredible resource. It has changed my thinking about collaborative annotation technologies. Thank you! -tbf Todd Finley http://bit.ly/Hfs8N
  • Jason Welker on 28 Oct 09
     
    The driving force behind the Web 2.0 revolution is a spirit of intellectual philanthropy and collective intelligence that is made possible by new technologies for communication, collaboration and information management.  One of the best examples of collective intelligence in action are the wide range of social bookmarking applications that have been embraced in recent years.
Kris Cody

Home - Foundational Academic Skills Today - Websites at Verona Area School District - 78 views

libguides.verona.k12.wi.us/content.php

Resources Literacy FAST

shared by Kris Cody on 17 Feb 13 - No Cached
  • Kris Cody on 17 Feb 13
     
    This is my school district's collection of Foundational Academic Skills links. A group of teachers collected these resources so that all teachers could more quickly learn proven, researched methods. GREAT resource!
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