EBTL2

This is a great site for primary source material that was collected through the National Archives. Using primary sources actively engages kids and motivates them to think. This was one of the nuggets of information I saw at MassCUE. There is an amazing amount of content on this site.

I loved this too. I have recommended the site to our fifth grade teachers due to the large amount of research their students do.

TED-Ed was mentioned in at least two different workshops I attended at MassCue. We're all familiar with TED Talks; this takes a similar idea and moves it towards kid-friendly videos, lessons, and quick assessments. One example that I saw was a third grade teacher using a YouTube video (which works along with TED-Ed) about the phases of the moon for the students to watch at home. The website includes a "Flip this Video" button so that teachers can assign a short video for students to watch at home, along with quiz questions as they watch. This could be a great tool for flipping the classroom. Each time I heard it mentioned, the presenters commented on the quality of videos. In addition to using YouTube videos, TED-Ed is pairing up good teacher lessons with animators and visual artists to create a video library that teachers can access for free. I believe you can also suggest or submit a lesson idea that they will consider for a future video. Definitely worth checking out. The URL listed above takes you to a short video explaining the website.

I've started playing around with this site and it's great! I'm looking forward to using some of these as I begin to flip my classroom this year.

The NYTimes' new feature, the Text to Text series, matches Times content with excerpts from often-taught literary, cultural, historical or scientific material. Their goal is, "to show students how relevant what they study in school can be to the real world." The series is an excellent resource for teachers who are trying to add more nonfiction texts to their classroom and also has links to graphic organizers for comparing texts, close reading and analyzing primary sources. From what I've seen so far, the topics are a little advanced for sixth graders and are probably better suited for high school students. That being said, the Times is encouraging teachers to submit ideas for new editions!

Beth Holland is an insightful, creative educator who I saw at MassCUE yesterday so I decided to follow her and see what else she had to say. This is an interesting and insightful discussion of the potential positives and negatives of screen time. A good reminder to keep it meaningful, and as we have all said, avoid "technology for the sake of technology." "Television rots your brain." In a similar vein, video games turn your mind to mush, and staring at a screen for too long potentially makes you a zombie. In 1999, the American Academy of Pediatrics (AAP) published a report suggesting that children under two should not have any screen time.

The three questions this article asks are something I think a lot about when using the iPads in my classroom. Last year when I first started using them in my classroom they were mostly being used as mobile educational gaming devices. The kids were using apps that reinforced the phonics and math concepts we were learning, but they weren't really going anything further than that. They certainly were engaged and learning so I don't feel that it was time wasted, however I always knew there was more they could be doing with the devices. The third piece, is it empowering, was the piece I was missing last year and am trying to incorporate more this year.

Great article. I agree there needs to be a balance with screen time and how we should use that time. The 3 questions of screen time being appropriate, meaningful, and empowering are key to allowing students take charge of their learning. The article states "… teachers had found educational apps to reinforce math and reading concepts, the students passively interacted with content rather than constructing understanding. The interaction primarily consisted of students just tapping on a screen." I feel it is important for us to limit these types of apps and find the few that are going to allow students to "construct understanding" and apply content they learn outside of screen time. To me, this strikes a good balance. At MassCUE this past Thursday, I attended a session by a district that made the decision to use apps that allowed for creativity. They recognized that there were many apps for gaming and skill drills, but they wanted their students to be able to use their devices to apply learning in a meaningful way. This was music to my ears. I applaud their efforts, and based on the examples of student work that were shown, it's working.

I think Twitter has its benefits, but the "Nielsen Twitter TV Ratings" is a little much. Can't we even sit down and enjoy a little TV time anymore without sharing our thoughts and opinions with the world?

I think Twitter has its benefits, but the "Nielsen Twitter TV Ratings" is a little much. Can't we even sit down and enjoy a little TV time anymore without sharing our thoughts and opinions with the world?

I heard this on the way to soccer this morning. It speaks to the idea of "fake writing days" that create for the sake of data. - Steve. "Want to do well on the essay portion of the SAT? Just make it up! Scott Simon speaks to English professor Anne Ruggles Gere of the University of Michigan who says that the college entrance exam is turning out a generation of bad writers who are fast and loose with the facts."

George Couros is a MUST follow on Twitter. I really like this post he wrote. It covers new v. experiences teachers, tech integration, parents, and "listening to the nay-sayer". It's a good (and quick) read.

Loved #3, the demographics of our cohort is proof of the debunking of that assumption. My colleague PB and I are two of the oldest teachers at our school and we, along with our team members, are considered leaders in tech integration. I agree it is all about mindset, not age.

I agree with you, John. I went to MassCue on Thursday and noticed that the majority of the teachers there were veteran teachers. I think that years of experience give teachers the necessary understanding and confidence it takes to create change. Veteran teachers in our school also see and value the great ideas of newer teachers and work with them to make teaching better for all students.

Latest results released by the National Center for Education Statistics. Massachusetts is #1 in science and math again! Amid growing alarm over the slipping international competitiveness of American students, a report comparing math and science test scores of eighth graders in individual states to those in other countries has found that a majority outperformed the international average.

How to break through what seems like opposition or apathy. Decent advice. Not fool-proof, but not bad at all. "It's easy to say that students lie to teachers all the time. Frankly, everyone, including teachers, has a lie in them, and these untruths keep the schooling process rolling along. When adults say, for instance, that they develop rules with the students, chances are that students often develop rules that teachers already thought of anyway."

Kathy Favazza sent this site out to our staff at Parker. This is the email message: At the PARCC and CCSS trainings that I attended in Chicago I learned of an amazing tool. It's called Newsela. It is a website that takes articles in various topics: War & Peace, Money, Kids, Science and Law and links them to the anchor literacy standards that we all need to address in our subjects. You can set up classes and assign articles for students to read. Some articles have text based follow up questions (those with a small anchor in the top right) that you can assign to students. The coolest feature however is that you can adjust the reading level of the articles!!!!

I've played with this site and it is awesome. You can adjust the reading level of the texts. It has built in assessments like main idea. I highly recommend this resource for grades 4 through middle school.

The "Motherlode" blog in the NY Times always fascinates me and the youth sport culture in suburban communities intrigues me as well. Full disclosure-both of my children have played youth sports! I am so glad that I am not a kid today-between seeing every party and gathering that I am not invited to online to the competitive sports programs that are such a part of our community's culture-I am glad that my childhood was different.

Is it wrong if I agree with all of the points in this article? If you substituted orchestra or chorus or theater for sports in this would this still be an issue?

This makes the case that music helps "collaboration, creativity, discipline and the capacity to reconcile conflicting ideas." Interesting. I'm thinking you could say the same thing about sports.

Some free apps that look great and easy to use. I think our elementary students might like to try them out. I just wish they were all free.

Useful information on measuring student growth. (Pre/Post, Repeated Measures, Holistic, Post Only)

Thank you for sharing this, Steve. I found it very useful and I'm going to pass it on to the other 6th grade ELA and special education teachers. This guide works well with our focus for the in-service day on Tuesday. We decided that our focus during the morning sessions was going to be on scoring samples of student work to make sure there is consistency among how we are scoring, and then use the second block to determine anchor papers that represent different levels of achievement. As a special education teacher, I was initially apprehensive about this process of DDMs. This was addressed in the guide, as many teachers who teach students with learning differences are concerned about being evaluated on student performance. However, if the DDMs truly look at student progress, based on where they started, and keep it focused on the individual's growth, then I do believe that it will be a more equitable measure for assessing teachers. One question that still remains is what accommodations are allowed when administering DDMs. In sixth grade there were questions about whether it was strictly MCAS accommodations, or whether we were allowed to read the articles to the students since we were measuring writing. It's something that still needs to be worked out in this pilot year. Thanks again for making this available for others to use.

Among the many interesting things here is an experiment on the effectiveness of flipping a class. Food for thought.

We've all experienced difficult student behaviors in our classrooms; at least some of it seems to go with the territory. But it's important for us to try to understand why our students may be acting the way they are and try to meet them where they are. I used some of these approaches in my classroom, and what I discovered led me to use 1:1 iPad technology to help differentiate for my students and meet them where they are educationally. This article has some very helpful, practical approaches to functional behavioral assessment.

Thanks for sharing this. I like language, checklists, forms, etc that can change our team meetings in middle school from endlessly perseverating on one child to no avail to actually creating an action plan.

Hi Annemarie. This is very helpful for me, as "special education" strategies are a big gap in my learning, although these seem like the mainstream would also benefit. I find this really good for classroom management and for setting a welcoming vibe. As a specialist, I'm often having to create buy-in with near strangers because I'm assisting a class. While I'm positive and empathetic by nature, here are some concrete things that I can do to make sure I don't lose students along the way.

This is an interesting page by Kathy Schrock which includes charts detailing iPad apps and Android apps that support Bloom's Taxonomy.

Jan, I really like the way she has organized all of this information so visually. It really helps me connect Bloom's Taxonomy to technology in a way that makes so much sense. Great reinforcement of the idea that we're using technology as a tool to help us achieve these aims, rather than as an end in itself.

Hi Jan--I totally agree, this is a great resource. Kathy Schrock has been very influential in my teaching. Also, Bloom's T is why I love teaching research---finding, evaluating, using, synthesizing. All verbs, mind you. Web 3.0 is all about verbs. Flip research right and you hit jackpot in terms of who owns the learning. I'm creating a h.s. research elective that is all about passion based learning and sharing the love. I hope you will look at it as I progress---I would love feedback from you and Annemarie. '