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"This site lets you use a Bookworm database to read Obama's State of the Union in the context of all the other State of the Union messages given by American presidents. For any word in the message, just click on the text: the word will turn red. If you want to search a two-word phrase, just highlight both words. (You can't search for phrases longer than two words)."

"Freedom's Ring is Martin Luther King, Jr.'s "I Have a Dream" speech, animated. Here you can compare the written and spoken speech, explore multimedia images, listen to movement activists, and uncover historical context. "

"When I get a taxi for the 15-minute ride from my office to the airport, I have two choices. I can hail a cab on the street, and pay a metered fare for the 4.6-mile trip. Or I can walk to the local Marriott and pay a fixed fee of $31.50. Truthfully, I'm always a lot happier paying the fixed fee. I'm happier even though it probably costs more in the end. (A congestion-free trip on the meter comes out to about $26.) Sitting in a cab watching the meter tick up wrenches my gut: Every eighth of a mile, there goes another 45 cents-tick ... tick ... tick." ...this provides interesting context for a math problem using linear equations. When is it worth it to pay the fixed fare vs. paying the per 1/8th of a mile rate? You could "3-Act" this scenario pretty easily: -Take a short video of a taxi fare display clicking upwards. Ask students to give you the first questions that come to mind. When the students ask for it, provide them with a photo of the rate schedule on the side of the taxi and your destination address.

Kagan Structures are instructional strategies designed to promote cooperation and communication in the classroom, boost students' confidence and retain their interest in classroom interaction. The Structures work in all teaching contexts-regardless of subject, age group, and number of students in class.

Kagan Structures are instructional strategies designed to promote cooperation and communication in the classroom, boost students' confidence and retain their interest in classroom interaction. The Structures work in all teaching contexts-regardless of subject, age group, and number of students in class.

""That's why the goal of school has to be automaticity," my dad concluded. The Sunday morning roads were empty, and we'd nearly made it home. "Take learning your times tables. You've got to know them cold so that you can go on to finding common denominators, or reasoning about algebraic functions, or whatever. You need each task to become automatic before you can move onto the next intellectual step."" Humorous, yet enlightening take on math class, which can be applied to school in general. What is more important for us to teach students so that it becomes more automatic? Should we make facts automatic? Or should we instead focus on skills and thought processes that can be quickly applied to many scenarios in a variety of contexts?