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"The best long-term strategy I can see for continuously getting better is for the process of improving to be fun. If I want to get better at teaching, it's got to be fun for me to do so, because that's the only way for me to stare down the abyss of my current craptitude and the probability of my own immediate failure. That's going to look different for different people, because we've all got different tastes. I enjoy planning lessons, so I spend a lot of time on that. You like giving feedback, so you spend your time on that and you get great at that. I hate it, so I suck at feedback and am decent at curriculum." Agree completely with this statement. I think this holds true for our students too. The best long term strategy for improvement in school is that kids needs to have fun in the process.

Mar Prensky article- New term- futurcation

"Add "Would You Rather?" to your bookmarks. Phrasing math problems in terms of "Would You Rather" is simple and brilliant. I love this framework for three reasons:" Interesting framework for solving math problems. This post links to a resource of "Would you rather" problems that could be useful in a variety of different math courses.

"This map, made with data from the 1870 census, shows rates of wealth per capita in the settled United States. The scale stretches from white-"under $175 per capita"-to dark orange-"$1300 and over." (In today's terms, that range of per capita net worth would be $3,125 to $23,214.29.)" Possible uses when teaching Reconstruction

"I was seeking a replacement for "unfathomable." I thought of "depthless," but, feeling a bit iffy about it, I consulted my old Webster's Second. Yes, it was a synonym for "unfathomable" ("Of measureless depth … unsoundable") but also for "fathomable" ("Having no depth; shallow"). The word was what I think of as an auto-antonym (a term that doesn't appear in Webster's Second): it's its own opposite. Which is to say, it's a mostly unusable word. "

an emerging resource from one of the leading experts on math education, Jo Boaler, professor at Stanford University. If we want change in terms of math achievement in education, this is a great place to start.

"Draw an interesting curve, then click 'Correlate!' to find query terms whose popularity over time matches the shape you drew."

Educational Verbiage