Lake Placid CSD

Lessons for Middle and High School Math Classes

Brief summary and photo of past events that occurred on the current day.  Great to have on display at the beginning of class for the students to watch as they enter or to research one of the topics and write a brief description.

Creating Mathematical Fluency

Great Ideas to Celebrate Progress.

Program to incorporate personal ownership and creating a middle school environment based on student ownership.

"Whatever you do the first year will be a trainwreck (compared to the nice and tidy sit-and-get PD). So from the beginning, everyone should be aware that it's all a work in progress-just like the profession itself. Perhaps the greatest potential here is in the chance to personalize professional development for teachers. The above ideas are too vague to be considered an exact guide, but an "exact guide" really isn't possible without ending up with something as top-heavy and standardized as the process it seeks to replace-or at least supplement. Instead focus on the big ideas-personalizing educator training through self-directed and social media-based professional development."

"Mini challenges are a great alternative to open exploration or direct instruction. They can be a form of guided discovery. We recommend starting with easier (easier to find, more intuitive, etc.) challenges and building up. Ideally these challenges are completed in pairs or small groups so that there is additional support and an immediate opportunity to "teach." A favorite final challenge is for the student(s) to come up with a challenge for the other pairs/groups or to prepare a "discovery" to share with the whole class using an LCD projector."

Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.

"It starts with the conversation you direct in schools and it starts with the examples you set for kids," Mahoney said. "The kids are watching and they're making note of that.

mistakes and failures are normal parts of learning - not reasons to quit

Welcome to the BalancEdTech wiki! We believe educators must be knowledgeable and comfortable with curriculum, pedagogy, and technology in order to "teach". Our blog posts, articles, presentations, workshops, and consulting focus on helping educators weave curriculum, pedagogy, and technology into engaging and rigorous learning. We also believe people learn best by doing AND reflecting, both of which are integral to our workshops. For more information, please click on the links to the left.

To really understand student learning, take on something new. Something hard. Something meaningful. Something that you aren't sure you can do. Feel the fear. Because that's what your students feel everyday. Genuine learning is hard.

The best small town in America experiments with self-directed learning at its public high school. A group of students gets to create their own school-within-a-school and they learn only what they want to learn. Does it work? Charles Tsai finds out by spending a week with the Independent Project.

This lively RSA Animate, adapted from Dan Pink's talk at the RSA, illustrates the hidden truths behind what really motivates us at home and in the workplace.

Simon Sinek presents a simple but powerful model for how leaders inspire action, starting with a golden circle and the question "Why?" His examples include Apple, Martin Luther King, and the Wright brothers -- and as a counterpoint Tivo, which (until a recent court victory that tripled its stock price) appeared to be struggling.

"As this happens, certain mental skills will become less valuable because computers will take over. Having a great memory will probably be less valuable. Being able to be a straight-A student will be less valuable - gathering masses of information and regurgitating it back on tests. So will being able to do any mental activity that involves following a set of rules. But what human skills will be more valuable?" 5 Traits...

Abraham Lincoln inspired me, like so many others, to lead by relationships. Donald T. Phillips (Lincoln on Leadership) and Doris Kearns Goodwin (Team of Rivals) describe that president as a kind, gentle and genuinely personable man for whom many subordinates deeply cared. He got close to his cabinet, his personal secretaries and his generals, and wasn't afraid to let them into his personal world. But Lincoln never gave up his ideals. He made his vision clear to all and assertively redirected anyone he thought might take the country off his prescribed course. As a school administrator, it took me a while to lead in "the Lincoln way" (I have a very steep learning curve). I've been practicing educational leadership for 16 years in some of the highest performing schools in the country, but only recently recognized the importance of garnering the admiration of my faculty and administration team by developing deep personal and professional relationships with everyone. Like my favorite American president, I have tried hard to be nurturing, personable and caring while being clear and firm in the pursuit of my vision.

Promoting Student Engagement: Top 4 Reasons for Superintendents & Principals to Send Shout Out Tweets http://t.co/JWkDtM9cMS @unklar

"The literature on educational leadership and school change recognizes clearly the role and influence of the campus administrator (the principal, and sometimes an assistant principal) on whether or not change will occur in the school. It seems clear that transforming the school organization into a learning community can be done only with the leaders' sanction and active nurturing of the entire staff's development as a community. Thus, a look at the principal of a school whose staff is a professional learning community seems a good starting point for describing what these learning communities look like and how they operate. "